Chapter 8 Skills and Skill Acquisition PDF

Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.1 Skill and ability Learning objectives 1) Define the terms ‘skill’ and ‘abil...

Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.1 Skill and ability Learning objectives 1) Define the terms ‘skill’ and ‘ability’ 2) Describe the differences between skill and ability 3) Show an awareness of the idea of mastering an ability against adversity (e.g. Paralympics) What you need to know Skill and ability ⚫ Ability – “the qualities and characteristics a person is born with” ⚫ Such as speed, agility, balance etc... that enable a person to learn or acquire skills ⚫ Skill – “a learned and practiced ability” ⚫ It brings about the result that you want to achieve with maximum certainty and efficiency ⚫ Some people are born with a natural ability, but they still need to learn or perfect their skills over time ‘It is said to take 10,000 hours of practice to become an expert’ Skill and ability ⚫ Muhammad Ali had the ability to punch with speed ⚫ But he had to develop his speed punching skills by practicing over and over on the speed bag A person’s ability will help them learn a skill quickly, but practice is still essential to develop skill Factors affecting skill level ⚫ Why are there so many; ⚫ Skilled Footballers in Brazil? ⚫ Skilled cross country skiers in Norway? ⚫ Skilled Cricketers in India?  Factors affecting skill level Background impacts the skills you learn... Culture Someone with the ability to play striking sports is likely to play Cricket if they live in India... A desire to succeed will encourage a performer to Motivation practise and become an expert If you think the skill is too difficult, it may stop you from Anxiety improving Teaching The quality of teaching and coaching will affect skill and Andy Murray moved to a Spanish Tennis academy to coaching develop his skills  Where you live will affect choices Environment Expert skiers tend to come from mountainous countries Better facilities mean better quality practice Facilities Facilities offered will impact on the sports available Arousal Someone who is calm (works well with low arousal) conditions may choose archery which requires fine motor skills How young a performer starts may affect how good Age and they become maturity They have more time to perfect their skills Mastering skills against adversity ⚫ Paralympic athletes had to use their abilities to develop a new range of skills ⚫ They showed courage to overshadow their disabilities Past exam questions 1) Describe the differences between skill and ability (2) 2) Skill level is determined by a number of factors. Describe 4 factors that have an impact on the skill level of a performer (4) Mark Scheme 1) Ability – the qualities and characteristics a performer is born with (such as speed or agility) Skill – a learned and practiced ability 2) See slides 6 and 7 to mark your answer. Answers should include an explanation of the 4 chosen factors  Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.2 Skilled performance Learning objectives 1) Identify the six main characteristics of a skilled performance 2) Explain the role and importance of these characteristics in different sports 3) Use these characteristics as a focus for coaching/training and improvement What you need to know Skilled performance ⚫ What would you look for in a skilled performance? ⚫ Discuss – 1 minute ⚫ A skilled performance should demonstrate the following 6 characteristics: ⚫ Accurate ⚫ Consistent ⚫ Fluent ⚫ Coordinated ⚫ Aesthetically pleasing ⚫ Goal directed The 6 characteristics of skilled performance ⚫ Accurate – precise movements ⚫ Consistent – performing to a high level every time ⚫ Fluent – Using movements that are quick, smooth and flowing ⚫ Coordinated – Moving different parts of the body together with efficiency and control ⚫ Aesthetically pleasing – A performance that looks good to the eye of the spectator, judge or coach ⚫ Goal directed – Focusing performing on a specific target and being determined to achieve that target Which of the above characteristics of a skilled performance will a centre in netball need? Sporting examples ⚫ A centre in netball playing skilfully will: ⚫ Receive and pass to team-mates with accuracy and consistency ⚫ A gymnast performing a floor routine skilfully will: ⚫ Require accuracy and fluency of movement which is aesthetically pleasing to watch ⚫ A football defender playing skilfully will: ⚫ Ensure their actions are goal directed (every action is selected to prevent the opponent from scoring or to help their team to score) You may be asked to give examples of a skilled performance in a given sport The components of fitness ⚫ A skilled performer who demonstrates the 6 characteristics will need to use different components of fitness... ⚫ Which components of fitness will a fluent performer require? You may be asked to give examples of a skilled performance in a given sport  Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.3 Skill classification Learning objectives 1) Identify the different types of skills: basic/complex, fine/gross, open/closed 2) Understand that these can be placed on a continuum 3) Justify the choice of these skills with sporting examples What you need to know Classification of