Classification of skill

Acquiring Movement Skills
Classification of Motor Skills
Learning Objectives
• Classify movement skills by placing them on a
variable continua
Skills
• We all have skills that we use everyday
• In PE, you must focus on motor skills that are essential in
sport.
• To have a balanced, active and healthy lifestyle by taking
part in physical activity, we must learn and master these
motor skills.
• You will examine;
– The classification of skills (to enable us to analyse and
understand the best way to learn and teach each skill)
– Different ways that skills can be learned and the best
types of practice for different skills.
What is Skill?
• With a partner, make a list of the following:
– Five skills that you use daily
– Five skills commonly used in many sports
(generic skills)
– Five skills required fro a specific sport
What is Skill?
• The word skill can be used in two different
ways...
• Referring to an act or a task e.g??
• A rugby player converting a penalty
• But also used as an indicator of quality e.g??
• Comparing two hockey players, one player is
skilful, and the other is not.
Skill
• Skill has been defined as:
‘ The learned ability to bring about predetermined results
with maximum certainty, often with the minimum outlay
of time or energy or both.
(Guthrie, 1956)
• a skill is something you learn, you can (eventually) do
consistently and you can perform efficienctly.
Skill
• Learned Ability – It is something you learn, you are
not born with it
• Pre-determined result – You have an aim that you are
trying to achieve e.g. Serving into the service box
• Maximum certainty – You are very likely to succeed.
You can do the skill over and over successfully.
• Maximum efficiency – Perform the movement
smoothly, not wasting energy.
• http://www.peshare.co.uk/videos/view/20136/
Skill: An Act or Task
• Denotes to an act or task, which has a specific
aim or goal;
A Gymnast performing a vault
Skill: An Act or Task
Tennis Serve
Netball Shot
Cricket Bowl
Skill: An Act or Task
• Players achieving a high percentage of
success, would be considered a skilled
player.
• Skill is the movement, action or task the
person is doing and so can be seen as a goal
directed behaviour.
Skill: Indicator of Quality
Performance
• This is more ambiguous...
• Normally the word ‘well’ is added to
describe a judgment made on someone.
• E.G. ‘That was a well performed hockey
pass (skill), it was much better than her’s’
• What you need to know is what makes it a
WELL PERFROMED SKILL.
CLASSICATION OF SKILLS
•
Analysis of movement skills enables us to understand their requirements and decide on the
best ways to teach, practise and improve them.
•
To analyse movement skills psychologists have identified a range of characteristics.
•
It is difficult to be precise about classification as skills may have elements of all the
characteristics or may change depending on the situation in which the skill is performed.
•
The use of continua allows us to show that skills have characteristics to a greater or lesser
extent depending on the situation.
•
A continuum is an imaginary scale between two extremes and is usually represented in linear
form, eg.
•
Freezing
Cold
Warm
Hot
Boiling
Classification of Motor Skill
Classification of Motor Skills
• It is difficult to be exact when classifying
skills, so;
• Continua (plural or continuum) are used
• You need to be able to use the continua, but
also explain how you arrived at your
decision.
• In the exam – you should be able to apply a
practical activity to each theory.
Classification of Motor Skills
• You need to know the following classification
continua:
–
–
–
–
–
–
–
Muscular involvement (Gross – Fine)
Environmental influence (Open – Closed)
Continuity (Discrete – Serial – Continuous)
Pacing (Externally paced – Self paced)
Difficulty (Simple – Complex)
Organisation (Low – High)
http://www.peshare.co.uk/videos/view/20138/
Muscular Involvement
•
•
•
•
•
•
•
•
•
This entails the precision of the movement:
Gross Skills:
Large muscles movements
Little regard for precision... E.G.??
Running, Swimming, Hammer throw
Fine Skills:
More intricate movements, small muscle groups
Involve accuracy and emphasise co-ordination... E.G.??
