The Characteristic and Classification of Skill

1. The Characteristic and Classification of Skill Section 5.1

2. Introduction • Working in groups of three develop and record your own definition for the following terms Skill Ability

3. How We Use ‘Skill’ • Term used in several different ways • Use the term to mean the element of a particular game (Techniques- passing, volleying, shooting) • Refer to sports as skills (tennis, archery) • Imply a quality a sportsperson possesses

4. Definition of Skill • Skill is the consistent production of goal-oriented movements, which are learned and specific to the task (McMorris 2004). *Note: A number of different definitions for skill exist but for our purposes we will use the definition above*

5. Characteristics of Skill 1. Skill is Learned- learned through practice, repetition and feedback 2. Skill has an End Result- Skill is ‘goal-oriented’. Important for performer to be aware of goal

6. Characteristics of Skill 3. Skill Results in Economic and Efficient Movement- meet performance goals with minimal outlay of energy 4. Skilled Performers achieve their Goals Consistently- meet performance goals with ‘maximum certainty’

7. Types of Skill • Many different skills fall into four main categories 1. Motor Skills 2. Cognitive Skills 3. Perceptual Skills 4. Perceptual-Motor Skills

8. Types of Skill 1. Motor Skill- skills that emphasize movement but does not require much thinking • Ex. Weightlifting 2. Cognitive Skills- the ability to solve problems by thinking • Ex. Playing Chess, rules, game objectives

9. Types of Skill 3. Perceptual Skills- perception is the process by which we sense things and interpret them. Take information from our environment and make decisions. • Ex. deciding what type of shot to hit in golf 4. Perceptual-Motor Skills- reading environmental stimuli and the motor reaction that follows • most sport skills will incorporate elements of all three (Cognitive, Perceptual and Motor)

10. Role Review • In your own words, list four characteristics needed for something to be classified as a skill • Provide an example of a skill that is • A) Individual • B) Coactive • C) Interactive

11. Group Work • Travel around the classroom and look at others continuums and examples • Identify at least four examples where you believe you would have put a particular skill on a different part of the continuum. • Be prepared to share your findings with the class as well as defend your answers

12. Psychomotor Tests Discussion • Do you believe these three tests are good for testing ones psychomotor abilities/skill • Explain your answer • Do you believe these tests have good validity? (Good measure for what they set out to test)

13. Ability Introduction • Johnny was good at all of the team games he played in his physical education lessons, a natural footballer, basketball player, rugby player, and field hockey player, It was obvious that he had strong natural abilities that ‘fit’ those sports • What natural abilities (motor and perceptual-motor) do you think Johnny possesses to excel in these sports? • What are the abilities you have that enable you to be successful in your chosen sport? • From Course Companion pg. 112

14. Ability-Defined • Ability refers to a general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills or tasks.

15. Characteristics of Ability • Ability is • A mainly stable trait • Genetically determined • Developed through maturation; modified by experience

16. Perceptual-Motor Ability • Abilities that allow individual performers to make take-in and process information and decide how and when to move. • Almost all sports skills will be a combination of both perception and motor ability

17. Identifying Motor Abilities • Commonly discussed motor abilities are strength, speed and coordination but there is no definitive list of psychomotor abilities Fleishman’s Taxonomy of Abilities Stallings’ Motor and Perceptual Abilities.

18. Technique • Technique in general terms is a “way of doing”. In the performance of a specific sports skill it is defined as the “way in which that sports skill is performed”.

19. Skill, Ability and Technique • Skill is acquired and must be learned • Ability is a stable, genetically determined characteristic • Technique is the ‘way of doing’ • Skill = Ability + Technique

20. Role Review • Describe the differences between skill and ability? (Recall Characteristics of each) • Define technique. • Skill = _____________ + ______________

21. Roger Federer Video

22. Info. Processing Info. • Step 1- Note down everything that the player does, from first picking out where the ball I as it approaches to assess the effectiveness of the shot. Be really detailed about this. Eg. ‘as the ball was coming towards him he tried to decide how much it was going to bounce. Include things the athlete might be thinking about.

23. Info. Processing Intro • Step 2. Group the thought or actions you have identified into: • A) those concerned with identifying what is happening to the ball. Head this list input • B) those concerned with making decisions about where to move and what to do. Head this list ‘Decision Making’ • C) those concerned with making an appropriate movement as a result of the decision. Head this lis‘Output’

24. Information Processing • Information processing is the system by which we take information from our surrounding environment, use it to make a decision and then produce a response: input–decision-making–output.

