1. feedback

2. Learning goals
We are learning to understand the importance of feedback to skill development.
We are learning to break skills down into components.
We are learning to analyze the phases of a skill.

3. feedback
information a learner obtains regarding how he or she is progressing
feedback is essential
positive, constructive, and specific
describe exactly what learner must do in order to perform better

4. 1. Knowledge of performance (KP)
emphasis not on outcome of activity but rather on how body performed during activity
e.g., golf shot practice would not be concerned with where ball lands but with the actual swing
input of outside observer critical in KP feedback
video recording also helpful
sport announcers usually comment on KP

6. 2. Knowledge of results (KR)
comes from simply seeing the final outcome of an action
e.g., working on golf swing can get KR feedback by how far ball traveled after each shot
track and field results are another example of KR
usually quantitative

7. Functions of KR make corrections demonstration of correct method
reinforce correct movement
motivation

8. Requirement of KR moderate precision
content – focus on important aspects
form – can occur in video, pictures
frequency – NOT every trial
you can overload, or stress
become too dependent

9. KR Should include corrective statements value statements
neutral statements of fact

10. Movement skills

11. Fundamental movement skills
Stability (or balance)
movement skills such as stork stand, stopping, bending, and twisting
Locomotion (or travelling)
skills such as running, jumping, leaping, and skipping
Manipulation (or object control)
skills such as throwing, catching, striking, and dribbling

12. transferability
learned skills from one sport or activity can often be applied, or transferred to a different sport
Can you think of transferable skills between these sports?
* tennis and volleyball
* basketball and baseball
* hockey and golf

14. Classifying skills Open performed in an unpredictable environment
participants must adapt movements
sport skills vary depending on situation
have a particular environmental outcome as the goal of the skill
movement is the means to an end
hockey
Closed
predictable environment
permits participants to plan movements in advance
have the movement form as the goal of the skill
sport skill is often a repetitive movement
diving

15. Performing a movement in a particular way is essential for success in closed motor skills.  For open motor skills, the performer must:
Perceive the environment
Attend to the relevant features
Decide what action is necessary
Structure the appropriate motor program
Execute the skill
Evaluate the attempt
Prepare for the next event--anticipate
For closed skills the performer must do only #4 & #5 above.

16. Place following skills on continuum
Golf
Volleyball
Gymnastics
High jump
Soccer
Cycling
snowboard
Pure open vs pure closed

17. Phases of a skill preliminary movements
back swing or recovery movements
force-producing movements
critical instant
follow-through

18. 1. Preliminary movements
how an athlete gets ready for a skill
feet positioning, body positioning, etc.
e.g. TENNIS: the "Ready" position: feet, eyes, racquet.

19. 2. Back swing/recovery movements
moving the body into the Ideal position prior to executive force-producing movements
e.g. TENNIS: forehand stroke: bring racquet back, bend legs and body position.

20. 3. Force-Producing Movements
moving to produce maximum force into hitting something or to propel the body
NOTE: This is the most important part of the skill: Success depends on this.
e.g. TENNIS: forehand stroke: extend legs, rotate trunk and shoulders, extend racquet arm.

21. 4. Critical instant the instant the athlete applies:
(A) the right amount of force,
(B) in the right position, and
(C) at the right time.
usually it is very difficult to see this since it happens so quickly.
you are committed at this point, no corrections can be made here; corrections must be made before the critical instant
e.g. TENNIS: the instant the ball is hit by the racquet.

22. 5. follow-through
these are the body movements after the critical instant.
(A) it slows the body segments,
(B) it gives feedback as to how the skill was performed,
(C) it helps to get athletes ready for the preliminary movements, (#1) again.
e.g. TENNIS: the follow-through of racquet, the position of shoulders and feet.

23. Learning goals
We are learning to understand the importance of feedback to skill development.
We are learning to break skills down into components.
We are learning to analyze the phases of a skill.

24. Please complete
The analysis of two or more skills.