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How a Skill is Acquired

How a Skill is Acquired. Definitions and descriptions of learning styles Classification of skills Characteristics of a skilled performer Acquiring physical skills and models of learning Stages of learning. Learning Styles. Active Learners Prefer to learn by doing. Reflective Learners

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How a Skill is Acquired

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  1. How a Skill is Acquired Definitions and descriptions of learning styles Classification of skills Characteristics of a skilled performer Acquiring physical skills and models of learning Stages of learning

  2. Learning Styles • Active Learners • Prefer to learn by doing. • Reflective Learners • Like to analyse the skill & relevant tactics before proceeding. Ask lots of questions. • Visual Learners • Learn by watching a skill performed and imitating. This method is the most important especially for beginners. • Verbal Learners • Learn best from instructions or verbal cues. • Sequential Learner • Learn best by receiving information in stages and piecing it together at the end.

  3. Skill Classification • Discrete • Skills that have a distinct beginning and end. • Examples: • A foul shot, shot put, drop punt • Continuous • Skills that have no distinct beginning or end. The time it takes depends on the length of the task. • Examples: • riding a bike, running, driving, dribbling in soccer • Serial Skills • Discrete skills that are joined together in a sequence. • Examples: • trapping the ball and then passing in soccer, a rally in tennis

  4. Skill Classification • Fine Motor Skills • These skills involve the movement of small muscle groups. • Gross Motor Skills • These skills involve the movement of large muscle groups. • Open Skills • They are influenced by outside influences as to when they are executed. Example: all team sports. • Closed Skills • Exist in a very predictable environment. Technique is repetitive. Example: teeing off in golf.

  5. Characteristics of a Skilled Learner • All the Time in the World • Creating space allows for more time to perform skills effectively. Space is made by reading the play accurately. • Makes Correct Decisions • Comes from experience. Good cue detection allows for fast information processing and effective output. • Anticipation & Timing • The ability to predict what will happen given only partial cues. • Smooth, Effective Technique • Through practice the technique has been refined minimising energy outlay making it appear smooth and effortless. • Ability to Cope with Pressure • Can cope with pressure because: selective attention allows concentration on essential cues only, skill is automatic so other aspects can be focused on i.e. time left, scoreboard, opposition play.

  6. Acquiring Physical Skills & Model of Learning • Model of Skill Learning • Input • Information a player takes from the playing environment. Can be relevant and irrelevant. • Decision Making (Information Processing) • Based on relevant cues the player decides on the best response and a motor plan is decided on. • Output • The physical response. • Feedback • Two major forms are ‘Knowledge of Results’ (was it successful - internal) & Knowledge of Performance’ (how can it be improved – external).

  7. Acquiring Physical Skills & Model of Learning • Factors Affecting Input • Strength of Cue • The more intense the cue the quicker the reaction to it will be. Example (cricket): • White cricket ball on black sight screen. • Speed of Cue • The faster an object moves the less time you have to respond. Example (cricket): • Cricket ball bowled at 150km as opposed to hitting ball off a cone. • Noise Level • Increase in noise level makes it harder to focus on relevant cues. Example (AFL): • 90,000 at the MCG 0r 100 watching a NAFA game • Arousal Levels • For each sport there is an optimum arousal level. If under or over this level it makes it harder to detect and respond to relevant cues. Example: • Hung-over (under aroused) while playing football.

  8. Acquiring Physical Skills & Model of Learning • Response and Reaction Time • Reaction time is the time it takes before a skill is initiated. • Response time is the time it takes to fully complete a skill. It includes reaction time. • Anticipation • Through experience a player develops an understanding for what cues are relevant. This allows anticipation and therefore more time to move and prepare.

  9. Stages of Learning • Cognitive • Needs lots of visual demonstrations • Needs small amounts • Lots of errors • Specific feedback is needed • Associative • Error rate and size of errors decreases • The performer recognises errors • Movements are refined • Performer has a feel for the movement • Autonomous • Errors are rare and consistency is high • Movements are automatic • Able to correct own errors • Movement patterns are less likely to fail under pressure

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