skills ⚫ Skills can be classified as either: ⚫ Basic or complex ⚫ Open or closed ⚫ Fine or gross ⚫ Usually skills are neither one nor the other but somewhere between the two on a continuum ⚫ You need to be able to place skills on these continua and justify your choice Basic and complex skills Basic Complex “Simple skills such as throwing, “More difficult skills that require a running hitting a ball or catching” higher level of coordination and concentration” Need to be mastered first before being Take longer to learn and perfect able to learn complex skills Few sub-routines/parts Have many sub-routines/parts May involve limited decision making May involve many decision making judgements judgements E.g. a chest pass/over-arm throw E.g. a diving routine 1) What is meant by the term ‘basic skill’? (1) 2) Give an example of a ‘complex skill’ and explain your choice (1)  Remember to justify your Basic or complex? answer! Basic – skill is simple, has few sub-routines/parts, minimal decision making needed Complex – a handspring in gymnastics requires higher levels of coordination and concentration, has many sub-routines/parts, involves decision making, takes a long time to learn/perfect Open and closed skills Open Closed “Skills that are affected by the “Skills that are not affected by the environment” environment or the performers in it” The performer needs to react and adjust Skills are performed in the same way each to the situation and this will constantly time (the environment doesn’t change change how the skill is performed) Commonly seen in team games Typically indoor/individual events… Environmental changes – weather, pitch Where the environment is stable surface, actions of team-mates and opponents E.g. Rugby, football, Netball E.g. swimming, 100m sprint, gymnastic routine 1) What is meant by the term ‘closed skill’? (1) 2) Describe the differences between open and closed skills using sporting examples (2)  Remember to justify your Open or closed? answer! Open – skill is affected by environment so will be performed differently each time. Performer must react to the opponent, the movement of team-mates etc… Closed – Not impacted by the environment; the skill is performed in the same way each time Fine and gross skills Fine Gross “Precise movements that require high “Skills that use large muscle groups to levels of accuracy and technique” produce large, powerful movements” Often small movements that require small Gross skills involve large muscle groups groups of muscles (e.g. fingers) (e.g. arms/legs) E.g. Archery, snooker E.g. Shot put, jumping, throwing, running 1) What is meant by the term ‘fine skill’? (1) 2) Use a sporting example to define the term ‘gross skill’ (2)  Remember to justify your Fine or gross? answer! Fine – spin bowling requires high levels of accuracy and technique. It involves precise movements and small muscle groups (fingers) Gross – the long jump take-off requires large muscle groups (e.g. the quadriceps) to produce large, powerful movements  Continua (the plural of continuum) Simple skills Basic vs. complex Co-ordination and concentration Affected by Open vs. closed Performed environment the same each time Accuracy Fine vs. gross Large, and powerful technique movements No skill fits completely into one category; each pair of skills can be charted on a continuum. You need to be able to place a skill on each continuum and justify your choice using the terminology (words/definitions) on the previous slides  Continua (the plural of continuum) Simple skills Basic vs. complex Co-ordination and concentration Question 1. Where would you place a synchronised diver on the ‘basic vs. complex’ continuum and explain why (2) -Towards the complex end -Difficult skill that requires high levels of co-ordination and concentration -Has many sub-routines/parts -Involves decision making judgements  Continua (the plural of continuum) Affected by Open vs. closed Performed the environment same each time Question 1. Where would you place an archer on the ‘open/closed’ continuum and explain why (2) -Towards the closed end -As the skill is performed the same way each time -Minimal environmental influences -However, environmental changes such as wind may influence the way the skill is performed  Continua (the plural of continuum) Accuracy Fine vs. gross Large, and powerful technique movements Question 1. Where would you place a table-tennis serve on the ‘fine/gross’ continuum and explain why (2) -Towards the fine end -Precise movement that requires high levels of accuracy and technique -Uses small movements that require small muscle groups Summary task ⚫ Think of a sport that you regularly play or have an interest in ⚫ Draw 3 continua in your books ⚫ Place a variety of skills/situations from your sport on each continuum ⚫ Make sure you can justify the position of each skill  Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.4 Simple information-processing model Learning objectives 1) Identify the four stages of the information-processing model 2) Explain the difference between short-term and long-term memory 3) Apply the stages of the information-processing model to a physical activity 4) Explain what is meant by limited-channel capacity and single-channel hypothesis What you need to know Information