feedback

Learning goals We are learning to understand the importance of feedback to skill development. We are learning to break skills down into components. We are learning to analyze the phases of a skill.

feedback information a learner obtains regarding how he or she is progressing feedback is essential positive, constructive, and specific describe exactly what learner must do in order to perform better

1. Knowledge of performance (KP) emphasis not on outcome of activity but rather on how body performed during activity e.g., golf shot practice would not be concerned with where ball lands but with the actual swing input of outside observer critical in KP feedback video recording also helpful sport announcers usually comment on KP

2. Knowledge of results (KR) comes from simply seeing the final outcome of an action e.g., working on golf swing can get KR feedback by how far ball traveled after each shot track and field results are another example of KR usually quantitative

Functions of KR make corrections demonstration of correct method reinforce correct movement motivation

Requirement of KR moderate precision content – focus on important aspects form – can occur in video, pictures frequency – NOT every trial you can overload, or stress become too dependent

KR Should include corrective statements value statements neutral statements of fact

Movement skills

Fundamental movement skills Stability (or balance) movement skills such as stork stand, stopping, bending, and twisting Locomotion (or travelling) skills such as running, jumping, leaping, and skipping Manipulation (or object control) skills such as throwing, catching, striking, and dribbling

transferability learned skills from one sport or activity can often be applied, or transferred to a different sport Can you think of transferable skills between these sports? * tennis and volleyball * basketball and baseball * hockey and golf

Classifying skills Open performed in an unpredictable environment participants must adapt movements sport skills vary depending on situation have a particular environmental outcome as the goal of the skill movement is the means to an end hockey Closed predictable environment permits participants to plan movements in advance have the movement form as the goal of the skill sport skill is often a repetitive movement diving

Performing a movement in a particular way is essential for success in closed motor skills.  For open motor skills, the performer must: Perceive the environment Attend to the relevant features Decide what action is necessary Structure the appropriate motor program Execute the skill Evaluate the attempt Prepare for the next event--anticipate For closed skills the performer must do only #4 & #5 above.

Place following skills on continuum Golf Volleyball Gymnastics High jump Soccer Cycling snowboard Pure open vs pure closed

Phases of a skill preliminary movements back swing or recovery movements force-producing movements critical instant follow-through

1. Preliminary movements how an athlete gets ready for a skill feet positioning, body positioning, etc. e.g. TENNIS: the "Ready" position: feet, eyes, racquet.

2. Back swing/recovery movements moving the body into the Ideal position prior to executive force-producing movements e.g. TENNIS: forehand stroke: bring racquet back, bend legs and body position.

3. Force-Producing Movements moving to produce maximum force into hitting something or to propel the body NOTE: This is the most important part of the skill: Success depends on this. e.g. TENNIS: forehand stroke: extend legs, rotate trunk and shoulders, extend racquet arm.

4. Critical instant the instant the athlete applies: (A) the right amount of force, (B) in the right position, and (C) at the right time. usually it is very difficult to see this since it happens so quickly. you are committed at this point, no corrections can be made here; corrections must be made before the critical instant e.g. TENNIS: the instant the ball is hit by the racquet.

5. follow-through these are the body movements after the critical instant. (A) it slows the body segments, (B) it gives feedback as to how the skill was performed, (C) it helps to get athletes ready for the preliminary movements, (#1) again. e.g. TENNIS: the follow-through of racquet, the position of shoulders and feet.

Learning goals We are learning to understand the importance of feedback to skill development. We are learning to break skills down into components. We are learning to analyze the phases of a skill.

Please complete The analysis of two or more skills.