of 8
8/19/2019 l2Module_6
1/17
Module Six:
Skill AcquisitionINTRODUCTION
This module examines the phases of motor skill development and the importance of
fundamental movement patterns, You will look at how motor skills are learned, and factors
aecting skill acquisition. Eective coaching strategies for developing motor skills are
introduced.
Motor skill acquisition is an important aspect of coach education. It is concerned with how
motor skills are learned. kill learning is at its !est when interest is high. Interested
athletes achieve success more often and success, in turn, generates further interest.
"pon completion of this module, #ou will !ea!le to$
EXPLAIN THE PHASES OF MOTOR DEVELOPMENT AND THE IMPORTANCEOF FUNDAMENTAL MOVEMENT PATTERNS
EXPLAIN HOW MOTOR SKILLS ARE LEARNED
DESCRIE EFFECTIVE COACHIN! STRATE!IES FOR DEVELOPIN! MOTORSKILLS
8/19/2019 l2Module_6
2/17
EXPLAIN THE PHASES OF MOTOR DEVELOPMENT AND THE IMPORTANCEOF FUNDAMENTAL MOVEMENT PATTERNS
The development of the a!ilit# to move well occurs in a sequential manner, !ased on an
individual%s ph#sical, ps#chological, social and emotional growth and development. This
sequential development must !e considered when teaching motor skills and whenever
practises and games are organised for children and #oung people.
PHASES OF MOTOR DEVELOPMENT
!ALLAHUE "#$%&' DESCRIES FOUR PHASES OF MOTOR DEVELOPMENT(
&ormall# children do not need to !e taught re'exive and rudimentar# movements, the#
(ust happen as the children move through the developmental phases. )owever, themature stage of fundamental movement patterns does require teaching.
The fundamental movement phase is the most important period for the learning of man#
movement patterns such as running, (umping, hopping, stepping, !alancing, stretching,
turning, twisting, throwing, catching, striking, and kicking. It important that children learn
to coordinate the movement of !oth sides of the !od# and to keep their e#es on o!(ects,
such as !alls. Then the# can move on to learning other skills, such as avoiding o!(ects,
and appl#ing their skills in small group activities and simple games.
*undamental movement patterns +*Ms- provide the foundation for sportrelated general
skills and these sportrelated skills are further re/ned to !ecome the !uilding !locks for
the more complex sports skills. It is important that children are taught and encouraged to
develop a wide range of fundamental movement skills and a !road !ase of movement
experiences, !efore leading on to more complex and specialised sports skills.If #ou are coaching children, #ou need to provide them with opportunities to use their
fundamental movement skills in individual pla#, progressing through to small group
activities and simple games that are !oth challenging and en(o#a!le. The games and
activities should !e simple and short, and should reinforce the skills #ou have taught the
children.
0s children get older, #ou should encourage them to continue to learn and practise
fundamental movement skills.
You should also provide them with opportunities and time to practise these. Modi/ed
8/19/2019 l2Module_6
3/17
games involving children at similar stages of growth and development, without the
pressure of competition, are ideal. You need to cater for all children at this level, and focus
on maximum participation.
*rom the age of a!out 12 #ears, children accept the challenges of competitive sport
enthusiasticall#, and the ps#chological demands involved are appropriate for their stage
of growth and development. 3oaches should provide opportunities for children to appl#
the motor skills the# have learnt, and at the same time introduce a competitive element.Modi/ed sport is ideal for this. The activities need to !e varied and challenging to meet
the children%s needs and maintain their interest. 3oaches also need to make provision for
the children%s personal and social development, promote positive attitudes towards sport
and ph#sical activit#, and develop in the children a sense of responsi!ilit# for themselves
and others.
4nce children reach secondar# school, participation in the adult version of ma(or games is
appropriate for most of them. )owever, the level of competition should still !e
appropriate to their skill level, stage of growth and development, and the nature of the
sport. En(o#ment and achievement should still !e priorities. 3oaches at this level should
place an emphasis on developing a !road !ase of sports skills, avoiding specialisation in
one sport at an earl# age, so that children will have a choice of sports in their later life.
