Skill classification in sports

• Skills are classified to help coaches decide the order in which skills should be learned. Skill classification also informs coaches how to teach a particular skill.

Skill Classifications

• Basic skills are easier to master and transferable, whereas complex skills are sport-specific and require more coordination.
• Fundamental Motor Skills (FMS) are basic movement elements.
• Mastering FMS in childhood correlates with increased physical activity later in life.
• Examples of FMS include catching, kicking, and running.
  • FMS are categorised as Stability, Locomotor and Manipulative skills.
• Open skills are performed in unpredictable environments, while closed skills are performed in predictable environments; skills exist on a continuum between the two.
• Gross motor skills involve large muscle groups, fine motor skills involve small muscle groups and require precision; a continuum exists here as well.
• Discrete skills have a definite beginning and end, serial skills are a sequence of discrete skills, and continuous skills are repetitive with no clear beginning or end.

Stages of Learning (Fitts and Posner Model)

• Cognitive (Beginner) stage focuses on understanding the skill, requiring simple instructions and demonstrations; success rate is low.
• Associative (Intermediate) stage focuses on refining technique and reducing errors; learners begin to detect and correct their own mistakes.
• Autonomous (Advanced) stage involves automatic and consistent skill performance; attention can be directed towards strategy and tactics, with a high success rate. Players can perform the skill automatically (i.e. not consciously thinking about it).

Socio-cultural Factors

• Role models, family, peers, and cultural norms influence skill development.

Coaching Approaches

• Direct (Traditional) approach is instructor-led, focusing on technique development through explicit instruction and drills, where learners are told what to do and how to do it.
• Constraints-Based Approach: Manipulates constraints (individual, environmental, task) to encourage self-organization and problem-solving in learners. Movement self-organizes as constraints are placed on it and manipulated.

Direct vs. Constraints-Led Approach

Direct Approach

• Instructor directed learning
• Instructor centered
• Passive information reception

Constraints-led Approach

• Learner directed learning
• Discovery learning
• Learner-centred
• Active problem-solving

Constraints

• Individual Constraints: Characteristics of the individual that influence movement (physical, psychological, behavioural).
• Environmental Constraints: Characteristics of the physical and social environment that influence movement.
• Task Constraints: Characteristics of the task, such as rules, goals, and equipment.

Practice Types

• Blocked practice involves repeatedly practicing the same skill.
• Random practice involves varying the sequence of skills and is generally more effective for learning.
• Practice under conditions of high contextual interference (i.e. with a random practice order) degrades performance during acquisition trials, compared to low contextual interference conditions
• Whole practice involves practicing the entire skill.
• Part practice involves breaking the skill down into components. Choice depends on task complexity and organization.
• Massed practice involves less frequent, longer sessions with little rest.
• Distributed practice involves shorter, more frequent sessions with rest intervals.
• Mental Practice: Visualizing the performance without physical movement.

Feedback

• Intrinsic (Internal) feedback comes from the performer's own senses.
• Augmented (External) feedback comes from external sources (e.g., coach), including knowledge of results (outcome) and knowledge of performance (process).
• More feedback is needed in the early stages of learning.

Psychological Strategies

• Sports psychology uses techniques to maintain control in competitive and training situations.
• Psychological skills training (PST) helps athletes make adjustments to their actions, thoughts, feelings and physical sensations.

Qualitative Movement Analysis (QMA) Principles

Preparation

• Knowledge of the skill and identification of critical variables.

Observation

• Correct viewpoint, multiple observations.

Evaluation

• Measuring critical variables and prioritising weaknesses are key.

Error Correction

• Selecting appropriate interventions and providing feedback

Analysis

• Qualitative analysis is a non-numerical description of movement based on observation.
• Quantitative analysis is a numerical analysis of movement based on measurements.

Equilibrium, Stability, and Biomechanics

Equilibrium

• When there are no unbalanced forces or torques acting on it.

Stability

• The resistance to the disruption of equilibrium.

Balance

• The ability to control equilibrium.

Factors Affecting Stability

• Base of support, centre of gravity, line of gravity, body mass, and friction.

Biomechanics Definition

• Applies laws of mechanics and physics to understand human movement.

Types of Motion

• Linear (translation) and Angular (rotation).

Mass & Weight Definitions

• Mass is the amount of matter (kg).
• Weight is the force exerted by gravity (N).

Inertia Definition

• A body’s reluctance to change its state of motion.

Force Definition

• A push or pull (N).

Formulae

• Linear speed = distance/time.
• Velocity = displacement/time.

Linear Acceleration Definition

• The rate of velocity change over time.

Momentum Definition

• Mass x Velocity.

Impulse Definition

• Force x Time.

Newton's Laws of Motion

1st Law (Inertia)

• An object remains at rest or in motion unless acted upon by an external force.

2nd Law (Acceleration)

• Force = Mass x Acceleration (F=ma).

3rd Law (Action-Reaction)

• For every action, there is an equal and opposite reaction.

Levers

First class lever

• the resistance and the force are on either side of the axis

Second Class lever

• the resistance is between the force and the axis

Third class levers

• the force is between the resistance and the axis separate

Influences of Projectile Motion

• Influenced by angle of release, height of release, and velocity of release.

Kinetic Concepts

• Forces contributing to motion (Linear and Angular).