processing ⚫ How do we process information to allow us to make good decisions? What information is this player thinking about as his opponent is about to serve? Information processing ⚫ The brain controls everything you do and is therefore processes information from a number of sources: ⚫ Eyes (visual information) ⚫ Ears (hearing/auditory information) ⚫ Skin (sensory information) ⚫ Muscles (which provide action through movement) ⚫ The information processing model ‘is a four stage process that a performer goes through to make a decision and act upon it’ Information processing model Input - The information that is Input received Decision making -Information is analysed by the performer so they can choose the most Decision- appropriate response Feedback making Output - The decision is made and then acted upon Feedback - Information is also received about the Output output/outcome (was the action good or bad?) The four stages in detail Input Decision making -Information is received via the senses -The information is analysed and a decision -A great deal of information is received so is made the performer must ‘select’ the most -If the situation has been experienced many important information to focus on times before, the performer will have information in their long-term memory (LTM), which will help them to make their decision. Output Feedback -The decision is made and acted upon: -Information is received about the -The brain sends information to the outcome (‘how successful was I?’) muscles -This knowledge will be stored in the -The muscles contract creating movement short-term memory (STM) at first, but will and the skill is performed be moved to the LTM if the skill is practiced many times. - This will help the performer to improve their decision making next time. Long-term and short-term memory ⚫ Memory store that can hold ⚫ A system for storing a small vast amounts of information amount of information for a for a long period brief period ⚫ Experts will have more ⚫ If actions are not rehearsed information stored here as (practiced), this information they have rehearsed more is lost ⚫ Making decision making easier and more efficient ⚫ Because they know what worked well in the past and what didn’t LONG-TERM SHORT-TERM Practical example (Basketball lay-up) A player has just received the ball near to the basket ⚫ Input – The information received could include: the position of defenders/team-mates. The player sees that no defenders are blocking his route to the basket. ⚫ Decision making – Based on this information, the player decides that the best option is to lay-up. ⚫ Output – Player performs the lay-up and scores. ⚫ Feedback – The player receives feedback; (visual – they see that they scored, hearing/auditory – they crowd cheered and the coach congratulated the player, sensory – it felt right when the ball left the hand). ⚫ This feedback tells the player that their decision was successful. As a result they will be more likely to make the same decision next time. ⚫ If they practice this skill many times, the feedback they receive will be stored in their LTM, helping them to make better and faster decisions in the future. If they don’t practice, the information will only be stored in the STM and will quickly be forgotten. Recap ⚫ Think about the situation the player is in and answer the questions below: (George Ford – England Rugby) Can you explain: 1) Input - What sort of information is the player receiving? 2) Decision making – What are his options? 3) Other than the input, what might influence the decision he makes? 4) What will he receive once the skill is complete? 5) How might the outcome influence his future decisions? Limited-channel capacity ⚫ “the idea that our brains can only process a certain amount of information at once; too much information results in overload” ⚫ So if we try to do more than one thing at once, our performance suffers as the brain struggles to process all the information ⚫ (Too much information processing will cause overload and confusion) ⚫ This is known as limited channel capacity Limited-channel capacity ⚫ Q – What information do the boxers need to process? ⚫ Q – Could this be an example of LCC in action? ⚫ Q – What might the final outcome be? Anthony Joshua and Carlos Takam Single-channel and multi-channel hypotheses ⚫ Single channel hypothesis – ⚫ The performer can only process one piece of information at a time ⚫ Until one has been dealt with, another cannot be acted upon ⚫ Can you provide an example to illustrate this? ⚫ Multi-channel hypothesis – ⚫ The brain has several channels, each dedicated to a different task ⚫ Visual information may be processed in one channel ⚫ Verbal information may be process through another ⚫ Performance suffers only if a channel gets overloaded (e.g. too much verbal information)  Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.5 The stages of learning Learning objectives 1) Outline the three stages of learning: cognitive, associative, autonomous 2) Describe the characteristics of a performer at each stage of learning 3) Apply these characteristics to a physical activity What you need to know The stages of learning ⚫ How does a performer learn a skill or develop from a beginner to a skilled performer? ⚫ When learning any skill there are three stages