&ote that children and #oung people progress through the stages of motor skilldevelopment at dierent rates, and the stages have signi/cant overlaps, especiall#
amongst older children. You need to recognise that age is onl# one of the factors which
determines a child%s readiness for a particular participation stage in motor skill
development.
THE IMPORTANCE OF FMPS
It is important that childrn larn to mo! "cti!l#$ %cintl#$ and &ith
control and n'o#mnt( Th larnin) nds to * d!lopmntall#
appropriat
and challn)in)$ +tndin) childrn,s comptnc thro-)h mo!mnt
+princs &hich ar .-n and child .oc-sd(
*M are the !asic movements which underpin all that we do. There comes a point for all
children when the# need help, encouragement and guidance to develop *M. Their skills
ma# !e developed through involvement and practise in the man# varied opportunities
provided for them. 3hildren need encouragement and instructive feed!ack from an adult,
e.g. 5watch the !all6, which provides information to help them improve their skills.
*M can !e divided into three categories$
Sta*ilit# Locomotor S/ills Manip-lation S/ills
7 Involves !od# and spatialawareness.
7 *orms the !asis of
locomotor and
manipulation skills.
7 Involves moving the !od#from one point to another
along a variet# of pathwa#s
+straight, curved, 8ig8ag-.
7 Involves giving force toan o!(ect 49 receiving
force from an o!(ect.
8/19/2019 l2Module_6
4/17
Turning
:ending
tretching
:alancing +stationar# and
moving-
Twisting
;alking
9unning
3rawling
eaping
Throwing
?icking
3atching
triking
There are /ve fundamental skills that contri!ute to *Ms.
0alanc
The !asis from which all controlled movement originates.
1-mpin)
Ma# !e for height, *M for takeo, for distance, *M for 'ight@ or from a height, *M for
landing.
Thro&in)
The !asis for more complex movements, e.g. racquet sports, athletics.
Catchin)
Important for hande#e coordination.
Stri/in)
Important for hande#efoot coordination.
*Ms are important !ecause the#$
8/19/2019 l2Module_6
5/17
7 are the !uilding !locks for more complex skills,
7 are common threads for man# sport skills,
7 develop a wide range of motor skills, and
7 help children to understand the structure and concepts of human movements.
:od# awareness What is the body doing?
pace Where is the body moving?
Time and energ# How is the body performing it?
9elationships Who is the body working with?
In the performance of all movement skills, our !od# must ad(ust to take into account the
factors of time, force, pace and 'ow in order to improve the qualit# of movement.
)UESTIONS * EXERCISES
List the stages of motor skill development, and describe the types of activities
that are most suitable for learning and practising motor skills at each stage.Review the importance of F!s and discuss how these might be relevant to adult
athletes.
With reference to "!#R$%s &unior "port !olicy, discuss the following points'
( guiding principles and ob)ectives for )unior sport,
( bene*ts of participation for children and young people,
( rights and responsibilities of )unior sport participants, and
( the role of the coach in providing )unior sport and the responsibilities inherent
in that role.
+o not spend too much time on this section if you are not coaching )uniorathletes. However, it is useful for you to know and understand the concepts
outlined in this section, and you should be aware of the &unior "port !olicy and
the implications that it has for your sport organisation.
EXPLAIN HOW MOTOR SKILLS ARE LEARNED
Motor skills refer to the relativel# complex patterns of movement that require learning,
and are performed in order to achieve some speci/c predetermined goal. The qualit# of
movement produced in'uences how well the goal is achieved. 0 motor performance
refers to the execution of a motor skill. It can !e o!served and measured directl#. Motor
skill learning involves a more or less permanent change in !ehaviour as a direct result of
practise. It is re'ected in a change in performance, !ut cannot !e o!served or measureddirectl#. >earning is assumed as a result of changes in performance over a period of time.
