Core 2: Factors affecting performance FQ3 How does the acquisition affect performance? The learning environment

Syllabus outcomes Learn aboutLearn to The learning environment ●nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced) ●the performance elements (decision- making, strategic and tactical development) ●Practice method (massed, distributed, whole, part) ●Feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance) ●Design a suitable plan for teaching beginners to acquire a skill through to mastery. The plan should reflect: ○appropriate practice methods for the learners ○the integration of relevant performance elements ○an awareness of how instruction may vary according to characteristics of the learner ○How feedback will be used as learners progress through the stages of skill acquisition

Physical Environment ●The learner needs to feel confident and safe in the learning environment EXAMPLE: a learner golfer may experience anxiety at the thought of learning in front of others who are more skilled ●The responsibility for safety of the physical environment rests with the learner’s instructor. ●Skateboarders need skate parks so they are off the street. ●Some environments like those for surfing and snowboarding involve some risk taking for the learner

The nature of skill Motor skills are classified in different ways but they can be based on: 1.discrimination of the skill from gross to fine 2.the environment in which the skill is performed 3.the movement of the skill from beginning to end SKILLS CLASSIFICATION Gross motor skills: involve large muscles and include basic skills like walking, throwing, running and jumping. Fine motor skills: involve small muscle control and hand-eye coordination and include writing, using scissors, sewing and using a computer’s mouse.

The nature of skill Open Skills: occur in changing, unpredictable environment. The learner needs to adapt to the environment and change or modify the performance. Examples: driving, football, soccer, netball, etc. Closed skills: Occur when the environment is predictable or unchanging. Examples are a golf putt, tennis serve or ten pin bowling skills cannot always be classified as open or closed and sports use both open and closed skills.

The nature of skill Discrete skills: Have a definite beginning and end point. Examples are throwing a ball or a javelin or shooting a goal in netball. Serial skills: are a series of discrete skills put together which must be performed in the correct order for the skill to be learned. Examples are a gymnastics floor routine or driving a manual car. Continuous skills: have a beginning and an endpoint that are decided on by the performer and not in the skill itself. Examples are swimming and running.

The nature of skill Self-paced skills: are closed skills because the performer has time to control the skill. Examples are in archery, diving and weight-lifting Externally paced skills: are open skills as the environment is constantly changing. Speed, space and the actions of opponents in sport such as hockey, basketball, tennis, football, baseball are examples

Performance Elements Decision making: ●decisions are made to improve performance. ●Decisions are based on understanding, practise and feedback. EXAMPLE -Hesitating at the traffic lights for too long while taking a learner driver test may mean you will be required to take the test again. -Making the decision about when it is safe to proceed through the gap in the traffic becomes easier with experience. Strategic and tactical development: ●takes place in the physical environment where performance occurs. ●A stage of skill acquisition has been reached where the learner makes decisions such as when to pass the ball, when to shoot a goal, how to return the tennis serve to gain advantage over the opponent, when it is safe to change lanes in traffic or which golf club to choose for the next shot.

Strategy, Tact and Decision making

Practice methods 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: Massed practice: a skill is practised continuously without interval or rest. Examples are golf drives, goal keeping skills in hockey which are practised over and over for a period of time to learn or improve the skill. Distributed practise: When practise is spaced over a long period of time with breaks from practice and changes to other activities. Examples: swimming or skiing. Whole practise: the complete skill is practised each time. For example a tennis serve or a golf drive. Part Practice: The skill is broken into sub-skills and each part is practised separately before being coordinated into a whole. For example the tennis serve or golf swing can be broken into sub skills and practised separately

Feedback Feedback is information the the learner receives to correct or control the performance. Types of feedback are: ●Internal: or intrinsic, feedback is the feeling the performer has when the activity is performed. ●External: or extrinsic feedback comes from a coach or other person who gives advice or demonstrates the correct way to perform a skill. ●Concurrent: feedback is received during performance ●Delayed: feedback is given when the performance has been completed. ●Knowledge of results: feedback occurs when the learner is advied, or is able to see, errors needing correction. For example, goal shooting in netball. The learner may be advised to take more time when aiming at the goal. ●Knowledge of performance: feedback occurs when a learner is advised of the skill weakness and is able to correct it with practise, for example, errors in the backhand in tennis