to learning… ⚫ 1 – Cognitive stage ⚫ 2 – Associative stage ⚫ 3 – Autonomous stage Stage Mistakes Cognitive stage A large number of - The preparation stage: you mistakes will be made start to learn a new skill or technique. You consciously think about what is involved and the actions you need to Shooting too far away perform the skill Associative stage Skills improve -The practice stage: You continue repeating and practicing skills and Number of misses techniques so they improve gradually decreases Autonomous stage Mistakes are rare. When - The automatic stage: you do make mistakes perform the skill naturally you can analyse what and without conscious went wrong thought, showing control and accuracy Scoring every time  The stages of learning Cognitive stage Associative stage Autonomous stage ⚫ The stages of learning form a continuum ⚫ You gradually progress from one end to the other as your skill level develops ⚫ You may sometimes need to move back a stage ⚫ E.g. If you find you are using the incorrect technique and need to ‘re-learn’ the correct one How to learn a skill during each stage - Task – Copy and complete the table (page 160 of the Cambridge GCSE text-book) for a player learning to serve in Tennis - You could use a different sport/skill if you choose …or move to the next slide to see a worked example (basketball lay-up) How to learn a skill during each stage – (cognitive stage) Basketball – lay-up - During this stage: - You break down the skill into its’ subroutines - Try to learn each subroutine - Make lots of mistakes and need coaching advice - Demonstrations are useful to show you how the skill should be performed E.g: -Learning how to release the ball -Learning to hit the back-board in the correct place -Learning how to take two steps and take-off etc… How to learn a skill during each stage – (associative stage) Basketball – lay-up - During this stage: - You combine the subroutines of the skill - You practice, becoming more consistent - You may control/adapt the environment to help you focus on what you need to - You may start to try out more advanced techniques E.g: -Dribble up, take two steps, and shoot (combining the sub-routines) -Use of a static defender (controlling the environment) -Try varying spin off the back-board (trying more advanced skills/techniques) How to learn a skill during each stage – (autonomous stage) Basketball – lay-up - During this stage: - You can perform the skill without thinking about the technique you are using - You can use the skill in full games - You know what went wrong when you make a mistake and can adapt - You perform the skill with accuracy, consistency and flair E.g: -Using the skill during competitive games… - i.e. performing lay-ups in changing environments, with defenders present. How to practice skills Practice/rehearsal is essential for a skilled performance Can you remember the 6 components of a skilled performance? ⚫ There are many different ways of approaching the task of practice: ⚫ Whole practice ⚫ Part practice ⚫ Whole-part-whole practice ⚫ Fixed-variable practice Make sure you understand each of these forms of practice Practice all the Break down the skill different parts at once into smaller parts (e.g. (the whole skill – e.g. To learn the batting A defensive shot in grip and footwork cricket) Whole separately) Fixed Skill Part Repeat the technique Variable Repeat the technique in one situation over in a range of different and over again (this is situations (in isolation known as a drill) or in competition) Practicing skills (example) ⚫ Whole-part-whole (swimming) -Whole The swimmer does a length of freestyle (front crawl); the coach identifies that they are breathing with every stroke (turning side to side) -Part The swimmer practices breathing every second breath while standing stationary in the pool -Whole The swimmer does a length of freestyle (front crawl) using the correct breathing technique Practicing skills (example) ⚫ Whole-part-whole (badminton) -Whole The performer plays a singles game; the coach notices that they aren’t moving back to the centre of the court quickly enough after each shot -Part The coach uses a drill to focus on positioning - (e.g. the player has to run to the baseline or either sideline when a call is made, quickly returning to the centre each time). -Whole The performer plays a singles game and their movement and positioning have now improved.  Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.6 Feedback Learning objectives 1) Identify and outline the four different types of feedback 2) Explain how each type of feedback links to the stages of learning and can be given to performers at different levels 3) Explain the importance of receiving good feedback and the impact it can have on performance What you need to know  This topic relates to the final stage of the information Feedback processing model ⚫ Feedback ⚫ “The information that a performer receives about their performance” ⚫ Question – Give reasons why feedback is important when learning or developing a skill (4) ⚫ Identifies strengths so they can be built on ⚫ Identifies weaknesses to work on ⚫ Stops mistakes being repeated ⚫ See if extra training or practice is needed Without feedback ⚫ Set goals or targets for improvement you have nothing to compare