0s a coach, #ou need to !e aware of the diAculties associated with tr#ing to assess how
much learning has taken place, simpl# !# using simple and occasional tests of
performance. You need to consider !oth the performance and the learning of #our
athletes. Your coaching needs to !e directed towards achieving standards, goals and
outcomes, as well as towards providing instruction and practise. This will result in
permanent improvements in performance potential.
8/19/2019 l2Module_6
6/17
CLASSIFICATION OF MOTOR S2ILLS
The classi/cation of motor skills has implications for the wa# in which motor skills are
taught.
Opn and Closd S/ills
The classi/cation of open and closed skills is !ased on the conditions and the
environment in which the skills are performed.
Opn s/ills are performed in conditions where$
7 the surrounding environment is constantl# changing and generall# unpredicta!le,
7 there is uncertaint# a!out what to do and when to do it, and
7 there is a limited time to make decisions and produce the actions required of a skilled
performance.
*or example$ a tennis pla#er receiving a serve faces uncertaint# a!out when the !all will
!e served, how fast it will travel, and to what corner of the service court the !all will !e
directed.
The skills used in team sports, e.g. rug!#, hocke#, squash, volle#!all, soccer, cricket, and
net!all, are nearl# alwa#s open skills.
Closd s/ills are performed in environments which are highl# predicta!le, where$
7 the athlete is a!le to plan what to do and how to do it in advance,
7 the athlete does not have the same pressure of time that is associated with open skills,
7 the demands and requirements of the activit# are known in advance of the
performance, and
7 the athlete%s attention is directed totall# towards the production of the desired
movement pattern.
8/19/2019 l2Module_6
7/17
*or example$ in a g#mnastics 'oor routine, the g#mnast aims to perform to perfection,
movements which have !een constantl# repeated man# times in practise.
The skills involved in sports such as g#mnastics, archer#, shooting, !owling, and golf are
largel# closed skills. 3losed skills ma# also !e found within a sport where the skills are
mostl# open, e.g. soft!all pitch, tennis serve, rug!# goal kick, !asket!all free throw.
Fin and 3ross Motor S/ills
The classi/cation of /ne and gross motor skills is !ased on the amount of movement and
force required to perform a motor skill.
*ine motor skills involve movement of small muscle groups, e.g. writing, painting. The#
are generall# not included in sport, although the# ma# !e an important part of a gross
motor skill.
=ross motor skills involve large parts of the !od# or movement of the whole !od#, e.g.
running, hitting a !all. Most skills in sport are gross motor skills, !ut man# involve !oth
large and small muscle groups.
*or example, !alancing on a !eam requires control of the whole !od# as well as /ne
ad(ustments !# the muscles of the foot and ankle. erforming in shooting also requirescontrol of the whole !od#, com!ined with a /ne touch with the /nger on the trigger.
Simpl and Compl+ Motor S/ills
Motor skills ma# also !e classi/ed according to their complexit#.
imple motor skills are ones that can !e learned with ver# little practise and have few
parts to them. The# can !e taught as whole activities. 3omplex motor skills take more
time and eort to acquire !ecause a num!er of dierent actions make up the skill. You
can simplif# complex skills to make learning easier !#$
8/19/2019 l2Module_6
8/17
7 !reaking the skill down into a series of steps or parts, teaching the individual parts
separatel#, and progressivel# !ringing them all together as learning occurs,
7 making the action simpler, leaving out some parts to !e added later,
7 practising the simpli/ed action in a simple situation, with team mates, opposing
pla#ers, and competition !eing added progressivel#, and
7 slowing the action down to give #our athletes time to think a!out what the# are doing,
and to make the appropriate responses.
STA3ES OF S2ILL LEARNIN3
eople learn motor skills in stages. *itts and osner +1BCD- have identi/ed three stages of
learning$
7 cognitive stage +plan formation-,
7 associative stage +practise-, and
7 autonomous stage +automatic execution-.
Sta) On 4 Th Co)niti! Sta)
The cognitive stage focuses on determining and understanding the demands of a new
skill, i.e. what needs to !e done in order to perform the skill correctl# and successfull#. It
takes place at the earl# stage of learning and much of the enhancement of performance
involves thinking and planning. The athlete draws on existing knowledge and skills, and
reshapes this into new movement patterns. Improvements in performance tend to !e
rapid, !ut inconsistent.
