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Hannah Paice

on 21 March 2013

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Transcript of HFP

By Hannah Paice Explore how your knowledge and understanding of
skill acquisition informed planning and delivery
within the activity of table tennis. In this Prezi I will firstly be exploring knowledge
and understanding of skill acquisition and then
also how it is planned and delivered using
video footage for table tennis. What is Skill Acquisition? 'The internal processes that bring about relatively permanent changes in the learners movement capabilities' (Schmidt & Wrisberg 2004) Stages of Skill Acquisition... 'Three Stages Model describes learning as a continuous process with gradual changes in
the nature of information processes'
Fitts (1964) as cited in Davids et al. (2008) Table Tennis Using the stages of skill learning (Fitts and Posner 1967)

1) Cognitive

2) Associative

3) Autonomous What am I doing? Table tennis, also known as ping-pong, is a sport in which two or four players hit a lightweight ball back and forth using table tennis rackets. The game takes place on a hard table divided by a net.

There are over 215 countries that are members of the International Table Tennis Federation (ITTF).

The ITTF groups the countries into 6 continents...
There are 47 in Africa, 45 in Asia, 57 in Europe, 37 in Latin America, 5 in North America and 24 in Oceania. ... ... Forehand Push To perform this skill... Feet shoulder width apart.
Knees bent and leaning slightly forward.
Left fool slightly forward.
Close to the table - bat and arm length. At the beginner stage the right foot moves
back into side on position and left foot adjusts to side on position.
Arm moves back and slightly up, pivoting at the elbow. Contact underneath the ball in
front of the body, placing backspin
on the ball. As technique improves,
wrist can snap forwards to neutral
position on contact. Follow through forward and downward. Analysis of Forehand Push Cognitive Movements are
unfamiliar Builds a mental
image Success
is sporadic Associative An understanding of
skill is evident Errors are Reduced Practice becomes
purposeful Autonomous Skill performed without
thought Sense of instinct Looks a natural
talent My Session Plan Delivery and Effectiveness of my session plan Differentiation Inclusion of different learning styles Reflection Did this work well in my session? Thank you for listening :) References Davids. K, Buttons. C and Bennet, S (2008) Dynamics of Skill Acqusition (1st ed) Leeds. Human Kinetics

Masters. R, Law. J, and Maxwell. J (2002) Implicit and explicit learning in interceptive actions in sport information and movement (1st ed) London. Routledge.

Schmidt, R.A and Wrisberg, C.A (2004) Motor Learning and Performance (3rd ed) Illinios. Human Kinetics

Magill. A (1997) Motor Learning and control: concepts and applications (8th ed) New York. McGraw-Hill

Schucker. L, Ebbing, L and Hagemann. N (2010) learning by analogies: implications for performance and attentional processes under pressure. Humam Movement Vol II, NO 2:191-199. Implicit Motor Learning Implicit motor learning occurs when individuals are not formally exposed to verbal instruction to perform a movement in a specific manner. Shea et al. (2001) as cited in Davids et al. (2008) Explicit Motor Learning Information we can verbally describe, or in some other way give evidence that we are consciously aware of the information (Magill, 1997) Analogy Analogy learning in sport uses biomechanical methaphors instead of technical know how (Schucker et al 2010) What is a skill? Open- A skill performed in an environment that is unpredictable or in motion and that requires performers to adapt their movements in response to dynamic properties of the environment.

Closed- A skill performed in an environment that is predictable or stationary and that allows performers to plan their movements in advance.

Discrete- A skill or task that is organised in such a way that the action is usually brief and has a well defined beginning and end. Other Skill Acquisition Theories... Further Research Schema
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