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Transcript

Continuity

Topic: Skill / Sgil

Lecturer/ Darlithydd: Kayley John

  • Several discrete elements put together to make integrated movement/sequence.
  • The order of the elements are important

SERIAL

CONTINUOUS

DISCRETE

  • Clear beginning/end
  • Skills can be repeated but performer must start the skill again.
  • Single specific skill
  • No obvious beginning or end
  • Continues for as long as the performer wishes
  • The end of one cycle is the beginning of the next
  • No clear subroutines.
  • For example running

Pacing

This continuum is concerned with who decides when to start or stop or the timing of the skill.

Self paced

Externally paced

  • The performer has control over the rate at which the skill is carried out.
  • Involves pro-action by the performer.
  • The performer has no control over the rate at which the skill is carried out.
  • Involves reaction by the performer.

Informational Processing

This continuum is related to if a skill requires a lot of concentration and how many decisions needs to be made.

Simple

Complex

  • Small amounts of info to be processed.
  • Few decisions to be made
  • Can be discrete
  • Large amounts of info to be processed.
  • A number of decisions to be made quickly
  • A high amount of sub routines need to be performed together.

Enviromental

CLOSED

OPEN

  • Affected by the environment
  • Predominantly perceptual
  • movements must be adapted
  • Mostly externally paced
  • No clear beginning and end.
  • Not affected by the environment
  • Predominantly habitual.
  • Set movements
  • self paced
  • less decision making

Does the environment influence the performer?

The environment refers to if a skill can change due to:

Decision making or if the technique can change.

This does not refer to weather

COGNITIVE SKILLS

What is classification of skill?

CLASSIFICATION OF SKILL

Putting skills into certain groups based on common characteristics

Muscular involvement continuum

Why both classifying skills?

Because if we are aware of the common characteristics of each skill, it makes it easier for us to teach/plan practices

FINE

GROSS

SKILLS THAT INVOLVE THE USE OF A PERSONS MENTAL POWERS - PROBLEM SOLVING , VERBAL REASONING.

Small intricate movements

Large Muscle movements/ involvement

Does a skill involve much movement by the body's muscles?

E.g planning split times for a 5000m race to finish in a certain time.

> Can you think of any other famous examples?

WHAT IS A SKILL?

MOTOR SKILL

SMOOTHLY EXECUTING PHYSICAL MOVEMENTS AND RESPONSES.

E.g. Striking a tennis ball on the backhand resulting in a clear winner

PERCEPTUAL SKILL

Organisation

THIS IS RELATED TO PERCEIVING WHAT WILL HAPPEN NEXT.

E.g. where the ball will bounce or timing a header or a line out lift

Key word: Sub- routines-Elements that make up a skill.

High Organisation

Low Organisation

  • Sub- routines are closely intergrated and difficult to separate.
  • Best practiced whole.
  • Sub- routines tend to be discrete.
  • Best practiced separately and the integrated into the whole skill.
  • What using and practiced in parts.

Reinforcing learning

Task / Tasg

1. Please create your own examples.

2. Then share with a partner

3. Compare your differences

All 3 task...

Perceptual Skill

Corner kick in football

The ball is struck- the goal keeper looks for the ball and sees that it is coming over the players heads and towards the top corner of the goal.

Cognitive skill

The goal keeper decides to come off his line and catch the ball

The goalkeeper makes the catch

Motor Skill

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