0s a coach, #ou need to simplif# the demands of new motor skills !eing learnt. =ood
instruction, video, and demonstration aid learning, and ma# !e used to introduce new
skills. 0thletes need to translate dierent modes of instruction into meaningful movement
components for themselves. Transfer of learning from other motor skills is likel# to !e
positive, so it is useful for #ou to point out similarities with and distinctions !etween other
skills. *or example$
8/19/2019 l2Module_6
9/17
7 the similarit# !etween the forward defensive stroke in cricket and trapping the !all in
hocke#, and
7 the distinction !etween the 'exi!ilit# of the wrist in !adminton and the sti wrist
required in tennis.
It is important to recognise that athletes require a lot of information at this stage, !ut the#
cannot cope with more than two or three ke# points at a time. 0thletes experience a large
num!er of errors at this time, and the# require a great deal of ver# speci/c feed!ack in
order to recognise and correct these errors. This stage is usuall# completed in a short
period of time.
Sta) T&o 4 Th Associati! Sta)
0t this stage, the athlete has decided on the !est wa# of executing a new motor skill and
is concentrating upon perfecting the execution of the skill, so that a higher standard of
performance is achieved more consistentl#. The associative stage is characterised !#$
7 increased accurac# in the performance of particular movement patterns +important in
the performance of closed skills-, and
7 an increased a!ilit# to produce new movement responses when required +important in
the performance of open skills-.
0s a coach, #ou need to devote a lot of time to practising motor skill development,
focusing on skillspeci/c practises, and providing appropriate feed!ack. rogressivel#
increase the complexit# of the practise situation, i.e. graduall# introduce external
in'uences to make athletes more familiar with the demands of their speci/c sporting
environment.
*or example, for an open skill, introduce team mates, opposing pla#ers, new pla#ing
options@ for a closed skill, introduce varia!les which more closel# resem!le the
competitive situation.
The amount of practise #our athletes require will depend on the complexit# of the motor
skill, the athletes% a!ilities and past experience, and their motivation to improve their
performance. 0thletes learn through timing and rh#thm, visual direction, experience and
doing, progression, manual guidance, special design, and positive feed!ack.
Sta) Thr 4 Th A-tonomo-s Sta)
uring the autonomous stage, the performance of the motor skill !ecomes largel#
automatic, without the athlete needing to consciousl# pa# attention to the execution of
the skill. This normall# requires extensive practise over a long period of time, usuall#
#ears, and it ma# not !e achieved !# all athletes. The control of movement !ecomes ver#
precise and the performance ver# accurate and consistent. 0thletes are a!le to appl#
motor skills in the correct sequence and in the appropriate situation. The# no longer need
to monitor feed!ack a!out their own movements, which ena!les them to focus their
attention on other tasks, e.g. looking for team mates, evaluating what opposing pla#ers
are doing, thinking ahead, and planning in advance.
Even at this stage skill acquisition is ongoing, and continued intensive practise is essential
to the continuing development of these athletes. In order
to maintain their skills at this level, athletes must continue to practise them, and ma#, at
times, have to revert to the cognitive stage to check that the# are performing the skills
correctl#. 0thletes at this level require challenge and the stimulus necessar# to enhance
their skill development further. 3oaches need to provide practise situations which place
greater demands on the athletes% attention than the# face in an actual competitive
situation.
It is important to note that, at this stage, errors in technique are so much a part of the
su!conscious response that the# are extremel# diAcult to correct. 0t this level, some
athletes will not !e a!le to descri!e accuratel# how the# execute motor skills.
8/19/2019 l2Module_6
10/17
5A6S OF TEACHIN3 A MOTOR S2ILL
epending on the t#pe of skill, dierent methods and approaches ma# !e used to teach a
new motor skill.
