Topic 5: Skill In Sport

Front 1

5.1.1 Define the term skill.

Back 1

Skill is the consistent production of goal-oriented movements, which are learned and specific to the task (McMorris 2004).

Front 2

5.1.2 Describe the different types ofskill.

Back 2

Cognitive skills: associated with the decision-making element of game play.

Example: games such as basketball, soccer and chess that require knowledge of the rules, game objectives and tactics.

Front 3

5.1.2 Describe the different types of skill.

Back 3

Motor skills: emphasise movement more than thinking.

Example: 100m sprint, weight lifting

Front 4

5.1.2 Describe the different types ofskill.

Back 4

Perceptual skills: require use of perceptual senses.

Example: reading the golf green involves the golfer receiving information about the type of surface, the run of the green, the distance of the ball from the hole, and other environmental conditions through their senses.

Front 5

5.1.2 Describe the different types ofskill.

Back 5

Motor and perceptual skills: require a combination of motor and perceptual skills.

Example: most sports because they involve thought, interpretation and movement such as dribbling a ball in soccer to beat a defender.

Front 6

5.1.3 Outline the different approaches to classifying motor skills.

Back 6

(i) Gross and Fine: refers to the size of the musculature

Gross: movements that involve large muscle groups such as arms and legs

Examples: walking, jumping, running, kicking

Fine: movements that involve much smaller muscle groups and fine movements. They are intricate, precise and often require much more hand-eye coordination.

Examples: playing the piano, playing darts, catching a ball.

Front 7

5.1.3 Outline the different approaches to classifying motor skills.

Back 7

(ii) Open and Closed: refers to the stability of the environment

Open: skills that performed in an unstable environment and are externally paced.

Examples: ultimate frisbee, golf, basketball

Closed: skills that performed in a stable environment and are internally paced.

Examples: archery, shooting, darts

Front 8

5.1.3 Outline the different approaches to classifying motor skills.

Back 8

(iii) Discrete and Serial and Continuous: refers to the distinctiveness of the movement

Discrete skills have a clear start and finish. Usually brief and well defined.

Examples: forward roll in gymnastics, a golf swing.

Serial skills involve the linking together of skills to form a longer, more complex movement.

Examples: gymnastics routine, triple jump

Continuous skills are where the end of one cycle of movement is the beginning of the next. They are repetitive, rhythmical and take place over a long period of time. A distance, a target or a set time usually governs the time that the skill is performed for.

Examples: swimming, running, cycling

Front 9

5.1.3 Outline the different approaches to classifying motor skills.

Back 9

(iv) External and Internal paced skills: refers to how the skill is paced

External: skills are set by external factors such as a time limit, other players and implements.

Examples: basketball, soccer, tennis

Internal: skills that can be performed more at the performer's pace as there are not external factors forcing a change in pace.

Examples: archery, shooting, darts

Front 10

5.1.3 Outline the different approaches to classifying motor skills.

Back 10

(v) Individual and Coactive and Interactive: refers to the interaction continuum.

Individual: skills performed in isolation from others

Examples: archery, high jump

Coactive: skills performed with someone else, but with no direct confrontation.

Examples: track athletics events such as the 100m, 200m, 400m or pool swimming competitions.

Interactive: skills where other performers are directly involved and can involve confrontation.

Examples: basketball, soccer, rugby, AFL.

Front 11

5.1.4. Compare skill profiles for contrasting sports.

Back 11

This assessment statement involved an in-class activity that can be found at: https://www.dropbox.com/s/nb92t0mex4pww5i/5.1.4.pdf . It is important to remember that 'compare' involves giving an account of the similarities between the contrasting sports thus we are interested in the overlapping section of the Venn diagram that highlights the similarities.

The 'To do' on p.111 of the textbook would be also be good practice for addressing 5.1.4.

Front 12

5.1.5 Outline ability.

Back 12

Ability refers to a general trait or capacity of theindividual that is related to the performance andperformance potential of a variety of skills or tasks.

Front 13

5.1.6 Distinguish between Fleishman’s physical proficiency abilities (physical factors) and perceptual motor abilities (psychomotor factors).

Back 13

Perceptual-motor abilities are acombination of how we make sense of our environment (perception) through theuse of our senses and how we act within that environment.

For example, reactiontime is a perceptual-motor ability as it involves use of perception and motorcontrol.

Physical proficiency abilities includethe composition of an individual’s muscle tissue.

For example, staticand dynamic flexibility and strength is a physical proficiency ability as theyare related to muscle tissue composition.

Front 14

5.1.7 Define the term technique.

Back 14

Technique is the “way in which a specific sports skill is performed”.

Front 15

5.1.8 State the relationship betweenability, skill, and technique.

Back 15

Skill = ability + selection of an appropriate technique.

Front 16

5.1.9 Discuss the differences betweena skilled and a novice performer.

Back 16

Differences can be seen between a skilled and a novice performer in terms of:

- consistency

- accuracy

- control

- learned

- efficiency

- goal-directed

- fluency.