The CircusThe CircusAchievement Standard 2.4

2 Credits

Examine skill-learning principles and psychological skills in relation to physical activity

Assessment Task One

a) Pre Test (baseline data)b) Set Goals using the goal setting staircasec) Select skill learning principles & psychological

skill you will apply during practice sessions Task Two

◦ Complete at least 10 X 15 minute practice sessions

◦ Must be recorded on data recording sheet Task Three

◦ 1 hour test

Task One (a)Pre Test – 10 minutes

Juggle with as many juggling balls as you canIf you have mastered this, try with different

objects and/or parts of your body eg soccer ball juggling

Record your result

YouTube - FIRE JUGGLEYouTube - Basketball / Juggling Trick Shots -

bobjasonben.com

Goal SettingGoal SettingIs the process where a person sets

targets to achieve over a certain period of time

It allows people to concentrate on areas of performance

Gives people motivation to improveIt reduces anxiety and improves

confidence as it focuses the person on their own performance rather than on winning the game

Goal can be arranged into short-term goals that work towards long-term goals, (goal-setting staircase technique)

SMARTER GoalsSMARTER Goals Specific

◦ Needs to be clearly defined Measurable

◦ Must be able to be measured Attainable

◦ Make sure you can reach them Realistic

◦ Must be something that you are willing and able to work towards

Time based◦ Needs to have time-frame in which to accomplish

goal Exciting

◦ Must personally motivate you Recorded

◦ Must be written down – so progress can be seen

Set GoalsSet a SMARTER long-term goal What do you think you can

achieve after 10 practice sessions (15 min. duration each).

Break this goal down into interim goals that should occur every second practice session

Motor Skill Motor Skill LearningLearningClassification

Phases of Learning

Practice and Learning

What is a skill?What is a skill?A motor skill is a learned, co-ordinated

activity which achieves a goal

Think about a person who is learning a golf stroke

What things do we see people doing when learning this new skill?

How can we tell a skilled performer from a novice?

ClassificationClassificationMotor skills are classified into 4 main

types1.Fine or gross skills

(the amount of movement required)2.Discrete, continuous or serial skills

(whether the skill has a defined beginning and end point)

3.Open or closed skills (the environment the skills are performed in)

4.Self-paced and externally paced skills(who determines how the skill movement is initiated)

Fine or Gross skills Fine or Gross skills Classified according to the amount of movement required

A fine skill involves performing small and precise movements using the small muscles of the bodyExample

A gross skill involves performing large movements using the major muscles of the bodyExample

Many skills are a combination of large and precise movements and therefore can be classified as both fine and gross skills

Discrete or Continuous skillsDiscrete or Continuous skillsClassified according to whether the skill has a

defined beginning and end point

A discrete skill has clearly defined start and end points

A continuous skill has no defined start or end pointThe skill is performed over and over again

without stoppingThe performer decides when to start and

finish

Serial skillsSerial skillsClassified according to whether the skill has a defined beginning and end point

A serial skill is made up of a series of discrete skills performed one after the other in a sequence to perform an apparently continuous skill

ExamplesFloor routine in gymnastics___________________________

Closed or Open SkillsClosed or Open SkillsClassified according to the environment the skills are

performed in

Closed skill is performed in an environment which doesn’t change No external factors interfere with the skill performance Internally paced

Open skill is performed in a constantly changing environment

Open skills cannot be performed exactly the same way each time, as the situation in which they are being performed is always changing

Externally paced

Closed Open

Environment

Self and Externally paced Self and Externally paced skillsskillsClassified according to who determines how the skill movement is initiated and at what pace the skill proceeds

Self Paced: the performer determines when a skill is initiated and at what pace it will proceed◦ Tennis serve◦ Throwing a soccer ball in from sideline

Externally Paced: the skill is initiated by outside influence and the pace of the skill is determined by external factors◦ Playing a forehand shot in tennis◦ Reacting to a soccer ball thrown in from sideline◦ Reacting to the starting gun

Questions skill Questions skill classificationclassification

Movements

Environment

Beginningand end

Control

SKILL Fine or Gross

Open or Closed

Discrete, Serial or Continuous

External or Internal

Kayaking gross open discrete internalVolleyball serveSoftball battingTrampingSkateboarding100m SprintFishing

Phases of motor-skill Phases of motor-skill learninglearning When someone learns a new skill, they

usually go through clearly defined stages1. Cognitive stage2. Associative stage3. Autonomous stage

Depend on the experience they have had

To make learning more effective a learner and coach must have an understanding of each phase

1. Cognitive stage1. Cognitive stageThe learner develops an understanding

of how to perform the skillThe individual attempts to put the skill

together with all its parts (subroutines) in correct order

The learner needs:Have knowledge of how skill is performedImmediate and detailed feedbackTo see skill performedLots of encouragementSimple and clear instructions

2. Associative stage2. Associative stageThis is the stage where the learner is

practising the skill in order to eliminate mistakes

It usually takes place over a longer period of time than cognitive stage

Learner becomes familiar with sequence of different parts

Timing and accuracy of skill improvesThe learner needs:

◦ Quality feedback◦ Lots of amounts of concentration and

perseverance◦ Variety of learning to keep motivation up

3. Autonomous stage3. Autonomous stageIn this stage the learner is automatically

applying the skill in a competitive situation

Performer does not required conscious thought – think of other things i.e. strategy

The skill performed looks like it is effortless and controlled!