Massd or Distri*-td PractisMassed practise involves a motor skill !eing practised consistentl# and continuousl# until
the skill has !een learned. It tends to !e more suita!le for highl# skilled or highl#
motivated athletes. :oredom is the greatest disadvantage of massed practise.
istri!uted practise involves short, frequent practise sessions, interspersed with rest
periods, or intervals of other skill learning. This tends to !e more appropriate in the earl#
stages of learning, when the energ# demands of a skill are high, the learning task is
complex or !oring, and when motivation is low. 9est periods are valua!le in providing
opportunities for athletes to think a!out what the# are doing, which ma# also enhance
learning.
5hol or Part Larnin)
Motor skills ma# !e taught in their entiret#, whole learning, or !roken down into parts,part learning.
*or example$
7 a !asket!all la#up shot ma# !e taught as a whole, or !roken down into the dri!!le,
footwork, shot, and follow through, and
7 a swimming stroke ma# also !e taught as a whole, or swimmers ma# !e taught the
kick, arm movement and !reathing separatel#.
;hole learning ma# !e !est for simple skills and part learning for complex skills.
=enerall#, it depends on the skill !eing taught and most coaches tend to com!ine the two
as wholepart learning. 0thletes learn the whole skill at times, and concentrate on parts of
the skill at other times, like when the# are having diAcult# with a speci/c aspect. ;hole
learning increases the awareness of timing, pace, and rh#thm of a complete skill. >earning
a skill in parts puts emphasis on learning each part correctl#. It is important to teach skillscorrectl# from the !eginning, whether the# are simple or complex skills.
Mntal or Ph#sical Practis
h#sical practise involves active participation in an activit#, while mental practise
involves the athletes visualising a performance in their minds +mental imager#-, viewing a
video of their own or someone else%s performance, andFor reading or listening to
instructions. 0 com!ination of the two is most eective for learning$ using mental
practise initiall#, and then alternating with periods of ph#sical activit#.
FACTORS AFFECTIN3 THE LEARNIN3 OF A S2ILL
There are man# interrelated factors which aect motor skill learning. This section will lookat some of the ma(or ones and the implications the# have for teaching and coaching
motor skills.
Indi!id-al Larnin) St#ls
Individual learning st#les refers to the wa#s in which dierent individuals learn !est. ome
people need to har instructions, others need to s a skill performed, while others learn
!# doin).
8/19/2019 l2Module_6
11/17
I +,-./ I 0o.1,t
I s,,/ I .,2,23,.
I 4o/ I un4,.st-n4
#non. #ncient $hinese !roverb-
Eective teaching and coaching provide opportunities for all athletes to learn in the
manner which suits them !est. In practise, this means that in order to cater for the needs
of all learning st#les #ou generall# need to provide a good demonstration, an explanation
of the ke# points, and plent# of time to practise.
There are man# skills that athletes must learn for themselves. It is important that #ou
encourage #our athletes to !e in control of their own learning. elfdirection, self
motivation, selfdetermination, and selfreliance are important qualities and
characteristics of successful athletes.
Moti!ation
Motor skill learning is at its !est when motivation is high. kill acquisition requires
athletes to spend time practising appropriate tasks. *or practise to !e eective for an
athlete, it requires a high success rate over a period of time to motivate the athlete to
continue practising. Thus, it is important that athletes can see or identif# the results of
how well the# are improving through their practise or participation in competition. You can
motivate #our athletes !# ensuring practise activities appear to !e !oth important and
relevant to them, and helping them develop appropriate short and longterm goals. =oal
setting will !e discussed in more detail in a later module.
Fd*ac/
*eed!ack provides information and motivation to facilitate skill learning. It refers to all of
the information an athlete receives a!out how a motor skill is performed and the results
of the performance. *eed!ack is eective in changing immediate performance, reinforces
learning, and is important in motivating athletes to make changes and continue learning.
It is essential in the earl# stages of learning, where it is used for ma(or ad(ustments in skill
execution.
In the later stages of learning, feed!ack is used to make /ne corrections to performance.
