Ability, Skill And Teaching Styles

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Presentation transcript:

Ability, Skill And Teaching Styles

Proactive/Retroactive Contents Ability Types of ability Skill Types of Skill Skilled performance Classification of Skill Muscular involvement continuum Pacing continuum Continuity continuum Environmental influence continuum Placing Skill on a Continuum Transfer of Learning Positive/Negative Proactive/Retroactive Zero/Bilateral Teaching Styles Command Reciprocal Discovery Problem solving

Ability “Genetically determined foundation for skill learning” “Innate and enduring (stable)”

Types of Ability Perceptual The ability to interpret sensory input and make sense of them E.g. Awareness of opposition players for a Rugby fly half Psychomotor The ability to process information about how and when we move E.g. Reacting to opposition movement in netball Gross Motor ability- Use of simple muscle movements E.g. Running

Skill “Acquired and learnt, often requiring an extended process” “Unstable and changing”

Types of Skill Perceptual Skill Recognising information in the display Cognitive Skill Choosing an appropriate course of action Psycho-Motor Skill Performing the appropriate course of action

Characteristics of a Skilled Performer Co-ordinated Controlled Good technique Aesthetically pleasing Learnt Consistently successful Pre-determined Efficient Dude perfect trick shot battle

Classification of Skill Why do we classify skills? To understand the nature of skilled performance To provide a basis of which types and methods of training will be most successful The performance of a skill may greatly vary as they are performed in changing environments. This makes classification a difficult process and is why Continua are used. A continuum is a link between two extremes which blend together gradually. Rio 2016

Muscular involvement continuum Are large or small muscle groups used when performing the action? Gross Major body movements involving large muscle groups Associated with strength, power and endurance Often a fundamental motor pattern Kicking, Throwing a ball, shot putt, long jump etc. Fine Intricate, fine movements involving small muscle groups Associated with accuracy and precision Requires high levels of hand-eye coordination Table tennis shot, Dart throw etc.

Pacing Continuum What Controls the rate or pace at which the skill is performed? What controls the start of the movement? Externally Paced The rate of movement is controlled by external factors Receiving an opponents serve in Tennis The initiation of movement is controlled by external factors Defender reacting to the movement of a forward Self Paced The rate of movement is controlled by the performer Speed of rotation in a gymnastic somersault The initiation of movement is controlled by the performer Start of a dive

Continuity Continuum Is there a clear beginning and end to the movement? Is it composed of a number of separate elements? Discrete Single specific skill Clear beginning and end Basketball free-throw Serial A number of discrete skills chained together First movement triggers the next Gym routine, triple jump Continuous Movement is on-going End of one cycle leads to the beginning of another Cycling, Swimming, running

Environmental Influence continuum How stable is the environment? Does what is happening in the environment affect how the skill is performed? How cognitive or perceptual is the skill? Open Unstable, changing environment Opponents, team mates, flight of the ball Performance highly affected by change Required to change depending on teammates High level of cognitive/perceptual skill High levels of decision making Closed Stable, unchanging environment Athletics area (Shot Putt) or Gymnastics routine Performance not affected by change No attention needed to actions of others Low level of cognitive/perceptual skill Little decision making required

Placing Skills on the Continuum Open Closed Externally Paced Self Paced Gross Fine Discrete Continuous X X X X X X X X X X X X X X X X Chest Pass in netball Dive Return of table-tennis serve Swimming front crawl

“The influence of one skill on the performance of another” Transfer “The influence of one skill on the performance of another” Can be split into… Positive Negative Zero Proactive Retroactive Bi-Lateral

Positive Negative Learning of one skill is aided by that of another because of similarities in the execution Volleyballer learning to serve in tennis Learning of one skill is hindered by that of another because the skills are similar but not identical in the execution. Badminton player learning to play squash- subroutines used in a different way

Proactive Retroactive The influence of a previously learnt skill on the learning of a newly learnt one Tennis player having learnt the forehand drive then learns to add top spin to it The influence of a newly learnt skill on one which has been previously learnt A Hockey player who learns to flick the ball may find their previously learnt push pass is affected.

Zero Bilateral No resemblance between the skills and therefore no affect on either skill A cyclist learning to swim Bilateral- Learnt skill is transferred from limb to limb across the body Right footed footballer learning to use their left

Teaching Styles… Learner Level of Skill Prior knowledge Age Experience The decision of which style to use is made using the following factors… Situation Environment Size of group Equipment available Time Available Teacher Knowledge Experience Learner Level of Skill Prior knowledge Age Experience Motivation Skill Classification Danger

Command Style Mr Woodcock The teacher makes the decision for the learners, acts as an authoritarian by telling the learner what to do. Useful when… The teacher has limited experience or confidence The activity is highly complex or has an element of danger (e.g. climbing) When the learners have no prior experience or are young When the learner lacks fitness or motivation When the learning situation is poor (large numbers, little equipment, limited time) If the environment is difficult (bad weather, dangerous conditions) Disadvantages… They won’t develop understanding, restricts development, prevents learners from taking responsibility and means they can’t come up with a plan B.

The learners become the teacher for part of the lesson. Reciprocal Style The learners become the teacher for part of the lesson. The teacher will set task and monitor progress with learners in pairs/groups. Effective when: The teacher is more confident and knowledgeable If the skill is clear, easily observed and analysed If the learners are more experienced If the learners are motivated If the learners are mature enough to receive criticism When the learning situation is poor Reciprocal learning has the advantage over the command style as it gives the learner a more thorough understanding as well as developing confidence and communication skills.

Guided Discovery Style Learner makes their own decisions on skill use. Teacher guides them to find the correct movement using questioning and giving clues Effective when… There are a range of possible outcomes When the application of a skill requires decision making When the progression of a skill is clear and open to discovery When learners are engaged and motivated No recommended when… the skill is highly complex there is an element of danger When learners are young/immature with short attention span When time is limited

Problem Solving Style Teacher will set a problem and the learners must figure out how they will solve them The problem solving approach is based on the learner developing an understanding on why certain skills are important in a game. This can be done either in skills practices or a full game situation E.g. in a football game when there is a corner, stopping to ask ‘how do we score from here?’, or ‘how do we best defend this?’ The advantages and disadvantages are very much the same as for discovery learning.

Command Reciprocal Discovery Problem Solving