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Review the classification of skills to include the differences between individual, coactive and interactive skills.

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Introduction

Skill Acquisition Coursework Task 1 Using your experiences from a team game, racket game and an individual activity to highlight the differences between the different applications of the concepts and to provide examples to support your knowledge, complete the following question. * Review the classification of skills to include the differences between individual, coactive and interactive skills. "The learned ability to bring about pre-determined results with maximum certainty often with the minimum outlay of time, energy or both" Guthrie 1952. In sport a whole range of perceptual-motor skills are required to perform any task in any sporting activity. Skill simply is something gained through learning and is therefore a learned behaviour. Skill is also improved through practice, in training. A skilled performer learns to be effective and efficient in: * Achieving a well-defined objective. * Being consistent. * Maintaining physical and mental demands of performance at a high level. * Minimising time required. The best way of analysing skills is to use different continuums, which show us the different characteristics of a skill, and to what extent these characteristics are present. This can be shown on a continuum by positioning the skill on a point on a line depending on which aspect of the skill is being analysed. ...read more.

Middle

Football penalty (interactive skill) Front crawl (coactive skill) Fine Gross Continuity continuum, which is based on the beginning and end points of a movement in a sporting activity. At either end of the continuum, there are continuous and discrete skills, and in the middle serial skills. Continuous skills do not have a distinct beginning or end. In theory continuous skills are continued for as long as the performer wishes, as the end of one cycle automatically becomes the beginning of the next. Eg. swimming. Discrete skills unlike continuous skills do have a clear beginning and end. The skill can be repeated, but the performer "starts again". Eg. a football penalty, as the skill begins when the player starts his run up and ends when the ball has left his foot, so there is a clear beginning and end. Serial skills are a group of discrete skills performed together to produce an integrated more complex movement. Eg. a gymnastics routine, each part of the routine itself, eg somersault or back flip, is a discrete skill, but when they are merged together to form the routine, it becomes a serial skill. Swimming alone (individual skill) Tennis rally (coactive skill) Gymnastics routine (individual skill) Football penalty (interactive skill) Continuous Serial Discrete Pacing continuum, which refers to the degree of control a performer has over a sporting action, and the extent to which they can decide when to start the action. ...read more.

Conclusion

A coach is able to access the correct requirements of a performer. Then if a skill is classified it can be specially targeted with specific training methods to enhance to a higher level through correct practice of teaching. A coach is able to teach new skills used in open activities more effectively, by teaching them in a closed environment and then gradually bringing them into an open environment. Also through the use of these continuums a coach can identify the appropriate types of practice conditions required easier, eg whole, part, massed or distributed. It will also be easier for a coach to detect and solve any problems the learner may be facing. A coach is also able to select the appropriate starting point for a learner, by looking at the different continuums and the level of different skills a learner already has, so time is not wasted teaching the learner skills they already know. Coaches can also look at the continuums to access performance so the correct feedback can be given to the performer so they know what types of skills they need to focus on and perhaps train harder at to make a difference to their overall performance in a sport. Finally a coach is enabled to generalise across groups of skills and apply major concepts, theories and principles of learning types of skills. ...read more.

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