1. What is skill and how are skill classified? 2. How do people - PDF document

Coaching I Skill Acquisition Image by minwoo Lesson Outcomes 1. What is skill and how are skill classified? 2. How do people learn skills? 3. How can coaches monitor the learning process? 1

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide Classification of Skills Discrete Skills Serial Skills Continuous Skills Distinct beginning and Discrete actions linked No distinct beginning or end together end Throwing a dart Hammering a nail Jogging Catching a ball Gymnastics routine Swimming Sit-to-stand transfer Triple Jump Ice Skating Schmidt & Wrisberg (2008) 2

Classification of Skills Motor Skills Cognitive Skills Decision making Some decision Decision making minimised making maximised Motor control Some motor control Motor control maximised minimised High Jumping Playing quarterback Playing chess Weight lifting Driving a race car Cooking a meal Changing a flat tyre Walking in a busy Coaching a sport airport terminal Schmidt & Wrisberg (2008) Classification of Skills Closed Skills Open Skills Predictable Semi-predictable Unpredictable environment environment environment Gymnastics Walking a tightrope Soccer Typing Steering a car Wrestling Cutting vegetables Crossing the street Chasing a rabbit (!) Schmidt & Wrisberg (2008) 3

Learning and Performance Learning can be defined as... “... a change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience ” (Magill, 2010) Thing to consider... Is learning different from performance? Image by y.caradec Differences between Learning and Performance Learning - Inferred from performance - Relatively permanent - Due to practice - Not influenced by performance variables Image by illuminaut Performance - Observable behaviour - Temporary - May not be due to practice - May be influenced by performance variables Image by minwoo 4

How do people learn? Input Stimulus Identification (Perception) Response Selection (Decision) Response Programming (Action) Output Image by minwoo  Adapted from Schmidt, R. & Wrisberg, C. (2008). Motor Learning and Performance: A problem based learning approach. PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide 5

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide Gentile‟s (1972) Two Stage Model of Motor Skill Learning Initial Stage of Learning 1 - Acquire a Movement Coordination Pattern 2 - Discriminate between regulatory and non-regulatory conditions Later Stages of Learning 1 - Ability to adapt the movement pattern to specific performance situation 2 - Increase consistency 3 – Perform the skill with an economy of effort Image by minwoo 6

Applied Considerations of Gentile‟s (1972) Two Stage Model During the Initial Stage  Learner should focus on achieving the action goal  Use practices that help identify regulatory characteristics During the Later Stages Closed Skills Open Skills  Requires fixation  Requires diversification  Must refine movement  Must learn to adapt learnt in initial stage movements to open play  Make practices similar as  Vary the controllable possible to real life regulatory conditions Magill, 2010 Image by minwoo Observable Indicators of Improved Skill Process Measures - Relates to the quality of the actions executed - Skilled coaches will observe movements against the target behaviour - Allows more detailed feedback Image by zoonabar Outcome Measures -Relates to a measurable result from the individuals performance - Measures of time, distance, frequency, accuracy and consistency Image by gordon2208 7

Observable Products of Learning Knowledge of Concepts Control and Co-ordination - Learner‟s improve understanding -Changes in control/coordination of the rules, strategies and finer make movements look less stiff points of the activity - Skilled performers demonstrate - Performers assess task more efficient control of movement demands, determine appropriate - Southard & Higgins (1987) actions and effectively analyse. Muscles Used - Changes in patterns of muscle activity - Contraction occurs at more appropriate times.(Moore & Marteniuk, 1986). Image by Capt Kodak Observable Products of Learning Attention -Attentional proficiency is an important attribute (Abernathy, 1993) - More efficient and effective search strategies Image by rofanator Movement Efficiency Error Detection and Correction - Energy costs diminish (Sparrow -More adapt in recognising and & Irizarry-Lopez, 1987) correcting errors (Lui & Wrisberg, 1997) - Coordination, control and patterns of muscle activity improve - Pay more attention to relevant feedback information - Less fatigued 8

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide Evaluation • Skills can be classified in a number of different ways based on the key characteristics of the skill. • Understanding the ways in which humans process information is key to achieving an understanding of how skills are learnt. • Models of learning can help the sports coach identify ways in which to modify practice sessions so to promote effective learning. • Learning is not the same thing as performance. We cannot see learning. We can however see performance and infer learning from this. • There are a number of key observable signs of skill learning. Coaches should be aware of these to assess the rate at which a skill is being learnt. 9

PROPERTIES On passing, 'Finish' button: Goes to Next Slide On failing, 'Finish' button: Goes to Next Slide Allow user to leave quiz: At any time User may view slides after quiz: At any time User may attempt quiz: Unlimited times References Abernethy, B. (1993). Attention. In R.N. Singer, M. Murphy, & L.K. Tennent (Eds.), Handbook of research on sport psychology (pp. 127-170). New York: Macmillan. Fitts, P.M. & Posner, M.I. (1967). Human Performance . Belmont, CA: Brooks/Cole. Gentile, A.M. (1972). A working model of skill acquisition with application to teaching . Quest Monograph XVII, 3-23. Lui, J. & Wrisberg, C.A. (1997). The effect of knowledge of results delay and the subjective estimation of movement form the acquisition of retention of a motor skill. Research Quarterly for Exercise and Sport, 68 , 145-155. Magill, R.A. (2010.) Motor Learning and Control: Concepts and applications (9 th Ed) . McGraw-Hill: New York, NY. Schmidt, R.A. & Wrisberg, C.A. (2008). Motor Learning and Performance: A problem- based approach (4 th Ed) . Human Kinetics: Champaign, IL. Southguard, D. & Higgins, (1987). Changing movement patterns: Effects of demonstration and practice. Research Quarterly for Exercise and Sport, 58 , 77-80. Sparrow, W.A. & Irizarry-Lopez, V.M. (1987). Mechanical efficiency and metabolic cost as measures of learning a novel gross motor task. Journal of Motor Behavior, 19 , 240-264. 10