Discrete skills - are brief, well-defined actions which have a clear beginning and end. They are single, specific skills, which make up the actions involved in a variety of sports such as hitting and throwing. Hockey. i.e. a penalty flick in
Serial Skills - are a group of discrete skills strung together to make a new and complex movement. i.e. the sequence of skills for the triple jump.
Continuous skills - have no obvious beginning or end. The end of one cycle of movements is the beginning of the next, and the skill is repeated like a cycle. These skills could be stopped at any moment during the performance of the skill. i.e. Riding a bicycle or swimming..
Cycling Triple jump Penalty flick (hockey)
Continues Serial Discrete
The Open and Closed Continuum
This continuum is concerned with the effects of the environment on skills - Barbara Knapp's open and closed skills
Open skills - sports such as Netball, Football, and Hockey usually involve open skills. This is because the environment is constantly changing and so movements have to be continually adapted. Therefore, skills are predominantly perceptual. The skill is mostly externally paced, for example a pass in football.
Closed skills - These skills take place in a stable, predictable environment and the performer knows exactly what to do and when. Therefore, skills are not affected by the environment and tend to be habitual. Movements follow set patterns and have a clear beginning and end. The skills tend to be self-paced, for example a free throw in Basketball, and serving in Squash or Tennis.
Barbara Knapp suggests that skills can fit on a continuum between open and closed.
Saving a penalty Boxing Forward Roll
Open Closed
The External and Internal Paced Continuum
This continuum is concerned with the timing of movements (and is often used with the open-closed continuum) - internal and external paced skills
Self-paced skills- the performer controls the rate at which the skill is executed. These skills are usually closed skills, for example javelin throw, discus
Externally paced skills - are the surroundings. These surroundings could include opponents, controls the rate of performing the skill. The performer must pay attention to external events in order to control his or her rate of movement. These skills involve reaction, and are usually open skills, for example in ball games the performer must time his actions with the actions of other players and the ball. For example, taking a corner in football, the players in the box would need to time their runs perfectly to connect to the ball with their head and score the goal.
Self-Paced Externally paced
Discus Heading a ball(football)
The organization continuum
This table puts into category which skills need a high organization or a low organization.
High organized skills are skills that need planning for example tactics in a football match; this is so everyone knows what they need to do.
Low organised skills are very simple skills and you don’t really need to be shown how to do them more than once or twice, for example a forward roll. However in all cases of this sort you can master this skill and win medals for example, in the Olympics.
Low organized high organized
Forward roll pole vault
Analysis
I will now choose one skill from, individual, coactive, interactive. I will apply my knowledge and what I have found out to explain topics such as, teaching techniques, motivation and feedback. I will show my understanding of the above by taking an example of skill and pretending I was training a novice performer.
The individual skill I will use will be the 100m, this is a closed skill, continuous, low in complexity and self paced.
For arguments sake the novice is a male
To start this novice off, I would first of all get him to warm up by first of all gently jogging around a set perimeter, after a few minutes I would them ask him to do the stretches I demonstrated to him using visual techniques.
To start the training I would use the training technique called “Fartlek”
Shorter efforts of running are good for shorter races. When running these harder efforts, it is best to spot a landmark in the distance such as a tree or telephone pole and run hard to that point. Start out with a pace that you will be able keep constant for the entire hard effort, and then run easy before another hard effort. The recovery periods will vary along with the hard efforts, but in each case make sure you have recovered adequately before starting the next hard effort. A twenty to thirty minutes session (hard efforts plus the recovery time in between) is what I would push my person to.
After he has finished training for at least 20 minutes 3 times a week I would reward that person with praise and would probably at some stage give them a prize of some sort maybe. Intrinsic and extrinsic motivation must be high at all times for this training technique to work
The coactive skill I would use is tennis: it is closed self paced and very organised. My performer would need to have a racket that was comfortable for him. I would start off using just half of the court and showing him the easiest drive in tennis, the forehand drive.
The grip I would show the novice would be the easiest grip; the "shake hands" grip because you take the racket in your hand as if you are going to shake hands with it. To ensure that you have the correct grip, it's a good idea to place your hand flat on the racket strings, and then slide your hand down to the handle.
I would explain the basic principles of the forehand drive for example the shifting of weight as you swing the racket to give optimum force on the ball.
To keep a high level of intrinsic and extrinsic motivation I would play games to improve his technique, this should keep him interested.
The interactive skill I would use is a pass in football. Now I would expect the novice to have sum prelimory experience of kicking a football as this is the most popular sport in the world. I would give him target to hit and maybe I would pose as a moving target for him to predict my moment and pass the ball in front of me. This is the most difficult passing skill along the floor. For intrinsic and extrinsic motivation I would let him take penalties against me for fun or f there was a group of people I would have a game and see if they will apply what they have learned in the game.
Conclusion
For any training technique to work you need to remember the following table.
I hope that in my report I have proven that classification helps you to break down training skills and help to determine what techniques you need to improve them.
Bibliography