Environmental Influence Continuum. Open - Closed
OPEN CLOSED
In this classification we are concerned with how environmental conditions affect the movement skill. In referring to the environment we take into account all the factors that affect the performance e.g. team mates, opponents, playing surface. Additionally, if performed outdoors, the weather may also be a factor. OPEN SKILLS involve movement skills that are affected by the environment. They are predominantly perceptual and involve decision-making. They are externally paced in an environment that is unpredictable – where you have to wait for something to change. CLOSED SKILLS are movement skills that are not affected by the environment. In these skills we aim to do the same set technical model each time therefore they become habitual. They are usually self-paced with the performer knowing exactly what they are doing.
A hockey push pass would be placed on this end of the continuum because when being played in a game situation it is completely an open skill. The surface of the pitch, the position of defenders, the position of team players, and the vision of the player passing the ball can all affect the pass.
Continuity Continuum. Discrete – Serial – Continuous
DISCRETE SERIAL CONTINUOUS
In this classification we are concerned with how clearly defined the beginning and end of the movement skill are. DISCRETE SKILLS are movement skills that have a clear beginning and a clear end. If the single skill is to be repeated it must start again. SERIAL SKILLS are movement skills that have a number of discrete elements that are put together in a definite order to make a movement or sequence. CONTINUOUS SKILLS are movement skills that have no definite beginning or end. The end of one cycle of the movement is the start of the next. The skill usually has to be repeated to several times for the skill to be meaningful.
A hockey push pass is classed as a discrete skill because it has an obvious beginning – the ball in line with the back foot (right) and the ball and stick in contact- and a clear end when the ball is released and meets its destination with a follow through of the stick in the direction the ball and been sent.
Pacing Continuum. Self-paced – Externally paced.
SELF PACED EXTERNALLY PACED
In this classification we are concerned with the level of control that the performer has over the timing of the movement skill. This control can relate to both when the movement is started as well as the rate at which it is performed. SELF-PACED skills are when the performer determines when the movement skill starts together with the rate at which it proceeds. Normally closed skills. EXTERNALLY PACED skills are skills when the control of the movement is not determined by the performer but by the environment. They are normally open skills.
I have placed the push pass on this position on the continuum because the performer does not determine the time at which the performer makes a push pass during a game. Defenders and the position of other fellow team players on the pitch help the performer to decide when to make the pass. However I do not think that it is totally externally paced like it would be receiving a pass because the player making the pass does has the choice whether or not to release it despite what is the correct or incorrect decision. They can decide if they wish to dodge the opponents and dribble even when the opportunity to pass is there for them.
Difficulty Continuum Simple – Complex
SIMPLE COMPLEX
In this classification we are concerned with how complex the movement skill is. SIMPLE SKILLS have low-level aspects of skills. Performers would have little information to process and few decisions to make, as well as a small number of sub-routines in which the speed and timing would not be critical. The use of feedback would not be significant. They may be simple but still might be difficult to learn and perform. COMPEX SKILLS would have high-level aspects of skills. Performers would have a high perceptual load leading to many decisions, which have to made. The skill will have many sub-routines where speed and timing are critical, together with significant use of feedback.
I have place the skill in this position because I think that a push pass is not made of many sub-routines and the performer does not have a high perceptual load to interpret and many decisions to filter. The performer has little information to process and few decisions to make. However it is not totally simple like sprinting because the performer has to make some decisions and information processing whereas a sprinter doesn’t need to think of anything else apart from reaching the finish line.
Organisational Continuum. Low-High
LOW HIGH
In this classification we are concerned with how closely linked the sub-routines of the movement skill are. LOW ORGANISATIONAL SKILLS are mad up of sub-routines that are easily separated and practised by themselves. Having been practised separately the sub-routines can be put back together into the whole skill quite easily. HIGH ORGANISATIONAL SKILLS are movement skills where the sub-routines are closely linked together and very difficult to separate without disrupting the skill. Consequently they are practised as a whole.
I have put the push pass this end of the continuum because it is not possible to break it down into separate skills. It can be explained how to carry it out then has to be practiced all as one as it is a continuous movement. There are no sub-routines that can be practiced separately.