The learner:◦Less likely to be distracted◦Increased speed and efficiency◦Can dictate to an opponent

Practice and learningPractice and learningThere are many different types of

instruction and practice methods that can be used in skill-learning situations they are determined by;◦Whether the practice is continuous (massed)

or spread out (distributed)◦Whether the skill is taught together as one

sequence (whole learning) or broken down into different parts (part learning)

◦Whether the activities are structured towards repetition (drill) or discovery (problem solving)

Massed PracticeMassed PracticeThis is ‘practising a skill without a break’Activity is repeated continuously over a

period of time with very little or no restBest suited to closed skillsGood for learning simple skillsPerformer may become bored and frustratedRequires large amount of concentration and

motivationCan cause fatigue or injury

◦ Chest pass 5 mins◦ Having 30 shots at goal◦ Performing set play with team for 30 mins◦ 30sec practice trails with 3sec rest

Distributed PracticeDistributed PracticeThis is ‘practising a skill with breaks in

between activities’Good for continuous activities that may

become tiringGood to use in early stages of learning Best suited for complex skillsSuited for low motivated people or boring

tasksAllows for recovery and ‘thinking’ timeMay take longer to developed certain skills

◦ Chest pass 30sec, rest 30sec◦ 4 station circuit, 2mi@ each station◦ Practise a set play for 3-4min, break

Whole learningWhole learningWhole learning occurs when the skill

is taught together in ‘one piece’Gives learner idea of ‘how skill feels’Simple skills need to be taught as a

whole as they cannot be broken downContinuous skills may also use this

type of learning as one part of the skill directly affects the performance of another part

Can be used to identify technical faults in skill

Part learningPart learningPart learning occurs when the skill is

broken down into parts (subroutines)

Good for learning complex skillsLearning by parts means ‘pieces’ more

manageable to learnUsed to help correct technical faults in

techniqueSubroutines can be learned one after

another, once each of these parts have been mastered then they can be put together correctly to perform skill

◦ i.e. basketball layup – dribble, step and shot

Problem-solving activitiesProblem-solving activitiesLearner finds solutions to problems set up by the coachLearners investigate, experience or

discoverLearner works out best option and makes

a decision to complete activityAllows experienced players to be involved

in learning processBest used with open skills as the learner

has to take into account changeable factors

Drill-based activitiesDrill-based activitiesThis involves performing the skills repetitively and usually directed by coach

Allow large amount of time spent performing movements to master skill

Best suited for closed skills where little change in environment

More suited to beginnersAllow instructor to give direct instruction

and advice while learner performs

Factors affecting learningFactors affecting learningMany factors affect how a skill is

learnt◦Feedback◦Learning styles◦Memory◦Reaction time, response time and

anticipation◦Personal factors

Stage of learningBeginner Expert

Type of feedback Basic TechnicalSimple Detailed

Type of instruction Instruction DiscoveryCommand Self-AnalysisGiving advice Asking questions

Feedback Feedback This is information a person

receives about the performance of their skill

It compares current performance with an ideal outcome

The type of feedback will vary according to the stage of learning

Feedback cont..Feedback cont..Comes from:

◦Ears◦Eyes◦Opposition◦Coach◦Team-members◦Equipment◦Your

performance◦Successes ◦Mistakes◦Spectators

Functions:◦Motivation◦Change

performance◦Reinforce learning

Effective feedback - SPICEEffective feedback - SPICE Feedback comes from different sensations

◦ Internal – how a movement feels◦ External – information received via eyes or ears

Feedback should be precise◦ Knowledge of performance – ‘leg wasn’t straight◦ Knowledge of results – time 35secs

Feedback should be immediate◦ Continuous – received as skill is performed (feeling of

doing a good pass in rugby) ◦ Discrete– information received when skill has been

completed (“nice pass”) Feedback should be constructive

◦ Positive – successful performance means skill execution correct

◦ Negative - unsuccessful performance means skill execution incorrect and changes need to be made

Feedback is encouraging and motivating◦ Encouragement – praise on positive points◦ Motivation – set a target for next activity

Learning StylesLearning StylesLearning styles are the different

ways a person can learn a skill◦Hearing explanations◦Performing activities◦Watching demonstrations◦Reading instructions

MemoryMemory This is a person’s ability to store information

using the brain It allows people to remember from previous

experience what is required to perform the skill Short-term

◦ Is important when remembering key parts of a skill◦ Ability to remember instructions and

demonstrations key to success◦ Good coaches create different ways of repeating

new information for learners◦ Only stored in brain for up to 1 min◦ Must be acted upon to allow transfer to LT

