Learning and Skills

A skill is the learned ability to perform an action with determined results with good execution.

motor skills

A voluntary, goal directed activity, that we learn through practice and experience. Motor skills are a special form of movement that require movement of the body or limbs to achieve a goal.

consistency, precise, confident, hard work

inconsistent, low confidence, low motivation, poorly executed

• Movement Precision (muscular effort involved within the skill) • Type of movement • Predictability of the environment (the environment where the skill is performed)

These work as a good starting point for coaches to evaluate the skill and describe the appropriate training and instruction.

Movement precisions describes the force exerted by the muscle to perform the skill.

• Fine Motor Skills – recruitment of smaller muscles / muscle groups. Movement require precision. (dart throwing) • Gross Motor. Skills – Recruitment of larger muscle groups and large parts of the body. Movement require less precision. (running, swimming)

Discrete Skills: Single movement with a distinct start and finish. Serial Skills: Several discrete skills performed in sequence that creates a continuous performance. i.e. - Gymnastics floor routine or dance performance Continuous skills: No distinct beginning or end. i.e. - Dribbling a basketball or running.

Open and closed skills: The classification is based on the extent to which a performer needs to adjust to the environment in which the skills are being performed.

Open Skills: Are performed in unpredictable environments. In an open environment, the conditions are constantly changing and the performer has limited control. Closed Skills: Highly predictable environment. The performer has greatest control over the performance environment.

cognitive (beginner) associative (competent) autonomous (elite)

Little knowledge of the skill or its performance.

• Many errors in performance • Gives lots of attention to understanding the task • Unable to detect and correct own errors

• Indicate what player needs to do • Break skill down • Demonstrate skill • Help detect errors • Clear and simple instructions • Positive feedback

Can perform the skill but lacking accuracy, timing and context.

• Consistent performance of the basic mechanics of the skill • Concentrates on refining skill • Improved ability to detect and correct errors • Some perception of important cues/information in a game environment

• Provide relevant feedback • Provide opportunity to practise • Encourage athlete to monitor and analyse their own performance • Assist learner to recognise important cues/information in game environment

Skill mastered, able to perform the skill automatically.

• Performance almost automatic • Highly skilled • Very few errors • Able to adjust skills to game environment • Greater tactical and strategic awareness • Ability to detect and correct own errors

• Introduce set plays, tactics and advanced skills • Assist athlete focus on tactics and game strategies • Match practice • Practice varied and engaging • Challenge the learner • Feedback to be very precise

Practice needs to take into consideration the individual, the task and the environment for learning to occur.

• Blocked or random practice • Whole or part practice • Massed or distributed practice