1. Ability, Skill And Teaching Styles

2. 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

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

4. 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

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

6. 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

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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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

14. “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

15. 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

16. 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.

17. 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

18. 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

19. 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.

20. 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.

21. 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

22. 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.

23. Command
Reciprocal
Discovery
Problem Solving