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Chapter Ten

Chapter Ten. How Does the Acquisition of Skill Affect Performance?. THE LEARNING PROCESS. Learning and performance are important concepts in the field of skill acquisition.

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Chapter Ten

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  1. Chapter Ten How Does the Acquisition of Skill Affect Performance?

  2. THE LEARNING PROCESS • Learning and performance are important concepts in the field of skill acquisition. • SKILL – defined as the ability that comes from knowledge, practice, aptitude and understanding which enables an individual to do something well. Motor skills are learned actions that require body movement. A performance is the way skills are performed in an athletic event, team game, dance aerobics or gymnastics routine or any sporting movement demonstration of skills.

  3. The most important aspects of performing a skill or activity is knowing what to do and when to do it. • Our nervous system is like a computer when processing information.

  4. A BABY LEARNING TO WALK • PERCEIVING – understanding what walking is by using the senses (sight, sound, touch) • DECIDING – to take the first step by putting one foot forward because that is how walking is perceived. • ACTING – on the perception and the decision and taking the step (sequencing and timing) • FEEDBACK – Feedback can occur at any point in the processing model. It involves the brain receiving information from internal and environmental sources to modify the response in some way. • Choose a sport or activity and complete a learning process

  5. PRACTICE METHOD • Learning a skill involves practice. The type of practice the learner needs should be tailored to the nature of the task, the time available and the learner’s motivation and level of fitness. Methods are classified as:

  6. MASSED PRACTICE • A skill is practiced continuously without interval or rest. Examples are golf drives, tennis serves and goal – keeping skills in soccer or hockey which are practiced over and over for a period of time to learn or improve the skill.

  7. DISTRIBUTED PRACTICE • When the practice is spaced over a longer period with breaks from practice and changes to other activities. Examples include learning to swim or ski which are difficult skills to learn for most people.

  8. WHOLE PRACTICE • The complete skill is practiced each time. For example, a tennis serve or a golf drive could be practiced as a whole skill to get the “feel” of the skill.

  9. PART PRACTICE • The skill is broken into sub skills and each part is practiced separately before being coordinated into a whole. For example, the tennis serve or golf drive could be broken into sub – skills practiced separately to improve the skill.

  10. give examples of: • open, closed, • Gross motor skills, Fine motor skills, • discrete, serial and continuous skills , • self paced and externally-paced skills • Massed, distributed, whole and part practice • Cricket bat, ball, 2 wickets • Basketball, Ring, witches hats • Football, goal, witches hats • Hockey stick, puck, witches hats

  11. THE STAGES OF SKILL ACQUISTION • What is the difference between Tiger Woods golf swing and yours? • What is the difference between your goal kicking and Daryl Halligan’s? • Learning involves practice and time. • Over time, and with practice, a beginner (in terms of cognitive, affective, and motor skills) will progress through various stages to become a skilled performer. • The learner passes through 3 stages while learning a new skill. These are:

  12. COGNITIVE STAGE • ALSO KNOWN AS “THE UNDRSTANDING STAGE” • The cognitive stage is characterized by thinking – trying to understand the skill. • Many mistakes are made and the learner is unsure of how to correct errors and needs to improve. • Feedback is mainly external.Feedback is also very important at this stage and is supplied predominantly with visual demonstrations and verbal information. • Instructions should be kept short and should point out only a few skills at a time. • Example: Learning to drive a car.

  13. ASSOCIATIVE STAGE • The associative stage is quite long. • When the learner is more practiced and able to understand and correct errors with more confidence. • The ability to perform the skill improves and errors decrease. • Some people may never get out of the associative stage. • The fundamentals and mechanics have been learnt but the performance is less variable and consistent e.g someone knows the how to play Basketball and has learnt some skills but the skills are not consistent, • Knowledge of results and performance needed.

  14. AUTONOMOUS STAGE • Also known as the “AUTOMATIC STAGE” • It is reached when the individual is able to perform the skill smoothly. • It is no longer necessary to think about each little move as it is performed. • Internal feedback increases. • Most of the skill is performed without thinking because the athlete requires less attention to basics and give greater attention to game strategies and external cues. • The athlete has good timing and confidence.

  15. JUDGING THE QUALITY OF PERFORMANCE CHARACTERSITICS OF SKILLED PERFORMER • In judging the quality of a skilled performer the appraiser will need to be aware of movement skills, composition skills, creativity, game strategies, technique, defensive patterns,etc. • The level of the performer is matched to the standards of requirements of the skill. • E.g 9.8 in gymnastics or first in a race.

  16. OUTCOMES OF A SKILLED PERFORMER Include enjoyment, self-esteem, and the opportunity to participate at higher levels, e.g state or national representation. There is an appreciation of the work of others e.g coaches, officials, parents,etc. For some skilled performers, financial rewards and sponsorship are available.

  17. PERSONAL VS PRESCRIBED JUDGING CRITERIA • Who decides whether there is such a thing as a “perfect 10” in gymnastics or who is the number 1 batsmen in the world??? • The answers to these questions lie in the science of measurement and appraisal. • Appraisal relies heavily on the judge’s subjective evaluation of the performance. Their objectivity increases as they become experienced at judging. • The evaluation might be done either by an established criterion (a prescribed judging criteria), or it might include feelings, emotions, preconceived ideas and expectations about the performance.

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