 As we progress from a beginner to a skilled performer we must pass through different stages of learning  There is no definitive point at which an athlete transitions into any of the phases.  There are three stages of learning.

*FIGURING OUT THE SKILL*  The athlete is attempting to understand the basic task  Beginners may not be aware of how to correct errors, and need basic, specific instruction and feedback during this phase.  Eg. Challenges include how to hold the raquet, how to place the feet, and where the boundaries are.

*GETTING BETTER*  At this stage the athlete understands the fundamentals of the skill and is in the process of refining the skill.  They experience fewer errors and can detect some of them on their own.  Performances are more consistent and learners begin to know what is relevant and what is not.

*IT’S SECOND NATURE*  At this point the skill is well learned.  The athlete performs the skill automatically without having to focus on execution.  There are few errors and athletes can detect and know how to correct them.  They can concentrate more on other aspects of the game.

 There are four types of practice which can all be used in different situations and dependant on the skill being learned. Fixed practice Variable practice Massed practice Distributed practice

 A specific movement is practiced repeatedly, known as a drill.  Closed skills are best practiced in this way. *CLOSED SKILL*  These skills take place in a stable, predictable environment and the performer knows exactly what to do and when.  Skills are not affected by the environment and movements follow set patterns and have a clear beginning and end.  For example, a basketball free throw.

 Involves repeating a skill in a range of situations that could be experienced, such as game play.  Open skills are best practiced in this way. *OPEN SKILL*  The environment is constantly changing and so movements have to be continually adapted.  Skills are predominantly perceptual.  For example, a badminton rally.

 Skill is continuously practiced until the skill is developed.  Simple skills best practiced in this way. *SIMPLE SKILLS*  Eg. A badminton rally where the learner must repeatedly perform drop shots.  Eg. A basketball shot where the learner must repeatedly perform successful three point shots.

 Attempts at the skill are divided up with intervals/breaks in between to allow for rest and mental rehearsal.  Best used in difficult or fatiguing skills.  Eg. 50 accurate basketball passes in a row followed by a rest.  Eg. Football shuttle runs followed by a rest.

 Acquiring skills is a different experience for each individual – We know we all learn differently.  Learning can be affected by the following factors: Physical maturation Physiological characteristics Perceptual and motor ability Psychological characteristics Feedback Experience/Memory Amount and type of practice Stage of learning

 Providing information about the performance (feedback) is crucial for: Learning and improvements to take place.  Feedback should provide information on: Judgement errors Technical errors Possible solutions Positive aspects  There are two main types of feedback.

*INTERNAL FEEDBACK*  Information received naturally from the senses (sights, sounds, smells and touch) as a result of movement. *EXTERNAL FEEDBACK*  Information that is provided from outside the performer’s natural sensory awareness as a result of movement.  Eg. Coach’s voice, cheer of the crowd, the scoreboard, or video analysis.

 External Feedback also has two main types: *KNOWLEDGE OF RESULTS (KR)*  Information that is provided after the completion of the action.  Based on the outcome of the performance – success/fail.  Eg. A basketball free throw either going in, or missing. *KNOWLEDGE OF PERFORMANCE (KP)*  Information about the performance of the movement pattern itself, or how it looked.  Eg. You did not flex your knees enough therefore the ball did not reach the hoop.

Motivation Attention Attitude Personality

 Being able to recall past experiences and techniques is important in learning new and more complex skills.  Eg. Using the knowledge of your dominant hand and transferring it to help your non- dominant hand learn.  Eg. Being able to hit a serve in tennis could be transferred across to an overhead in badminton.