(Galligan 2000)
Ability is closely related to skill because to perform a skill and even to learn a skill you have to have the ability required. Abilities are usually commonly known as innate, which mean that you are born with them.
There is no such term as general abilities and abilities are task specific to certain sports. So just because you do not have the ability in one sport does not mean that you will not in another.
(Galligan 2000)
The main factor affecting the development is practice. And usually a skill improves after practising the same technique repetitively. To increase the improvement of skill, types of practices have been introduced. All types of practice are set up to get to optimum performance.
There are two main types of practice, which can help enhance the components of fitness, which are fixed and variable practice.
- FIXED PRACTICE. See apendix2
For example a basketball player who learns the throws so well that there is little conscious control so that he/she can focus on other information.
This is because it has been practiced so many times. To do this a session has been planned so different skills are continually repeated.
VARIABLE PRACTICE (see appendix 3)
For example
Dribbling the ball in hockey.
1.Ball being pushed back and forward while stationary.
2. Ball being pushed while walking slowly
3. Jogging
4.running,
3 and 4 are more open.
Also included in racket games. E.g. badminton.
A badminton coach will feed the shuttlecock to a performer in different directions so the performer is used to playing the shuttle in various places from different angles.
So to improve the performers performance the practices would have to be mainly structured from this.
Practice can be organised in two different ways:
Massed practice is usually used for experienced performers because it involves long periods of practice with no breaks. The performer has to be constantly involved in the practice. This type of practice is good for skills, which require repetitive movement patterns for example
This type of practice is more suited to younger not so experienced performers as it includes periods of rest. These practice sessions are good for most skill learning situations and they enable the performer to recover mentally and physically. If you tested people straight after the session, distributed practice produced the better results. An example is a gymnast who is learning a difficult skill, which requires intense concentration therefore the gymnast would need a session that had regular breaks to rest and prepare again.
References:
. Advanced Pe for edexcel
. Galligan 2000
. McAdele (1664)
. Wellford
. Davis 2000
. Morton 2000
. Advanced physical education, David Morton, Gillian Jones, Nicholas baughniet, David Walters.
.
Apendix1
Cognitive skills can also be recognised as intellectual skills because they involve the thought process and can be mentally demanding an example of this is calculating averages of scores.
Perceptual skills is the interpretation of stimuli and can be sometimes be focused on past experiences so a person may see the same as another but the brain may perceive it differently. The third type is motor skills, which involved the muscular system and is made up of control and movement. . E.g. hitting balls running and walking.
Most skills are referred as perceptual motor skills as they involved thought interpretation and movement.
E.g. SEE --> INTERPRET--> THINK--> MOVE
Appendix2
Can also be referred to as ‘over learning’. This type of practice requires a performer to continually repeat a set movement pattern until it learned and becomes habitual (second nature)
Fixed practice is idea for skills that are always carried out in the same way and closed, interactive, and coactive skills tend to need fixed practice.
Appendix3
Practice conditions are varied so the number of possibilities can be reduced. This type of practice is vital for open skills where different movement patterns can be stored in the long-term memory in case a similar situation occurs in a game.
Variable practice is vital for open and interactive skills as this type of skill is never the same twice.
These are usually taught in a closed environment and once developed can be moved into a open environment
Vicky Bowen
