Skill Learning Principles- Strategies to improve performance

So you think you can play Tennis??

Factors Affecting Skill Learning and Performance Ability: Acquired level of skill performance, co-ordination and balance Fitness: Level of Strength, Stamina, and Speed Age and Maturity: Skill performance may deteriorate slightly with age (that’s why most people start learning early to excel at the skill)

Factors Affecting Skill Learning and Performance Motivation: A desire or reason to learn which affects their drive to perform Previous Experience Some learners have had prior training and already know how to perform a skill

Stages of Skill Learning Learning a skill is a continuous process that does not have distinct and definite stages. However there are general changes that take place and these can be categorised into 3 stages: Cognitive (or understanding) stage Associative (or practice) stage Autonomous (or automatic) stage

Cognitive Stage This stage is characterised by thinking and trying to understand the skill. The Learner is introduced to a skill and begins to learn the basics components of how the skill is performed. Characteristics? (what would the person be doing/look like at this stage of learning?) (Ideas on next slide!)

Characteristics Learner needs a lot of encouragement as they make lots of errors Learner experiences how performing the skill feels Learner receives some explanation and observation of the skill Learner observes other people performing the skill

Cognitive Stage During this stage the coach should: Teach simple, fundamental skills, by demonstrating, modelling and giving clear instructions. Keep instructions brief and focus on a few things at a time. Provide instant and simple feedback

Associative Stage In this stage movements needed to perform the skill are organised and fine tuned through practice Performance is more consistent and the subject will be able detect and correct errors. Number of errors reduce as the learner becomes familiar with the skill Characteristics? (what would the person be doing/look like at this stage of learning?)

Characteristics Learner requires continual feedback (advice) in order to refine their technique Makes fewer errors and is able to correct some themselves Requires large amounts of concentration and perseverance Spend many hours practicing but may never progress past this stage of learning

Associative Stage During this stage the coach should: Communicate well and give feedback Instruction needs to be individualised with errors identified and solutions prescribed. There should be a progression in the complexity of tasks.

Autonomous Stage In this stage the learner is able to perform the skill automatically without thinking This stage allows the learner time to concentrate more on applying their skills to tactical situations Characteristics? (what would the person be doing/look like at this stage of learning?)

Characteristics The learner is able to adapt more readily to different to different game situations The learner is able to concentrate on other aspects of performance such as tactics The learner makes very few mistakes

Strategies to improve a performance How complex the skill is will obviously affect the acquisition of it (how quickly you get it). Strategies to improve a performance: Quality of practice Type of practice Amount of practice Level of motivation Goal Setting And of course the knowledge of Technique

Quality of Practice CLOSED AND OPEN SKILLS Closed Skills: This refers to the stability of the environment you are practicing in. Closed Skills: These skills take place in a stable, predictable environment and the performer knows exactly what to do and when. movements follow set patterns and have a clear beginning and end. The skills tend to be self-paced. For example a tennis serving machine or someone hitting the ball over the net straight to you.

Quality of Practice Open Skills: The environment is constantly changing and so movements have to be continually adapted Skills are predominantly externally paced and depend on who or what is helping you practice For example practicing a forehand return by having a rally with a partner

Quality of Practice When considering the Strategy ‘Quality of Practice’ you will need to decide whether you think open or closed skill practice would help you to improve your overall performance Do you practice one skill by yourself at your own pace in a controlled environment or do you practice the skill in a game- like situation where your opposition controls your environment? No need to write this down- just think about it!

Type of Practice Whole Skill Practice Part Skill Practice Learning the skill in its entirety Good for basic skills that do not require a lot of technique and different movements Part Skill Practice Learning the skill in sub routines- breaking the skill down into different parts Good for complex skills that involve lots of different movements

Amount of Practice Massed Practice Good for: Practicing the skill over and over with very little or no rest periods, until the skill is learnt. Good for: Highly motivated learners with a good fitness level Learners with some level of previous experience

Amount of Practice Distributed Practice Good for: Periods of rest are equal to the amount of work on the main skill practice is broken up with breaks that can either be rest or focusing on another skill. Good for: Novices When task is difficult or boring When energy demands are high

Level of Motivation Can be defined as ‘a persons desire to complete a task.’ High levels of motivation can allow learners to reach exceptional levels of performance. Low levels of motivation results in learners not performing to their best. Highly motivated learners will stick with an activity even when things are not going well

Level of Motivation Internal Motivation: motivation that comes within the learner E.g. desire to succeed, to achieve goals, to improve performance, fun, enjoyment, satisfaction. External Motivation: motivation is due to some external factors. E.g. winning and gaining trophies, prize money or any other rewards for completing the activity successfully.

Inverted-U Model of Arousal Motivation can affect your level of Arousal (state of readiness) A certain level of stress and anxiety (usually caused by external motivation or the pressure you put on yourself) is good as it prepares the learner to be alert and take their performance seriously However, when levels of stress and anxiety build up too much it can make the learner nervous about their performance and cause them to choke!! This is demonstrated through the Inverted-U model

Inverted-U Model of Arousal Inverted U Theory of Arousal

THINGS THAT CAUSE STRESS AND ANXIETY Unrealistic expectations- people expecting participants to win or make finals Having negative thoughts regarding own level of skill and performance Facing a major challenge- must win the game WAYS OF MINIMISING Concentrate on improving personal performance, remove influences that demand outcomes Use positive phrases and replace negative thoughts Put extra effort into practice

Goal setting Just a re-cap as we looked at Goal setting at the start of the year Goals are crucial to your success because they allow you to take control of your destiny, rather than simply letting events control you. The motivating power of goal setting is considerable. Goal setting gives you the opportunity to motivate yourself by setting challenging goals for yourself

Goal Setting When practicing skills to enhance an overall performance would it be suitable to set long-term or short term goals, or both?? Discuss this with the people around you and share your thoughts with the class

Goal Setting S - ? M- ? A - ? R - ? T - ?

Strategies to improve a performance Now that you know what strategies you need to improve your performance, you need to select two. You must select knowledge of technique (you will have coaching sessions with a Tennis instructor to learn more about this) You will be required to do a Tennis pre-test to see what you need to improve and what other strategy will best help you improve.