*eed!ack, and how well it is used, has a signi/cant in'uence on the standard of
performance an athlete is eventuall# a!le to achieve. You should note that an overload of
information or feed!ack often results in learners failing to understand the most important
points. Therefore, make #our feed!ack !rief, positive, quick, speci/c, and appropriate to
#our athletes.
Rci!in) and Storin) In.ormation
>earning involves the perception of sensor# information. 0thletes can perceive and
interpret the same information dierentl#. This has implications for #ou as a coach, as
#ou need to constantl# monitor #our athletes% understanding of motor skill performance
and relate this to their individual learning st#les. Information received !# athletes passesinto their shortterm memor#, where it is retained for a!out G2 seconds. The information
then either passes into longterm memor#, or it is lost if it has not !een repeated almost
immediatel#. 0thletes cannot remem!er too man# instructions at once, or instructions
that are given too quickl#. 0n# interference or irrelevant information can distract an
athlete%s shortterm memor#.
It is important for #ou to achieve a !alance !etween providing #our athletes with enough
information to execute a new motor skill, and overloading them with unnecessar# detail.
You should limit #our ver!al instructions to no more than two or three ke# points upon
8/19/2019 l2Module_6
12/17
which the athlete should focus. Your instructions should !e !rief, to the point, make the
demands of the skill clear and simple, and should !e given when the athlete%s attention is
guaranteed. You need to determine which cues to introduce at various stages of skill
acquisition, and develop plans for progressivel# introducing additional instructional points.
*or most athletes, a visual demonstration of a motor skill !# a skilled performer greatl#
enhances their learning. This ma# !e a video of an elite performer. 0ll demonstrations
need to !e technicall# correct and accompanied !# good ver!al instructions highlighting
the ke# points. The# should !e availa!le during practise as a reference to correct
performance.
0n understanding of the mechanical and ph#sical principles associated with a new motor
skill is likel# to aid learning for some athletes in some sports.
Slcti! Attntion0thletes are !om!arded !# sensor# information from a huge range of stimuli !oth from
the external environment +e.g. noise, movement, sights-, and from within their own
!odies +e.g. !alance, muscle soreness, fatigue, hunger-. 0thletes do not pa# attention to
all of the availa!le information, rather the# disregard irrelevant information and select
sensor# cues to concentrate on.
You need to !e aware of when #our athletes are pa#ing attention to information that is
essential to learning a new motor skill, or when the# are listening to the cars going !#.
4verloading athletes with too man# instructions at once causes confusion, as learners do
not alwa#s know which stimuli the# should respond to. You need to select relevant
information and direct the athletes to attend to one or two ke# points at a time, so that
the# learn to identif# the correct cues. You also need to !e a!le to identif# the cues #our
athletes need to attend to in a competitive situation.
Aro-sal and An+it#
0n athlete%s level of arousal and state of anxiet# will in'uence their receptiveness to
learning a new motor skill. 0n arousal level that is too low shows as overrelaxation or lack
of interest. The athlete gives insuAcient energ# and attention to prasticing the new skill.
Excessive tension and nervousness are signs of an arousal level that is too high. The
athlete%s attention ma# !ecome too narrow to pick up all of the cues needed for a good
performance. The# are likel# to fatigue more quickl# than usual, which will reduce the
8/19/2019 l2Module_6
13/17
time spent practising. 4ptimal levels of arousal var# for dierent skills and amongst
dierent athletes.
S2ILL TRANSFER
kill transfer involves the application of skills and knowledge learnt and experienced inone situation,
to a dierent situation.
Experience in similar sports is often !ene/cial, e.g. if an athlete is skilled at soccer, then
some of the tactical skills will help in hocke#@ squash pla#ers are likel# to /nd hand!all
and racket !all relativel#
eas# to pick up@ and cricket pla#ers taking !atting practise from a machine, will !e a!le to
transfer that learning to the game situation.
The h#sical Education curriculum is !ased on the theor# of transfer of learning. tudents
learn relativel# simple skills /rst, and then use that knowledge to develop new skills, e.g.
students learn to !at and throw !efore learning to pla# the games of soft!all and cricket.
