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Discuss the differences between skill, ability and technique and explain how you would structure practices to enhance these components.

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Discuss the differences between skill, ability and technique and explain how you would structure practices to enhance these components. Skill, ability and technique are all individual components, which can be put together in order to perform a movement in a game situation. Skill has been defined as..."The learned ability to bring about predetermined results with maximum certainty, often with minimum outlay of time or energy or both." (Knapp, 1963) and "Excellence of performance-the successful integration of a hierarchy of abilities appropriate to a given task under given conditions" (GP Meredith, Information and skill) These definitions of skill convey the essential points concerned with skill. It says that a skill is something you learn to a point where it can be performed predictably, consistently and efficiently in a competitive situation. Ability can be split into two categories, motor abilities and perceptual abilities. Motor abilities have been defined as... "A personal characteristic, or trait, which contributes to proficiency in a number of skills" (Stallings, 1982) Perceptual abilities have been defined as... "the way in which we notice important things that are happening around us, and thus determine how quickly and effectively we make decisions...." ...read more.


Quite often during a coaching drill, the coach may alter aspects to enhance the practice. The coach does so through visual feedback. (Advanced PE for Edexcel). "Fundamental to the athletes long term development is the learning of sound technique. The coach directs such learning and works towards stability of technique through technical training. The classification of technique determines its course of development but, broadly speaking, coaching methodology is geared to various learning stages." (Sports Training Principals, Frank W. Dick, 2002) Both examples suggest that technique training requires stages of development. The sources suggest that the foundations must be laid before any advanced coaching of technique can take place. After studying each of these components in detail, practices could be structured to improve individual components and hence the overall quality of the skill. The study will examine practices from three types of sport team, racquet and individual. To develop a structured practice a skill classification continuum will be used. "Structuring the practice environment may require us to change the classification from one end of the continuum to the other in order to maximise skill development." (AD, HSFC, 2002) When structuring a racquet practice, studying the drop shot in badminton as an example, practical experience shows that more basic you can make the skill the easier it is to learn. ...read more.


Once the players become competent at such a game, the skill can be put into a full match. This is a pressure situation in the extreme open environment. At this stage the coach can evaluate the effectiveness of his coaching and determine if further aspects of the skill need work. In conclusion, this study has shown... 1. The less information given, the easier a skill is to learn. 2. A closed loop environment provides the best learning environment; it provides the foundations for fixed practice and repetition. 3. Feedback is essential to developing the basics of a skill. If the basic technique isn't correct then the skill is impossible to master 4. A coach should structure a practice in stages. Starting off with a solid foundation and then building on that. 5. A practice can be adjusted for improvement, it doesn't have to be set in stone 6. Developing a skill using the skill continuum is an effective way of structuring practice. 7. That whatever the type of sport and skill involved. The components of skills are similar and practices can be structured in very similar ways to develop the components of a skill. 8. Teaching styles can be adapted depending on the performer. A coach needs to evaluate the effectiveness of his/her methods. E.g. a more experienced performer can understand more complex feedback. ...read more.

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