How does the acquisition of skill affect performance?

1. How does the acquisition of skill affect performance? Stages of skill acquisition Characteristics of the learner The learning environment Assessment of skill and performance

2. Stages of Skill AcquisitionThe Cognitive Stage • This stage is identified as the basic or understanding stage of skill learning. • It focuses on what to do. • Learners at this stage will experience frequent large errors. • The learner is often unable to recognise errors. • The learner needs to see, feel and experience the movement. • Demonstration is the best means of communication. • Learners must identify sub-routines. • The learner will often exhibit a slow learning speed and inefficient movement. • Learning is supported with the use of teaching aids e.g. Demonstrations, pictures, videos, etc.

3. Stages of Skill AcquisitionThe Associative Stage • This stage is identified as the intermediate or practice stage of skill learning. • It focuses on how to do the skill. • Some errors are made but not so large. • The learner is able to recognise errors. • The learner needs to practice to kinaesthetically develop at this stage. • Emphasis is on temporal patterning. The player will know the sub-routines and is competent in assembling them into the required skill. • The learner will often exhibit moderate speed and reasonable efficient movement. • Further improvement requires practice of set patterns of movements in controlled situations.

4. Stages of Skill AcquisitionThe Autonomous Stage • This stage is identified as the advanced stage at which skills are performed reflexively. • Learners at this stage have the ability to focus on other tasks. • Very few errors are made at this stage. • The performer is able to detect and correct errors as they occur. • The performer is able to adapt movements to pressure situations. • Movements can be rehearsed under varying conditions. • Demonstrations are only essential to refine particular movements. • Temporal and sequential patterning of sub-routines is automatic at this stage. • The performer exhibits speed and efficiency that relate to the specific requirements of the situation. • Improvement at this stage requires the manipulation of the environment to ensure the skill is able to be reproduced under varying conditions.

5. Stages of Skill AcquisitionMedia Resources http://www.youtube.com/watch?v=V8QZzvhkIyQ http://www.youtube.com/watch?v=TMa0XpI3Rl0 http://www.youtube.com/watch?v=wWuXyFU5EQs

6. Characteristics of the LearnerPersonality • Many athletes that are successful have not only physical talent but also positive personality traits. These traits include determination, desire to succeed, motivation, cooperation, optimism and enthusiasm. These personality traits coupled with physical talent enhance the learning of new skills. • Learners who’s personality reflects positive ways of behaving are more receptive to instruction and advice, more cooperative in performing set tasks and more helpful in creating a productive learning environment.

7. Characteristics of the LearnerHeredity • Hereditary factors are characteristics inherited from parents. These factors cannot be changed and help to determine how quickly (or slowly) a new skill is learnt. Hereditary factors include: - the percentage of fast and slow twitch muscle fibres (fast twitch fibres are naturally suited to sprint and explosive events, slow twitch are more suited to endurance. - somatotype (mesomorphy, endomorphy and ectomorphy. - gender - Height - Conceptual ability (the ability to visualise movement and make it materialise . • Heredity factors determine the ‘ceiling’ for performance potential.

8. Characteristics of the LearnerConfidence • Confidence in learning a skill leads to successful skill development. Consistent failure may affect the confidence of a learner. Therefore, the coach needs to offer positive feedback so that confidence remains high. • Confidence unlocks energy and creativity. Confident people are able to help others as well as themselves. • Confident people approach new skill learning situations with feelings of being able to rise to the challenge and that the outcome will be favourable regardless of the outcome.

9. Characteristics of the LearnerPrior Experience • If the learner has already learnt a similar skill this knowledge can be transferred to the new skill being learnt. This is known as transfer of learning and it increases the rate of skill development. • Lateral transfer – skill transfer from one similar task to another e.g. Backhand in squash to a backhand in tennis. • Vertical transfer – the act of mastering a lower order task as a prerequisite for something much more difficult e.g. Learning a butterfly kick using a kickboard before progressing to butterfly swimming.

10. Characteristics of the LearnerAbility • Ability is the ease at which a learner develops new skills. It takes into account a number of factors such as the intelligence of the learner, their thought processes and problem solving skills, reaction time and perception.