*rom the earliest stages of learning, parents understand that their children need to Hwalk
!efore the# can run% This concept applies to coaching as well. It is !ene/cial to teach !asic skills /rst, or more
complex skills in a closed environment. *or example, warmup activities ma# include
simple drills that will later !e !uilt on@ aquatic skills ma# /rst !e taught on dr# land@
harnesses are used to teach dangerous g#mnastics moves@ and !all pitching machines
are used in the initial stages of teaching !asic hitting skills.
In each of these examples, either the skill is taught in a closed environment so that the
learner ma# concentrate completel# on (ust that skill, or the !asic components of the skill
are taught with the expectation that those !asics will !e easil# developed to form the
!asis of the complete skill.
You need to !e aware that the transfer of skills ma# !e positive, negative, or neutral.
Positi!
The previous learning and experience aid or facilitate the learning of the new skill, e.g. if
an athlete is a skilled hocke# pla#er, that will help when learning a golf swing.
N)ati!
The previous learning and experience hinder or interfere with the learning of the new skill,
e.g. an experienced vaulter in g#mnastics ma# have diAcult# with a onefooted takeo
in long (ump.
N-tral
The previous learning and experience have no eect on the learning of the new skill, e.g.
a swimmer%s a!ilit# in the pool is unlikel# to !ene/t their skill performance on the tennis
court.
;here the previous learning ma# have resulted in incorrect technique, the faults need to
!e corrected !efore the new skill can !e learned. This generall# increases the time
required to learn the new skill. There ma# also !e negative transfer from Hslopp#% training
practises to competition, e.g. a shot putter who walks out of the front of the circle during
training, ma# well do so in the middle of a tense competition, and !e disquali/ed.
)UESTIONS * EXERCISES
/plain how motor skills are learned. 0hink about'
8/19/2019 l2Module_6
14/17
( the stages of learning motor skills,
( ways in which motor skills are classi*ed,
( di1erent ways of teaching and learning motor skills,
( the factors a1ecting motor skill ac2uisition, and
( skill transfer./plain the relationship between motor skill learning and performance.
DESCRIE EFFECTIVE COACHIN! STRATE!IES FOR DEVELOPIN! MOTORSKILLS
Each athlete comes with their own personalit#, learning st#le, heredit#, !ackground,
a!ilities and skill level. The# learn and progress at their own individual rate. Teaching and
coaching methods and approaches, and the selection of motor skills and practise
activities, must !e suited to the ph#sical, emotional, ps#chological, and social
development of individual athletes. It is important for #ou to design the most appropriate
programme to help each of #our athletes achieve their !est.;hen #ou are teaching and coaching motor skills, it is important for #ou to identif#$
7 what is to !e learned,
7 what and how much information is necessar# for #our athletes at a particular point
in time,
7 when #our athletes are read# to receive the information,
7 the most eective wa# of conve#ing the information,
7 how accuratel# the information is received,
7 what motivates #our athletes, and
7 the factors that aect their learning.
;hen #ou appl# an understanding of how motor skills are learned, #ou are likel# to !eeective in enhancing #our athletes% learning of motor skills. This requires creating an
eective learning environment, using eective coaching strategies, communicating well,
providing opportunities for practise, and providing eective feed!ack. These aspects will
!e discussed !rie'# here, and in more detail in other >evel Two modules.
EFFECTIVE LEARNIN3 ENVIRONMENT
0s a coach, #ou !ecome more eective when #ou create a learning environment which is
conducive to skill learning. 0n eective learning environment supports athletes full# so
that the# are$
7 activel# involved in practise,
7 positive in their learning,
7 ontask,
7 well challenged,
7 well motivated,
7 encouraged to accept responsi!ilit# for their own learning,
7 feeling comforta!le in their own learning,
7 receiving individual attention when needed,
8/19/2019 l2Module_6
15/17
7 en(o#ing mutual respect relationships,
7 achieving high rates of success, and
7 receiving positive feed!ack for their eorts.
To create an eective learning environment, #ou need to plan #our training sessions,
manage the session time to maximise the athletes% time ontask, and ensure that the
!ehaviour of athletes allows #ou to teach and athletes to learn.
