1. Skill Categories and Skills Analysis 19.2

2. Basic Skill Categories Locomotor-moving skills Manipulative-handling skills Stability-balancing skills In 1970’s physiologist Ann Gentile established a two-dimensional system for classifying skills Based on two factors: –Requirements of an action –Demands of the environment

3. Locomotor-moving skills Uses large muscle groups (ie. Running, walking, jumping)

4. Manipulative-handling skills Uses smaller muscle groups; precise movements; require hand- eye coordination

5. Stability-balancing skills

6. Classification of Skills

7. Possible classification systems: team vs. dual vs. individual; summer vs. winter A more comprehensive classification of motor skills: –According to the effects of environment on learning and executing skills

8. Closed Skills performed under constant, relatively unchanging conditions the movement form itself is often the goal of the skill e.g., gymnastics routines

9. Teaching Strategies for Closed Skills Goal: stereotyped movements that consistently produce the desired response Strategy: learning environment structured so that the desired response will occur Repeating the selected movement pattern consistently without allowing external influences to affect the performance –e.g., noise Use of kinesthetic and proprioceptive feedback especially effective

10. Open Skills Environments are continually changing and require performers to adjust and respond to the environment around them Responses cannot be made effectively far in advance Demand the capacity to adapt, anticipate, and be flexible in responses

11. Teaching Strategies for Open Skills The learning environment should closely approximate the environment in which the skill will take place Learners should exercise variability and adaptability and different scenarios that approximate real environment Learners may be wise to identify patterns in the environment that provide information about the movement of objects and players

12. Open-Closed Continuum Open skills Closed skills

13. Learning Progression For Open Skills Along the Open-Closed Continuum Start learning with making the skill more closed (e.g., one pitch speed) Once a certain level of proficiency has been achieved, make the skill more open (e.g., live pitch) i.e., remove a component of uncertainty of the skill in order to simplify its overall execution

14. Stages of Skill Observation (NCCP) Identify the purpose of the skill –Gives a framework from which to observe and analyze the skill Break the skill into phases –Preliminary movements –Back-swing or recovery movement –Force-producing movements –Critical instant –Follow-through Identify key elements of each phase –E.g. the way a quarterback sets his feet will have a great influence on the path and velocity of the ball Develop an observation plan –What key elements will be observed? A scanning strategy to hone in on one area of skill

15. Five phases of skill analysis Take a few minutes to read one of the Five Phases (pg 263) and explain to the class Preliminary movements - me Back-swing or recovery movement - Nick Force-producing movements – Nicole Critical instant - Brandon Follow-through - Daniel

16. Adapting Skill Development to Match Ability Levels Beginners rarely posses ability to grasp all elements of a skill Break down skill into elements that can be mastered separately Simplify skill by leaving out parts Practice skill in simplified situation (dribbling soccer ball around pylons) Slow down speed of skill

17. Shaping Complex Skills Encourages learners to develop or “shape” a skill gradually Briefly demonstrate/explain the complete skill to be learned. Use a simplified or incomplete version of the skill that includes the most important action or actions. Use something the participants will be successful in doing and allow time to practice the simplified skill. Add missing parts and the whole skill is shaped into a reasonable example of the finished product through practice.

18. Chaining suitable for complex actions with sequential parts e.g. triple jump. A possible sequence to chain the hop, step and jump phases of triple jump is as follows: demonstrate the whole action demonstrate the hop phase and let them practice demonstrate the hop and step phases and let them practice demonstrate the hop, step and jump phases and let them practice http://www.youtube.com/watch?v=hAC1qLiJSA8&feature=player_embedded

19. Backward Chaining Some skills, but not all, may be built up by starting at the end of the skill and working backwards. Focuses on “payoff” –E.g. shot follow-through and release of ball rather than footplant and drive from legs An alternative for people having real problems learning a complex skill by either forward chaining or shaping.