Long-term◦ Information stored permanently◦ Occurs due to practise over time

Reaction timeReaction timeThis is the speed as which the

body can detect and process information then begin to make a movement in response to the situation that has occurred

Is very important for open skills

Response timeResponse timeThis is a combination of reaction

time and movement time and makes up the total time it takes to detect information and complete a movement in response to it

AnticipationAnticipationOccurs when a person predicts

what is going to happenImproves reaction time

Personal factorsPersonal factorsDifferences in personal factors often mean

one individual performs a skill much more easily than another

Age Affects muscles, memory and attention span

Ability Determined by genetics. Different levels of skills, co-ordination and fitness

Gender Affects motivation (females more social)Family History Can watch and imitate family members.

Others provide encouragement, support and advice

Previous experience

Similar skills and movements can be transferred between activities. Person knows what signals to react to as movements have been developed already

Resources Access to playing equipment, transport, coaches

Sports PsychologySports PsychologyPsychological methods used to improve key

areas of mental skill performance include arousal, concentration, confidence and motivationPsychologic

al SkillPurpose Psychological

methods usedArousal Controls levels of anxiety

before completing a task•Visualisation•Self-talk•Mental preparation

Concentration

Focuses attention on what is important in completing a task

•Visualisation•Self-talk

Confidence Allows a person to believe in their ability to complete a task

•Visualisation•Self-talk•Goal setting•Mental preparation

Motivation Gives a person the desire to complete a task

•Self-talk•Goal setting

Arousal ControlArousal ControlArousal is the mental state of readiness a

person is in before and during activityIt involves levels of stress and anxietySome nerves are necessary as it energies

the person up to an optimal level of arousalToo much stress interfere with performanceInverted ‘U’ theory

◦Suggests there is an optimal state of mental function which will lead to good performance

◦Background and personality affect arousal level

Self-talkSelf-talk This is what a person internally says to themselves A person’s thoughts influence their feelings, which in

turn influence their actions. If a person dwells on certain thoughts (positive or negative), this influences the way they think (positively or negatively) and then act.Situation = You have the final shot at goal; if you make it,

your team will winNegative thoughts“You are useless, you can’t make the shot”

Positive thoughts“You.ve played well. Give it your best shot”

Result of negative feelingsAnxiety, nervousness, decreased confidence

Result of positive feelingsReassured, calmness, increased confidence

Negative actionYou listen to a negative comment from the opposition and perform shot hesitantly

Positive actionYou block out the noise from around you and perform shot confidently

Changing negative Changing negative thoughtsthoughtsNeed to replace a negative thought

with a positive cue word or statementThis decreases anxiety

◦Technical cues – used to focus person on the technical aspects of skill “fingers spread”, “eyes on ball”

◦Focus words – used to control emotion and focus person on present situation “concentrate’, “next point”

◦Action statements – used to create energy “explode”, “personal best”

Concentration Concentration Allows a person to focus their attention on

what is necessary to successfully complete and activity

It is affected by arousal and motivation to perform

Wide focus◦ Concentrate on all information in environment

Selective focus◦ Concentrate on activity and others

Narrow focus◦ Concentrate solely on activity itself without

consideration for others

Visualisation Visualisation Using the mind to create images of how

certain skills and situations will be performed. It allows a person to practise their skills

without having to physically perform themCan be used to reduce nerves and anxietyNeeds to be carried out in a relaxed state of

mindAllows a positive scenario to be rehearsed Improves confidenceProvides opportunities to think about how to

deal with difficult situations before they occurFocus on parts that need improvementUse vivid and clear images incorporating

other senses (‘feeling’ parts move)

Mental Preparation Mental Preparation Used to organise a consistent and structured

routine of mental plans that can be used before and during a activity

Players develop set patterns of behaviour which help them to focus

3 phases:1. Pre-match routines2. Game plan3. Stress management

Includes:◦ Visualisation◦ Self-talk◦ Routines◦ Relaxation

ConfidenceConfidenceIs a ‘person’s belief in themselves to

complete a task’Someone lacking confidence tends to

have negative thoughts and they doubt their ability

Can be increased:◦by practise◦Work at a level where they experience

success◦When people are encouraged to improve

themselves rather than trying to compare their performance with others

Goal SettingGoal SettingIs the process where a person sets

targets to achieve over a certain period of time

It allows people to concentrate on areas of performance

Gives people motivation to improveIt reduces anxiety and improves

confidence as it focuses the person on their own performance rather than on winning the game

Goal can be arranged into short-term goals that work towards long-term goals, (goal-setting staircase technique)

SMARTER GoalsSMARTER Goals Specific

◦ Needs to be clearly defined Measurable

◦ Must be able to be measured Attainable

◦ Make sure you can reach them Realistic

◦ Must be something that you are willing and able to work towards

Time based◦ Needs to have time-frame in which to accomplish

goal Exciting

◦ Must personally motivate you Recorded

◦ Must be written down – so progress can be seen