your ⚫ Motivates performer/develops self-esteem performance to – you ⚫ Allows comparison to the ideal performance may regress (get worse at a skill)  You need to learn the stages of the feedback The feedback loop loop Performance The diagram shows Correct, where feedback fits into adjust, Feedback practice the cycle of improving performances Without feedback, it Assess would be impossible to performance assess your performance and you wouldn’t know how to improve  Types of feedback ⚫ Extrinsic ⚫ Information from an external source (coach, fans) ⚫ Intrinsic ⚫ Information from within (emotions, thoughts, feel of a movement) Which type of feedback is most suitable for athletes at the different stages of learning? Extrinsic feedback Intrinsic feedback – Used by those at the –Important for those at the ‘autonomous stage’ of learning (experts). ‘cognitive stage’ of As they are able to judge the quality of learning (beginners). their performance and what needs to be As they are yet to develop improved through the ‘feel’ of a a ‘feel’ for skills/techniques movement Identify the types of feedback taking place Spanish high jumper Ruth Beitia at the IAAF World Championships 2017 – receiving intrinsic feedback from the feel of the movement  Dele Alli (Tottenham) receiving extrinsic feedback from supporters Kobe Bryant (former LA Lakers) receiving intrinsic feedback from the feel of the movement Yaime Perez in the 2017 IAAF World Championships receiving intrinsic feedback from the feel of the movement  Andy Murray receiving extrinsic feedback from former coach Ivan Lendl  Feedback can also come in the form of ‘knowledge of results’ Types of feedback and ‘knowledge of performance’ ⚫ Knowledge of results ⚫ Knowing your score, time, distance or place in the race; this allows you to judge or measure how well you have done ⚫ Knowledge of performance ⚫ Analysing quality of movement or use of techniques (e.g. whether landing following a gymnastics routine was clean) Question – Give an example of how ‘knowledge of results’ is used to provide feedback in a named activity (1) - Athletics – time/distance/position - Swimming – time/position - Diving – judges scores Types of feedback ⚫ Task – Fill in table (page 164 of Cambridge text-book) on the advantages and disadvantages of the four types of feedback …or go to the next slide for a summary of the key information Questions 1. Explain why ‘knowledge of results’ may be a useful form of feedback for a performer (2) 2. Describe the term ‘intrinsic feedback’ and explain the disadvantages of this form of feedback (3) 3. Describe the term ‘extrinsic feedback’ and discuss whether it is a useful form of feedback for someone in the cognitive stage of learning (3)  Advantages Disadvantages Intrinsic -Performers can make immediate -Requires a high level of knowledge about the feedback adjustments to their technique skill (autonomous stage learners) -Beginners (cognitive learners) do not have this knowledge Extrinsic -Good for beginners (cognitive stage) as -Needs a qualified coach to give the feedback feedback they need constant feedback in order to -Incorrect feedback from a poor-quality coach learn will cause performances to decline -Autonomous performers can combine intrinsic and extrinsic feedback to get a better picture of their performance Knowledge of -Gives a quick measure of success -Poor results can be demotivating results -Provides a target for improvement -Improvement might slow down which can be -Helps to show improvement over time demotivating if recorded regularly -Results may not reflect skill or performance (e.g. coming 1st against weak opponents doesn’t tell us much) Knowledge of -Feedback can be tailored to suit the -Can be difficult or time-consuming to analyze performance performer’s ability level performances of experts -Can be simple feedback on 1 or 2 areas -There may be many skills and techniques that for beginners require feedback which is time consuming -Can be specific, complex and detailed -A coach may need to watch videos of the for experienced performers performance first if they are to provide accurate feedback  Quality feedback ⚫ Feedback can be either positive or negative Positive feedback provides ⚫ Positive – focusing on what you did well motivation ⚫ Negative – focusing on what you did less well ensuring that the performer builds towards future ⚫ Good feedback should be – success F Fast – given as soon as possible after the event Focused – on the key areas for development Factual – based on evidence of what you did well and what you need to improve Question – describe the qualities of effective feedback (3) Types of feedback ⚫ Question ⚫ Which types of feedback would benefit each of these performers? Give reasons for your choice 1) A beginner at hockey 2) A beginner at trampolining 3) An advanced triple jumper 4) An advanced rugby player 5) Extrinsic, knowledge of performance 6) Extrinsic, knowledge of results, knowledge of performance 7) Intrinsic, extrinsic, knowledge of results, knowledge of performance 8) Intrinsic, extrinsic, knowledge of performance  Chapter 8 Skill acquisition and Skills and skill psychology acquisition 8.7 Guidance Learning objectives 1) Identify and outline the different types of guidance 2) Summarise the advantages and disadvantages