skill
a learned ability to bring about pre-determined results within a minimum outlay of time, energy or both.
sub-routine
the actions that form the parts of a skill
fine-gross (muscular involvement)
gross- involves large muscle groups and gross body movement.
fine- involves small, precise muscle movements and control
simple-complex (complexity)
Simple- few decisions required, easy to learn, simple movement patterns, low perceptual load, less feedback. complex- many decisions required, information processing and Subroutines needed, high perceptual load, more feedback.
open-closed (environmental)
open- unpredictable environment; requires adaptation
closed- predictable environment with little change
self paced - externally paced (pacing)
Self- performed in a predictable environment with little change externally- timing and speed controlled by external factors / opponents
discrete-serial-continuous (continuity)
discrete - clear beginning and end Serial- a sequence of discrete skills leanred together
continuous - no clear beginning or end; can be repeated
low organisations - high organisation (organisational)
high- Skill is difficult to break down; must be practised as a whole
low- shill that is easily broken
into parts
characteristics of a skilled performance
learned, consistent, accurate, controlled, goal direct, aesthetically pleasing, fluent, economical, smooth, efficient
perceptual load
the amount of perceptual information involved in an ongoing task
habitual
done consistently
transfer
the effect of the learning and performance of one skill on learning and performance of another
positive transfer
the the learning of one skill helps or aids the learning of another
negative transfer
when a skill hinders or impedes the learning of a new skill
zero transfer
learning a skill has no effect on another skill as it has no similarities so no aspect of confusion
bilateral transfer
learning a skill is passed across the body from limb to limb
whole practice
looks at completing a skill being worked on in its entirety without breaking it down into segments
presentation of practice
how a coach or teacher introduces and demonstrates a skill to a learner
part practice
skill is broken down into sub-routines, then learnt separately before combining
whole-part-whole
skill taught as whole - then key parts isolated - then reintegrated into a whole
progressive part
learn skills in parts, then linked together sequentially, effective for serial skills
complex + low organisational skill …
part practice
simple + high organisational skill …
whole practice
massed practice
continuous practice, no (or few) breaks
