3.1.2.1 SKILL, SKILL CONTINUUMS AND TRANSFER OF SKILLS

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MUSCULAR INVOLVEMENT CONTINUUM

GROSS SKILLS

  • Large muscle movement
  • Little concern on precision
  • Running/weight lifting

FINE SKILLS

  • Small muscle movements
  • Involves precision and accuracy
  • Wrist action in spin bowl
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ENVIRONMENTAL INFLUENCE CONTINUUM

OPEN SKILLS

  • Environment affects the skill
  • Perception needed
  • Decision making
  • Tackle or pass

CLOSED SKILLS

  • Environment has no affect on the skill
  • Habitual movement (repeat)
  • Little information to process
  • High jump or forward roll
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CONTINUITY CONTINUUM

DISCRETE SKILLS

  • To repeat skill you must start again
  • Clear start and end
  • Kicking a ball

SERIAL SKILLS

  • Discrete skills linked
  • Sequence is important
  • Triple jump

CONTINUOUS SKILLS

  • No clear start or end
  • End of a cycle is the start of another
  • Running or walking
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PACING CONTINUUM

SELF SKILLS

  • Players have control over the speed of movement
  • Habitual (same movement)
  • Tennis serve

EXTERNAL SKILLS

  • Speed of movements is controlled by environment
  • Usually open skills
  • Recieving a pass or sprint start
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DIFFICULTY CONTINUUM

SIMPLE SKILLS

  • Few subroutines
  • Few decisions
  • Little information
  • Sprinting or long jump

COMPLEX SKILLS

  • Many subroutines
  • Decision making
  • Lots of information to process
  • Tennis serve or somersault
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ORGANISATION CONTINUUM

LOW SKILLS

  • Subroutines can be seperated
  • Practised in parts
  • Usually a sequence
  • Trampoline routine

HIGH SKILLS

  • Subroutines are closely linked
  • Practised as a whole
  • Golf swing
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TRANSFER OF LEARNING

POSITIVE TRANSFER

  • One skill helps the learning of another skill
  • Chest pass in netball to basketball

NEGATIVE TRANSFER

  • One skill hinders the learning of another skill
  • Footwork in netball hinders dribbling in basketball

BI-LATERAL TRANSFER

  • Transfer from limb to limb
  • Footballer kicking with both feet
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TRANSFER OF LEARNING

RETROACTIVE TRANSFER

  • Current learning of a new skill affects the performance of a previously learned skill
  • Current learning of a badminton overhead clear affects the previously learned tennis smash (positively or negatively)

PROACTIVE TRANSFER

  • Current learning of a new skill affects the performance of a future skill
  • A tennis player currently learns a badminton clear will affect the learning of a tennis smash in the future (positively or negatively)
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WAYS TO OPTIMISE POSITIVE TRANSFER

  • Using similar skills to promote transfer e.g. overarm throw and a badminton clear
  • Previous skills must be learnt well
  • Positive reinforcement e.g. praise when the transfer occurs
  • Identical Elements Theory e.g. tag rugby
  • Elements of information processing may be similar
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WAYS TO LIMIT NEGATIVE TRANSFER

  • Avoid skills that can cause confusion if practised together e.g. handstands then headstands immediately
  • Before teaching a skill ensure the learner understands the task to avoid confusion e.g. a clear demonstration would help
  • Ensure in part practise the first subroutine is learnt well before moving on to avoid confusion e.g. trampoline routine
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