25. Black Box Model • Input Output Central Nervous System Feedback • All the approaches are only models. Input and output are assessable/observable, but the decision-making process can only be speculation.

26. Main Stages • Although many different information processing models exist, most have three main stages • 1. taking in and analyzing information about what is happening • 2. making decisions about what to do on the basis of the information • 3. programming the muscles to produce the movement required

27. Schmidt’s Model • Stimulus Identification- receive and make sense of info. From environment . Ex. whether ball is spinning • Response Selection- take interpreted information and decide what to do • Response Programming- muscles need to carry out movement need to be stimulated. Can become almost automatic in skilled players

28. Whiting’s Model

29. Welford’s Model

30. Sensory Information • Sensory Information detected by • Exteroceptors • Proprioceptors • Interoceptors

31. Exteroceptors • Provide information from outside the body, from external environment • Include vision, hearing, touch, taste and smell • Vison and Hearing are most important exteroceptors with regard to sport

32. Vision

33. Hearing

34. Proprioceptors • Receptor responsible for telling us where we are oriented in space. Also tells us which muscle are contracted and which joints extended • Three components of proprioception are touch, equilibrium, and kinesthesis

35. Component of Proprioception • Touch- enables us to feel pain, pressure, and temperature • Equilibrium- tells us if body is balanced or if it is tipping, turning or inverting • Controlled by vestibular apparatus in the middle ear • Kinesthesis- sends message about movement, or contraction state of the muscles, joints and tendons

36. Interoceptors • Provide sensory information from within the body. • Ex. lung stretch receptors, chemoreceptors, movement of internal organs, hunger.

37. Signal Detection Theory • Using your course companion take notes and explain the signal detection theory • Provide examples from everyday life

38. Perception • Process of interpreting and making sense of the information it receives from the sense • Consists of three elements • Detection • Comparison • Recognition • Ability of the body to separate relevant stimulus from background ‘noise’

39. Memory Systems • Perception depends on the ability of our three memory systems • Short-Term Sensory Store • Short Term Store • Long Term Store

40. Memory Systems

41. Short Term Sensory Store • All the information that is received from the senses and held for a very brief time • Capacity- Unlimited • Duration- Less than a second • Just enough time to make a decision on its importance • Job is to filter out relevant information • Much of the work of sensory memory is done before we are consciously aware of it.

42. Selective Attention • Selective attention (SA) operates in the short-term sensory store (STSS). Only the relevant information is passed to the short-term memory (STM) where it is held for several seconds. • SA ensures that information overload does not occur and prevents confusion as the brain would not be able to cope with streams of information.

43. Selective Attention and Sport • A filtering mechanism operates, which separates the relevant information from the irrelevant (noise) information so that athletes concentrate on one cue or stimulus (for example, the ball, position of player in a game of tennis) to the exclusion of others. • SA is very important when accuracy or fast responses are required and can be improved by learning through past experience and interaction with long-term memory.

44. Short Term Memory • Conscious memory that holds information briefly before it is stored or forgotten • Also called ‘working memory’ • Capacity- 5-9 items (7 +-2) • Duration- 10-20 seconds unless rehearsed

45. Long Term Memory • Relatively permanent and and limitless storehouse of memories • Capacity- Unlimited • Duration- Approx. a Century • Relevant information is recalled and moved to our short-term (working) memory when in use

46. Long Term Memory

47. Forgetting and Retrieval • Not being able to recall information is associated with the following: • Encoding Failure • Storage Failure • Retrieval Failure

48. Role Review • Describe the duration and capacity of the following memory systems • Short Term Sensory • Short Term • Long Term • Describe why the short term memory is also called ‘working memory’

49. Improving Memory Techniques • Brevity- Only able to process a little at a time. • “three coaching points, then practice” • Clarity- Keep it simple to start and add complexity later. Introducing similar topics at the same time can cause ‘interference’ • Ex.- Tennis to badminton transfer

50. Improving Memory Techniques • Chunking- Can hold more information in our short term memory if we ‘chunk’ it into meaningful units. • Association- link new knowledge to that you already know. • Teach individual components that will be linked into one fluid movement