Sport
,Reussion
Classification of Skill
5.1.2. types of still
1. Definition. Skill-specific action/level Itis been learntand has
of
performance. movement thathas a
good
Main characteristics of still.
a
-
God Oriented using the skill, will achieve (ex. putting bat in hole
an end result
golf
a a
Meeting (ex. balance riding likel
-
the with MAX. certainty while
performance
good a
-Meeting the performance
good with Min.
Outlay of
energy
Learned through practice (meet teacher/woch)
-
experience, feedback from a
2.
Cognitive -
requires much thinking, solve problems by thinking (ex.cness)
c. Perceptual skill
using the senses and balance ley reading the
green in
golf
3. Motor-emphasises with
movement predetermined
a end result (ex. sprinting)
4. Perceptual Motor -
involve the
thought, interpritation and movement (ex.
Gribbling bad
a in football
5.1. 3/4 Skill profiles
1. Gross-Fine
Gross-large large group (arms/legs) (Ex. running, jumping
·
movements muscles incare whole muscle
using
or
·
Fine toes. (Ex. darts, kan)
movements involve small muscle
group, such as
fingers, catching a
-
2. Open-close
·
Open-skill performed in an unstable environment, where the environmental stilldetermines the initiation the
of movement
(Ex. footban)
Close-stable (Ex. archery,
golf, diving
·
and predictable environment,controlled by individual, often easier.
3. Discrete - Serial - Continuous
·
Discrete -
movements thathave a clear startt ofinish.
Single, specific actions. (ex. Agolfswing, throwing ball) a
·
Serial sequence discrete skills joined together to create movements (Ex. triple jump
greater
of
-
a a
Continuous [Extunning, swinging
·
Has
- the ent o ne
of cycle m ovementis
of the
beginning next.
of the no obvious beginning or ent
4. Externally paced -
Internary paces (ex. footbor)
·
Externally -
environment (includopponents) control the pace ofw hich the shill is executed,
typically open skills.
·
Internally performone control
-
the rate shill is executes of. (ex. javelin throw
5. Intiritual Coactive - -
Interactive
·
Individual-skill are performed in isolation from others. (Ex. high jump, archery
·
coactive -
shill are performed with someone else, but there is no directc ontact(Ex swimming)
·
Interactive -
where other performers are
directly involved, such as
game sports
(Ex. angley, faatlen)
, ·
Continuum -
is a
range
between two extremes
Outline ability 5.1. 7
·
traits we are born with Define the term
technique
Abilities stills A of
is the to task,
·
carrying
·
give capacity perform way out
a
particular
especially the execution of
performance of an artistic wort
5.1.6. Fleishman's Physical Proficiency abilities/ Perceptual
Physical Perceptual Relationship between Skill, Ability,Tehnique
·
extent flexibility o reaction time Term Sum up
j
·
Jynatic flexibility o
response orientation
·
Steill .
Something we learn
·
explosive strenght ·spect of movement
·
Requires practise
Static strenght Ability Something form with
· o
dexterity
·
manual
·
we are
·
dynamic strenght
·
finger dexterity
·
Perceptual/motor attributes
trunk strenght response integration Techique the way
·
~
indir.
·
· an Control their
↓
links.
gross body
·
coordination physical attributes thatcombine
·gross body
the senses, more still-related Basic
equilibrium for a
·
mover carried out
o StAMiRUA particular tast
t
to the structural Stillability selection Fechique
relate physical or Aspects of aret
the
of
body, they are move heath-related
5.1.9
Relationship between or skilled and or novice
performer
CACL6
1. Consistency. Skilled-would be
·Novice -
would have many
very consistent
as they are
errors and not
yetbe
an expert(ontonomous
consistenta s they
in their sport
are still in
learning
(cogeeeeeeeeeer stage
2. Accuracy. Skilled -
more likely to be
accurate, for the same reason as above
·
Novice-less accurate in their
performance as they are less out stilled
consistent
3. Control. Skilled-will have their have the
more control in movements of
they stores muscle memory from
completing action
many times
·Novice will have less control, with lack consistency laceracy, as they have noth ad time for practise
great
-
comes of
Learned
4. Shilled -
they will be
knowledgable on their
sport and
technique
Novice may met assistance in understantingcorrectterrique
-
5.
Efficiency Stilled-will be able to achieve desired goals much
quicker than n.
·Novice will desiret
take
long
a time to reach
goal
-
6. Good-directed. Skilled-will know whatthey to
want
produce and whatsteps are nected to
getthere
Novice may know whatthey wantto achieve, butn otthe steps to there
get
-
7. Fluency Skillet -
difficultskills will look effortless out smooth
Novice -
will look erotic and uncontrolled
, nnffoorrmention
ppr0W$simfY → This includes
sense ( )
organs responds to external
•
stimuli
'
perception
(ability to see
,
hear or become aware )
short term
memory ( hold )
-
a small ouuount
-
•
decision making ( process of make tea important
.
on
a)
-
long -
term memory ( hold a
large oinount )
-
effector control
•
feedback line .
about reactions )
How the information
gets
into short -
term
memory (51-14) Exteroceptors -
providing in f. from outside
extel
/ detected by body ( vision audition )
detection organs /interceptors
•
input occurs the sense the ,
'
information con come from intrinsic and extrinsic feedback Interceptors -
provide inf from
.
within
information is
briefly stored short term sensory the body Inf about body position of
•
in store .
.
relevant inf selective the limbs (vestibular apparatus joint receptors
'
.
is perceived to
through attention
, ,
the necessary inf
passed short term muscle spindles
'
. is on to -
memory .
Signor -
detection
process
(detection
sometimes referred to the DCR process comparison recognition) The efficiency of the system
'
as - -
.
can be affected
by boeteground noise
, intensity of the stimulus ,
sense
organs early,
signed detection .
(ex in
they have white ball is pink
.
foot cricket
,
color,
How to moke sense more efficient?
organs
refer to past experiences (transfer)
•
'
cue identification ,
direct them to a cue -1/-2 items
born
.pro#.sewi+n distractions
+•
ignore irrelevant
.
stimuli
'
moke the stimulus
meaningful / unique
'
Mentos rehearsal
•
relevant practise
How is the Welford model works ?
store all to
-
take the inf .
through our senses and of this
inputs sorting them out .
-
the inputs that are seen as relevant to the decision one then stored in the STM
-
a decision is made by comparing the inf .
in the STM with last experiences stored in LTM
with tesision
-
reference to the LTM for the action is carried out
