Summary of the Skill Acquisition module of the AQA A level PE Exam. Topics include classification of skill, guidance, feedback, practice, skill characteristics, skill transfer, stages of learning and theories of learning.
Classification of Skill
Skill is developed through correct practice. To make a practice relevant we can put skill into
different groups. This is very helpful to the coach as they can adjust sessions. Skills can be
put into groups depending on the criteria of that skill.
Classifications of Skill (Continuum)
1) Environmental Continuum: Open or Closed
2) Muscular Involvement Continuum: Gross or Fine
3) Pacing Continuum: Self-paced or Externally-paced
4) Continuity Continuum: Discrete, Serial or Continuous
5) Organisational Continuum: Low or High
6) Complexity Continuum: Simple or Complex
Open Skill = a skill performed in an unpredictable environment (pass in football)
Closed Skill = a skill that is performed in a predictable environment (shot put)
Gross Skill = a skill that uses large muscle groups (header in football)
Fine Skill = a skill that uses small muscle groups (shot in darts)
Self-paced Skill = when the performer controls the start and the speed of the skill (penalty in
football)
Externally-paced Skill = when the performer has no control over the start or speed of the
skill (Start of running race)
Discrete Skill = a skill that has a clear beginning and end (tennis serve)
Serial Skill = a skill that contains several discrete skills in order to make a more integrated
movement (triple jump)
Continuous Skill = a skill with no clear beginning or end (cycling)
Low-organised Skill = a skill that is easily broken down into parts (swimming stroke)
High-organised Skill = a skill that is not easily broken down into parts (volley in football)
Simple Skill = a skill that requires few decisions when being performed (forward roll)
Complex Skill = a skill that requires many decision when being performed (hockey dribble)
, Methods of Guidance
Visual Guidance
Any method where the performer sees the correct way to perform to skill: a
demonstration, coaching videos, clips or a coaching manual
Effective for cognitive performers, they must be given time to repeatedly
practice and mentally rehearse following the demonstration
Advantages Disadvantages
Creates mental image Must be accurate and clear or wrong
Illustrates exactly what the skill should look actions will be learned
like Learner must be capable of copying
Highlights weakness Too much information could cause
Builds motor programme overload
Can be used with verbal guidance
Verbal Guidance
Where the coach instructs, explains and directs performers on what and how to do
the skill
Useful for more advanced performers (autonomous) as they can take in the
tactical, strategic and technical information – a cognitive performer wouldn’t
understand
Advantages Disadvantages
Can be used during performance Must be clear and meaningful
Can highlight a coaching point Can overload performer with information if
Can be used for technical help or tactical not brief – lose concentration
help May be misunderstood
Useful for open skills where the individual Cognitive performers may not understand
needs to make decisions and adapt quickly specific technical instructions
Compliments visual guidance
Manual Guidance
Coach uses their own body to physically support or manipulate performers’ body, or to force a response
Advantages Disadvantages
Eliminates danger May interfere with kinaesthesis if overused
Gives early feel of motion Leading to incorrect kinaesthesis and bad
Gives confidence, reduces anxiety habits
Whole skill can be attempted Proximity of coach may add pressure
Effective for cognitive learners May become over reliant on aid/support
Develops kinaesthesis
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