MOTOR SKILL learning

Psychological Aspects Physical Aspects Psychological Aspects Stages of Learning Classification of Skills Types of Practice Factors Affecting Learning Self-Talk Visualisation Mental Rehearsal Routines Arousal Control Goal Setting Confidence Concentration

CLASSIFICATION OF SKILLS PURPOSE: This allows us to figure out … 1. How precise a movement is 2. Whether the movement has a definitive beginning and end 3. Whether the environment affects the performance of a skill

vrs GROSS FINE 1. How precise a movement is Involves movements of large muscles Not very precise Includes fundamental movement patterns such as walking, running, jumping vrs FINE Involves intricate movements using small muscle groups Precise movement High hand-eye coordination

2. Whether the movement has a definite beginning and end Single, specific skills with a clear beginning and end The actions in a variety of sports such as hitting and kicking DISCRETE SERIAL A group of discrete skills strung together to make up a complex movement Such as Triple Jump CONTINUOUS Have no obvious beginning and end The skill is repeated like a cycle and can be started or stopped at any time Such as Swimming, Cycling

3. Whether the environment affects the performance of a skill OPEN Skills where the environment is constantly changing Movements need to be continually adapted Skills are based on perception ARE EXTERNALLY PACED vrs CLOSED Take place in a stable predictable environment Skills are not affected by the environment Movements have a clear beginning and end Skills are based on habit ARE SELF PACED

TYPES OF PRACTICE Physical Aspects: PURPOSE: To understand and apply the best type of practice according to skill level These include: Massed vrs Distributed Whole vrs Part Drill vrs Problem Solving

TYPES OF PRACTICE vrs MASSED DISTRIBUTED Physical Aspects: The skill is practiced without a break until the skill is developed. It is suitable when the skill is simple, motivation is high, purpose is to practice a skill or the athletes are experienced ASSOCIATIVE/AUTONOMOUS vrs DISTRIBUTED Involves practicing with breaks whilst developing the skill. It is suitable when the skill is new or complex, fatigue could result in injury or motivation is low. COGNITIVE/AUTONOMOUS

FACTORS AFFECTING LEARNING Age - Refers to the readiness for learning. Sex - Differences in interest and physique Inherited characteristics – Attributes Level of Ability - Co-ordination & balance Intelligence - Mental ability of learning a new skill. Previous experiences - Specific to activity Motivation - Desire to learn.

OTHER FACTORS: Type of Instruction Retention Transfer of learning Mental/Physical rehearsal Type of learning Feedback

Psychological Aspects: SELF TALK PURPOSE: The way we talk to ourselves either enhances or hurts our performance. Positive Self Talk NEGAtive Self Talk Provides more energy to an athlete Helps to maintain self- confidence during difficult times It is like talking to your best friend Negative thoughts tell the body that something is wrong. In response, the body goes into a defensive mode and performance suffers.

WHEN COACHING YOUR ATHLETE THINK ABOUT: Knowledge of Performance FEEDBACK WHEN COACHING YOUR ATHLETE THINK ABOUT: The different forms of feedback that can be given and received with performance. These are: Internal External Knowledge of Results Knowledge of Performance Positive Negative

INTERNAL EXTERNAL Internal (or intrinsic) feedback is information received from the senses. This helps athletes develop a feel for a movement which allows them to distinguish between a skilled or less skilled performance. External (or extrinsic) feedback is information received from external sources (outside the body) such as the crowd reaction, opposition, coach, replays/taped performances, results etc

Knowledge of Performance RESULTS Knowledge of Results Knowledge of results suggests how successful the skill was performed, and comes from an external source. This could include a coach discussing the outcome of a performance with the athlete such as did the ball go in. Knowledge of Performance Knowledge of performance is information received about how well a skill was performed. It may be internal or external.

Positive Feedback - When a skill is performed correctly giving a successful outcome. The player then knows what to repeat for the next time that they do that particular action. (Good for beginners) Negative Feedback - This is more than just picking out a weakness in the players game. It includes what the player should do to correct the fault. This feedback must be used carefully because it can easily demotivate the player.