Finger action of a spin bowler, Snooker shots
Gross motor
Fine motor
Gross – Fine Motor Skills
Environmental Influence
• This classification involves the influence of the
environment E.G.??
• Team mates, opponents, surface, weather...
• Open
• Affected by the environment
• Normally involve decision making, adapted to suit
the situation... E.G.??
• Pass in football, rugby, netball...
Environmental Influence
•
•
•
•
•
Closed
Not affected by the environment
The skill is the same in all situations
Self paced and habitual... E.G.
Swimming stroke, tennis serve, Golf tee shot...
Closed
Open
Closed Skill
Characteristics
Self-paced
Fixed Environment
Spatial Control
Highly Predictable
Open Skill
Characteristics
Externally-paced
Changing Environment
Spatial & Temporal
control
Closed to Open Skills
Continuity
• How clearly defined is the beginning and end of the
movement skill.
• Discrete
• Clear beginning and end. If it is to repeated, it must start
again… E.G.??
• Catching a rounders ball, penalty in football, high serve in
badminton
• Serial
• Number of discrete elements, put together in an order...
E.G.??
• Gymnastic sequence, triple jump
Continuity
•
•
•
•
Continuous
Have no defined beginning or end
End of one cycle is the start of the next
Usually has to be repeated several times for it to be
meaningful... E.G.??
• Running, cycling, swimming
Discrete
Serial
Continuous
Discrete – Serial - Continuous
Pacing
• Level of control has over the movement
• Can relate to when the movement is started
or the rate at which its performed.
• Self (internally) paced
• Performer determines when and how fast
• Normally closed skills... E.G.??
• High jump, tennis serve
Pacing
• Externally paced
• Not determined by the performer
• Environment determines pace... This can eb
the opponent
• Normally open skills... E.G.??
• Receiving a pass in hockey or football,
receiving a tennis serve
Self (Internal) - External
Difficulty
• How complex the movement is, determined by:
– Perceptual load + degree of decision making
– Time available
– Quantity of sub-routines + their speed and timing
– Speed/power needed
– Use of feedback
What is perceptual load?
The amount of info the performer has to process.
What is a sub-routine?
Movements usually have a number of parts – breast stroke: body
position, arm action, leg action ect…
Difficulty
• Simple
• Low levels of the aspects identified
• Little info to process/few decision to make
etc...
• Movement skills are simple, but difficult to
learn + perform E.G.??
• Swimming, Sprinting
Difficulty
•
•
•
•
Complex
High levels of the identified aspects
High perceptual load, so many decisions E.G.??
Somersault, Tennis serve
Simple
Complex
Organisational
• How closely linked the sub-routines are
• Low organisational
• Sub routines are easily separated and
practised by themselves... E.G.??
• Swimming strokes, trampolining, gym
sequences
Organisational
• High organisational
• Sub routines are closely linked
• They cannot be easily separated and so are
practiced as a whole. E.G.??
• Golf swing, Cartwheel
Low – High Organisational
Analysing Movement Skills
• Why analyse movement?
– Appreciate the requirements of the skill
– Adopt the best approaches for;
• Teaching
• Practising
• Improving
• Placing the skill on the continua and justifying it
will help decide on how it can be practiced and
improved
Task
• http://www.teachnetuk.org.uk/2007%20Projects/PESkills_Development/skills-development/gamesquizzes/SKILLS%20CONTINUA%20pots.htm
FLASHCARDS
• A revision tool
Task
•
•
•
•
•
•
•
•
Explain what continua are.
What is the gross/fine continuum?
What is a gross skill?
If discrete is at one end, what should be at the other end?
What is meant by an externally paced skill?
How can a skill be a closed skill in an open situation?
Why would a teacher split a skill into sub-routines?
How could knowledge of skill classification help a coach
of a disable athlete.
Task
• Select 3 skills from practical activities and put these
on the six continua.
• Identify the situation in which each skill is being
performed and explain the reasons for the position.