• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Discuss how the organisation of practices and the style of teaching affect the learning of motor skills.

Extracts from this document...


Gemma Brayne Discuss how the organisation of practices and the style of teaching affect the learning of motor skills. A motor skill is an action or a task that has a goal and that requires voluntary body or limb movement to achieve the goal. There are many different styles that can be adapted by coaches to teach a learner to accomplish this goal.. When a coach presents a new skill to a learner they must decide the best way to transmit the knowledge that they have.. The four types of guidance are visual, verbal, manual and mechanical. Visual guidance is widely used when teaching motor skills because during the cognitive phase of skill learning visual guidance helps the learner develop a mental image of what they need to do. The main type of guidance types chosen depends on the personality, motivation and ability of the performer. The nature of the skill being taught also has to be considered. ...read more.


Some coaches are very extrovert when others are very open and sociable. More introverted people adopt a style which ensures they don't get into situations where they feel uncomfortable. Some are naturally more appealing than others and so they tend to use a more teacher-centred approach. Coaches need to be aware of their own personality characteristics and abilities before they decide on the approach they will take. The type of activity being taught also has an influence over the style the teacher adopts. For instance, if the activity is dangerous the coach is more likely to adopt a serious and strict role. If the activity is more complex and the demands are high, a more explanatory style will be appropriate. In 1986 Mosston and Ashworth identified a range of styles and made a spectrum of teaching styles. (Shown below) A B C D E F G H I J When the coach makes more decisions, the style is said to be more 'command'. ...read more.


If the skill is too complex, with many items of information to process, the skill should be split up into sub-routines and each part taught separately. If the skill is highly organised, and the sub-routines closely interrelated, then it is better to teach as a whole. If the skill is in a serial nature, then the progressive-part method may be appropriate. Using this method each section is taught and linked into the next. The operant method of teaching allows learning by trial and error and reinforcement of appropriate responses. Variable practice is important to build up a schema in the long-term memory. Massed practise is generally not as effective as distributed practice and involves a practice session with no or few intervals. Massed practice is better for more able performers and can help with over learning. Distributed practice involves relatively long periods of rest. It can help with motivation and delays fatigue. Mental rehearsal is facilited through this approach. Over teaching generally helps the performer to retain information in the long-term memory. Over learning helps ensure that the performer reaches and stays in the autonomous phase of learning. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Acquiring, Developing & Performance Skill section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Acquiring, Developing & Performance Skill essays

  1. Different Types of Learning. Everyone has there own way of learning people might have ...

    * To assess whether goals/targets that we have set for the students/performers have been reached * To assess ourselves as coaches to see whether or not our coaching/teaching styles and strategies actually work and if adjustments have to be made to them.

  2. what kind of teaching styles, skill, practice conditions and guidance coaches, instructors and teachers ...

    anyone is finding it difficult they can break the skill down and learn that way and when confident enough do it as a whole again. iv. Progressive Part - This is often referred to as 'chaining' in the teaching of skills.

  1. The style of teaching a teacher uses depends on the circumstances, for example, the ...

    dribble a football through some cones. It works best with larger groups of beginners because the teacher is in control. It's the best way to teach a new skill in a part by part method.

  2. The Joys of Learning

    Nor were there attempts random, but Kohler believed that the chimpanzees used their prior attempts to determine their next attempt. Kohler theorized that the monkeys used insight to solve the problem (Blosser 1973). We could adopt the cognitive theory to coaching an individual a skill.

  1. The Ideal Learning Environment

    or by the support of a device such as a trampoline belt or a swimming armband. The aim is to reduce error and fear, and is good for beginners, youngsters and people with special needs. Teaching styles * Command style This style is when the teacher has total authority, there

  2. Analyse the skills that make a top performer in football.

    Therefore I will be researching tactics and strategies on the striking position as well as one or two others. There are four basic aspects in the game of football. Here are the four aspects of tactic football and what individual players should be doing in their positions.

  1. Acquisition of close-up magic skills.

    highlight how individual perception varies and how these are either successful or have to be overcome. Operating in a small group there will also be varying degrees of coherence in terms of using new and untested learning strategies. As Huber writes, 'if students are able to tolerate an uncertain instructional

  2. Devoloping Skills.

    Another type of a shot like this is called the lob. This is when the ball is in the air instead of being situated on the ground. The idea is the same with you wanting to put the ball over the keeper's head, but the technique varies.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work