of different types of guidance 3) Explain how different types of guidance can be used during different stages of learning What you need to know  This topic refers to the ways in which coaches and teachers can help performers to Guidance acquire/develop skills and techniques ⚫ “Help and instruction given to guide learners through movements, skills and techniques to help them acquire skills” The forms of guidance Mechanical and manual guidance are often grouped ⚫ Verbal together as they both refer ⚫ In the form of words to physical support ⚫ Visual ⚫ In the form of images, video or demonstration ⚫ Mechanical ⚫ The use of physical supports such as harnesses ⚫ Manual ⚫ ‘Hands on’ guidance (e.g. showing you how to hold a racquet)  Which type of guidance is being displayed in each of Types of guidance the following images? Verbal - The coach is using words to explain movements and techniques Types of guidance Mechanical - The harness provides mechanical guidance for the trampolinist. Types of guidance Manual – the coach physically guides the performer through a movement. This enables the development of ‘muscle memory’  Types of guidance At which stage(s) of Visual – the coach shows learning do you think the swimmers how to each of these forms of perform a skill/technique guidance would be through demonstration appropriate? Guidance and the stages of learning ⚫ At which stage(s) of learning do you think each of these forms of guidance would be appropriate? ⚫ Remember – cognitive, associative, autonomous All stages – but essential at the cognitive stage as beginners 1. Visual need to see an overall picture of the skill so that they understand how it should be performed. Associative/autonomous as cognitive learners may not 2. Verbal understand the terms used. More detailed explanations can be provided for autonomous learners. Cognitive – as it enables performers to gain a 3. Mechanical/manual ‘feel’ for the movement. Autonomous learners already have this and can provide their own intrinsic feedback.  Which type(s) of guidance should be used for learners in each of the Using guidance three stages of learning? ⚫ Visual guidance ⚫ Useful at all stages of learning ⚫ Most effective at cognitive stage to provide an overall picture of the skill ⚫ Verbal guidance ⚫ Limited use for cognitive learners as they lack understanding of terms used ⚫ More detailed explanations are appropriate for associative and autonomous learners ⚫ Manual/mechanical guidance ⚫ Useful during the cognitive stage as it helps the learner get a ‘feel’ for the movement ⚫ Used to ensure safety in advanced performers (e.g. climbing) Advantages and disadvantages ⚫ Task – Complete the table (page 168 of the Cambridge GCSE text-book), describing the advantages and disadvantages of the different types of guidance …or go to the next slide for a summary of the key information  Advantages Disadvantages Visual -Performers can form a mental picture -Demonstrations need to be accurately guidance of correct performance and expertly performed -Demonstrations can be repeated if -Poor-quality videos are not helpful necessary -Slow-motion video can be used to focus on specific sub-routines of a skill -Useful in all stages of learning Verbal -It is immediate. Instructions can be -Long or complicated instructions are hard guidance acted upon straight away to take in (see limited channel capacity – -Coaches can use questions to assess topic 8.4) and check understanding -This can cause issues for beginners taking -Verbal and visual guidance can be in lots of new information at once combined to paint a more accurate -Some movements cannot be accurately picture for the learner explained using words Manual/ -Useful in the early stages of learning -Learners can come to depend on support mechanical -Helps an individual get a feel for the from coach/equipment guidance movement and develop muscle -Can give learners an unrealistic feeling of memory the motion (e.g. when they do not support -Can provide a safe environment to try their full body-weight in gymnastics) out more hazardous activities (e.g. -Learners may resist having trampolining/gymnastics) manual/mechanical guidance taken away -Gives performers a sense of security and helps deal with feelings of anxiety or fear Explain what helps us to learn skills in sport(6) Guidance: - Visual – Demonstrations or images show us what we need to do - Verbal – Explanations can help to develop understanding - Mechanical/manual – help to give a ‘feel’ for the movement and develop ‘muscle memory’ Feedback: - Knowledge of performance – helps to analyse quality of performance and make adjustments - Knowledge of results – helps to judge how well you have done - Intrinsic – Information from the feel of a movement helps performers make adjustments to their technique - Extrinsic – Provides a picture of what needs to be improved Type of practice used: - Whole – You practice the whole skill mimicking actual performance - Part – Skills are broken down, practiced and then put back together again - Variable – Skills are practiced in different situations. This is useful for open skills as the environment is constantly changing - Fixed – Skills are practiced in the same conditions. This is appropriate for closed skills such as a set-shot in basketball