12PED SKILL LEARNING

1. 12PEDSKILL LEARNING

2. What is a Skill?The unskilled golfer tends to .... • Miss, top the ball, hook, slice, highly variable, little or no control.

3. The skilled golfer tends to ... • Have economy of effort • Makes the shot look easy, effortless and efficient.

4. A skill is ... • A learned, co-ordinated task that achieves a goal.

5. 4.It gives basic skills or parts of skills that can be called up later in life to help learn new or more complex skills.

6. 5.Slower development as the skill foundations are either missing or weak.

7. Skill Classification • Fine or Gross • Simple or Complex • Open or Closed

8. Fine or Gross A fine motor skill involves small muscle groups, hence fine tasks. • handwriting, darts, marbles A gross motor skill involves large muscle groups and/or the whole body. • swimming, somersault, boxing

9. Closed or Open A closed motor skill is one in which the performer is in complete control of the sequence and timing of the movement. • golf swing, darts, free throw. An open motor skill is one in which the sequencing and timing depends on factors the performers cannot control, e.g. opposition. • rugby, hockey, cricket, sailing

10. Simple and Complex A simple skill is made up of only a few parts/subroutines • throwing , kicking and catching Complex skills are made up of a number of subroutines that must be in order. Often difficult to learn. • starting a car, golf swing, gymnastics routine, aerobics routine.

11. 7. Sailing has fine & gross elements depending on the situation. It is complex because it is made up of many subroutines. Many aspects of sailing are open since currents, winds and other sailors can dictate what action you will take and when you will take it.

12. Stages of Learning 1. Cognitive Phase (Planning Phase) The performer learns the associated subroutines and how the skill should be performed. Characterised by large errors, often gross in nature and performance is highly variable. To get through this stage the performer needs: • Immediate and Detailed feedback • Knowledge of how the skill is performed • To see the skill performed

13. 2. Associative Phase (Practise Phase) Practising the skills associated with the task. Learning to sequence and time movements. How well learning occurs depends on: • Quality of feedback • Motivation of the performer • Past experience and existing skills • How complex the activity is

14. 3. Autonomous Phase (Perfection Phase) Performance is consistent and has very little variation. The skill is performed without ‘thinking’ which frees up the CNS to deal with other factors, e.g. strategy. • Less nervous system (mental) control • Less likely to be distracted e.g. by the crowd • The skill becomes second nature.

15. The Cognitive Driver Bunny hops, stalls, grinds gears, forgets to look, over and under steers, forgets to take off the handbrake & indicate, struggles to change gears, panics, drives very slowly and cautiously.

16. The Associative Driver Less errors, stalls etc on rare occasions, Drives confidently, holds conversations, Might still forget to indicate etc, Can eat and drive satisfactorily

17. The Autonomous Driver Errors are rare. Plans ahead and can anticipate hazards. Smooth and consistent.

18. 3. Advantages of Being in the Autonomous Phase • It frees up the brain to concentrate on other, more complex aspects of skill performance. This may be things such as strategy, planning ahead, anticipating the actions of the opposition.

19. 4. Role of the Coach The influence of the coach may become less when the performer knows how to perform the skill. They are still needed to monitor errors that may creep in, which the performer fails to recognise. The coach can also help the athlete move on to other skill areas such as controlling the game, strategy, etc.

20. Goal Setting • Because a goal should not be started without asking “why am I doing it”? • Outcome Goals It requires the opposition or other athletes to ‘co-operate’ so the goal can come to fruition. • Performance Goals Because control of the goal remains with the performer and not others. Self determination and effort are rewarded.

21. Muhammad Ali You may be a skilled performer but unless you want to do well – have the desire to do well – it is far more difficult. The performer needs to work on mental as well as physical skills in trying to achieve their goal.

22. 5. Achieving a Goal We know we are capable of achieving a goal. We may want to set more or slightly more complex goals. We may recognise the strengths in our profile that could help us achieve other goals.

23. 6. Not achieving a goal We may re-look at what we did and reflect on our weaknesses. Identify specific aspects of our fitness profile that needs addressing. That aspects are achievable, it may just take more work.

24. 7.Not Evaluating Blindly applying the same formula to another goal. We may succeed but we have not learned anything new. Evaluating and reflecting makes us think critically about what we have done.

25. Massed and Distributed Practice • Massed Practice is performing the skill over and over without rest until it is achieved • Distributed Practice is mixing performance and rest periods, until the skill is learnt

26. 3. Benefits of Massed Practice Highly motivated, tasks that have low energy demands & simple skills such as throwing Fatigue, poor technique, boredom, injury, frustration if progress is not being made. 4. Risks of Massed Practice

27. 5. Distributed is often preferred when: In the early stages of learning Energy demands are high Skill is complex Performer is not motivated or the task is boring

28. 6. During the Rest Phase of Distributed Practice Mentally going over the task / skill, looking at video evidence of performance or receiving feedback.

29. 8. Implications with respect to coaching With tasks that are boring, high energy demand or the performer is not motivated, distributed practice should be used.

30. 9. Novice Basketball Player Distributed practice. There are a number of parts to dribbling which should be learned using distributed practice. For example, dribbling on the spot, dribbling while walking, then jogging. As they become more skilful, they learn to lift their head and bring in some opposition. This allows time to check to make sure errors are detected, corrected and not reinforced.

31. Whole & Part Learning • Stance • Weight transfer • Shuttle drop • Grip • Swing timing • Contact point • Follow through

32. 2. Whole Learning is: when the skill is taught in its entirety, i.e. The whole movement. Part Learning is: when the skill is broken down into its associated parts or sub-routines. These parts are learned.

33. 3. Advantages of Whole Learning Good for simple skills that cannot be broken down into parts. 4. Advantages of Part Learning Good for complex skills where each subroutine or part is very important. Especially if there is a set sequence that must be followed.

34. Mental Practice & Positive Self-Talk Read the articles and answer questions 1-6 and think about an answer for question 7.

35. Michael Jordan Despite making errors or even failing, positive self talk tells you that regardless you can and will do better. Can make you determined to try again and prove you can succeed. Mistakes are essential to learning. By analysing our mistakes we focus on aspects of performance that were incorrect and learn to address them so they are not repeated.

36. Feedback 2. • Motivation – to help lead a change in performance • Change performance – next time you will know what to change • Reinforce learning – feedback tells you if you were right or wrong

37. Internal Comes from receptors within the body and muscles. E.g. Gymnastics can tell where they are in space. • External Comes from verbal, audible or visual sources (senses). E.g. The sights and sounds of the game • Knowledge of results Information received about the outcome of your performance. E.g. ‘the ball was in’, your time was 13 seconds’ etc

38. Knowledge of performance Information you get about the actual performance of a skill. E.g. My leg was not extended enough • Positive The successful performance tells you that your skill execution was correct. E.g. You score a goal • Negative The unsuccessful performance tells you that your skill execution was incorrect. E.g. You miss a goal

39. Arousal Theory • A = under arousal B = optimum arousal (hence optimum performance C = over arousal • Bored, not motivated, tired, lethargic, inattentive, distracted. • Nervous, anxious, worried, scared, frustrated, do not want to play.

40. They are over-aroused because they are nervous or worried/anxious about performing. Continually failing to achieve could be adding to this. To bring them back to optimum arousal we need to break the skill down and ensure each of the subroutines associated with 3 ball juggling are mastered. Mental and distributed practice could be beneficial.

41. They are under-aroused because they can already do the skill. As a result they may be bored or not interested in performing so they do not concentrate. To bring them up to optimum arousal we need to make the skill more exciting or interesting. This could be done by adding tricks or some form of competition.