EFFECTIVE COACHIN3 STRATE3IES
Eective coaching strategies promote eective motor skill learning. 3oaching strategies
involve$
7 esta!lishing good organisational and management routines,
7 fostering the eective learning environment,
7 devoting a high percentage of time to meaningful and useful practise,
7 respecting individual dierences,
7 communicating expectations clearl#,
7 promoting cooperative learning,
7 taking an active part in practise,
7 accepting responsi!ilit# as a coach,
7 setting a good example as a role model, and7 setting priorities and following through.
&o one strateg# is an# !etter than another, !ut some strategies are more appropriate
than others in certain situations. You need to use a range of strategies that suit the
content of what #ou are coaching, the age, gender and stage of development of #our
athletes, #our athletes% individual learning st#les, and #our own personalit# and preferred
coaching st#le.
8/19/2019 l2Module_6
16/17
EFFECTIVE COMMUNICATION
To enhance motor skill learning, #ou must !e a!le to communicate eectivel# with #our
athletes. Eective communication involves sharing information !etween two or more
people, with each person understanding clearl# what is happening. The process of
communication involves giving information to #our athletes, and the athletes interpreting
that information. Then, if it is understood, its meaning will !e shared !etween #ou and
#our athletes.
3ommunication is a skill that involves more than (ust a ver!al process. It requires
sensitivit# and responsiveness !etween the people involved in the process. It is a
continuous process that #ou need to work on all of the time. Eective communication
involves communicating openl#, personalising what is said, and requesting and giving
feed!ack. This helps esta!lish a twowa# process, which is essential to eective
communication.
3ommunication should !e positive, so that #our athletes feel valued and respected, and
clear, so that there is little room for misunderstanding. It is important that #ou make sure
#our !od# language is consistent with what #ou are sa#ing, or #our athletes ma# receive
mixed messages. 0s with coaching strategies, the communication techniques #ou use
must !e appropriate to #our athletes and their stage of growth and development.
EFFECTIVE PRACTISE
kill acquisition requires extensive, repetitive practise. 4nl# perfect practise makes
perfect performance. It is desira!le for the practise to resem!le the competitive situation
as much as possi!le, !ut #ou need to develop this graduall#. Motor skills should !e taught
and practised in stages. Initiall#, #ou should simplif# the skills, and reduce the external
in'uences to allow #our athletes to concentrate on learning the new motor skill. You
should graduall# introduce and increase external in'uences until the skill is !eing
practised in a simulated competition or game after a period of time. roviding a variet# of
practise conditions trains athletes to adapt to variations in their competitive situations.
EFFECTIVE FEED0AC2
;hen learning motor skills, athletes require information a!out the results of their
performance, e.g. 5)ow fast did I runJ6, 5id I score a goalJ6
5id the !all land in courtJ6 and a!out the wa# the# performed the motor skill, e.g. 5;as
m# !od# lean correctJ6, 5;as m# foot in the right position when I struck the !allJ6, 5;as
m# grip correctJ6 The com!ination of !oth t#pes of feed!ack motivates athletes to
continue to tr# to reproduce the desired movement pattern.
0s discussed earlier in this module, feed!ack is most eective when it is speci/c to the
motor skill !eing learnt, accurate, understanda!le, carefull# timed, and directed at
!ehaviour over which athletes have control. Your feed!ack should reinforce correct points,
focus on one ke# point at a time, and provide constructive corrections. It is also importantthat the feed!ack #ou give is appropriate to the a!ilit# of #our athletes to receive
feed!ack and to correctl# perceive what the# are doing, and to their stage of growth and
development.
8/19/2019 l2Module_6
17/17
)UESTIONS * EXERCISES
"elect a comple/ motor skill for the development of an individual athlete%s
performance in your sport.
+evelop a plan to teach the skill, and to provide practise activities to develop the
skill.
0hink about all the factors involved in the teaching and learning of motor skills,
and apply e1ective coaching strategies to suit the needs of your individual
athletes.
