Unit 2: Skill Acquisition Task 1- Discuss the differences between skill, ability and technique and explain how you would structure the practises to enhance these components of fitness
Unit 2: Skill Acquisition Task 1- Discuss the differences between skill, ability and technique and explain how you would structure the practises to enhance these components of fitness.
The following essay will give an analysis of the differences between skill, ability, and technique. When performing a particular skill in sport, you need the necessary abilities. By using various media and my own knowledge, this will help me to structure practises to enhance these components of fitness. It is essential that we understand the different types of skill, the contrast between skill and ability, and how these link with technique.
In sport, skill is more a concept than a word. We talk in terms of skills existing within a sport (for example a tennis serve) or in terms of a sport itself being a skill. In sport, a skill is seen as a co-ordinated act, involving complex movements brought together in a consistent and smooth manner. Skill is defined as 'an organised co-ordinated activity in relation to an object or situation which involves a whole chain of sensory, central and motor mechanisms,' (Wellford A.T & Traviss, A., Fundamentals of Skills,1968). Skill is an athlete's ability to choose and perform the right technique at the right time, successfully, regularly and with minimum effort. Athletes use their skills to achieve objectives. For example, running 10 seconds in a 100metre race. Skill is acquired and therefore has to be learned.
A number of key qualities are needed in order for a performance to be skilful. These are consistency, accuracy, control, intention and fluidity. There are different types of skills an athlete requires when performing their particular sport. These are Cognitive, Perceptual, and Motor skills. Cognitive skills are often known as intellectual skills that involve thought processes. An example would be measuring the lengths of a long jump at your local athletic meeting. Perceptual skills involve interpretation of information. We may see the same information as some one else, but our brain might interpret it differently from them. And finally perceptual motor skills which involves thought, interpretation and movement.
In order to be able to learn and perform any skill in sport, we must have the innate abilities required. Ability is the make-up of an athlete which is inherited from parents. Abilities are the foundations which contribute to skills. Abilities can be essentially perceptual, essentially motor or a combination of both. Abilities are seen as the building blocks of sport. Without the basic building blocks or movement vocabulary, we will never be able to develop skill fully. An example of specific abilities required in sport includes hand/eye co-ordination, flexibility, muscular power, balance, endurance and speed. Without these abilities, it would not be possible to learn skills such as a smash in badminton.
A term commonly associated with skill and ability is technique. A sportsman must acquire technique in order to perform a certain skill. You must have the ability in order to use the correct technique. Performers at an elite level must have innate ability and then develop specific techniques fully to improve their abilities. Techniques are the basic movements of any sport or event. For example it is crucial that the block start in a 100metre race is performed technically correct. We combine a number of techniques into a pattern of movement, for example in the triple jump - ...
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A term commonly associated with skill and ability is technique. A sportsman must acquire technique in order to perform a certain skill. You must have the ability in order to use the correct technique. Performers at an elite level must have innate ability and then develop specific techniques fully to improve their abilities. Techniques are the basic movements of any sport or event. For example it is crucial that the block start in a 100metre race is performed technically correct. We combine a number of techniques into a pattern of movement, for example in the triple jump - the run, hop, skip and jump phases.
In order to enhance these components of fitness, structured practises must be used. To improve skills, such as cognitive skills, which challenge intellectual decisions in a sporting activity, you could calculate the batting averages at the end of cricket season or you could help measure the lengths of a long jump at athletic meetings. Sometimes a skill can be influenced by other performers who are directly involved. There is a direct influence on skilful performance in the form of active opposition. In rugby for example, the skill involved in tackling meets with avoidance skills on the part of the opponent. In contrast a 100metre race is performed alongside other athletes, but without direct confrontation; an athlete cannot physically influence other runners. In racket sports, like badminton, skill is a very crucial element which needs to be practised consistently to achieve a competitive edge over opponents. One of the major and most recognised shots in badminton is the smash shot. To improve this particular shot, a drill could be set up. For example, two players assist each other, one plays an overhead clear shot and the other player attempts a smash shot. This should be played at match pace to set up realistic match conditions.
Specific abilities in sport such as speed can be enhanced by using the correct training routines. For example speed in a game of football is crucial. If a player is very fast they have an advantage over other players. This can be developed by undertaking specific training regimes that will enhance sprinting ability. For example, a sprinting drill like shuttle runs could be introduced. This would be done at a high intensity with periods of work followed by periods of rest. Coordination is another important component of ability. This would be primarily important in a racket games like tennis. A tennis player needs good hand/eye coordination when striking the ball. This could be improved by practising this motion with a partner at various speeds. If this was carried out consistently over an extended period of time, improvements would ensue.
In order to perform a particular skill in sport, a sportsman must learn the required technique. Technique is a very important component in sport. For example a sprinter would need to employ a good technique whilst running in a race. This would allow the runner to achieve faster times. A coach would simplify running techniques and create these into a drill pattern that would be carried out by the athlete. An example of this would be a drill, in the training session, such as 'claw backs' or 'flick ups'. This could be improved by practising the drill and getting the necessary feedback from your coach to see if you employing the technique correctly. Such drills like these are part of the motions of running and these drills could enhance an athlete's performance. Another example is taking a free kick in football when a player needs to employ the correct technique when striking the ball to achieve the optimum effect. To improve free kicks, a drill session can be set up with balls located in various positions around the outside of the penalty box and players should practice taking free kicks. An example of free kick technique should be shown by the coach, (like for example, not to lean back to much etc). Another aid would be looking at the perfect model, like such players as David Beckham. Practice is the key to accuracy and success when taking free kicks.
In conclusion it is clear that there are differences between skill, ability and technique. When performing a particular skill, a sportsman needs to learn the required technique fully. In order to learn the specific technique fully, we must have the necessary abilities. Performers at an elite level must have been born with natural abilities and then develop the specific techniques for them to perform the skills at a high level. Certain practises that have been mentioned could be used to enhance these components of fitness.
By Oliver Walsh
(1,200 words)
Bibliography
Advanced PE for Edexcel - Galligan, Maskery, Spence, Howe, Barry, Ruston and Crawford 2000).
Fundamentals of Skill, - Welford and Traviss 1968
www.brianmac.demon.co.uk/skills
In conclusion is clear that there are differences between skill and ability and that people will use the word skill, but really mean technique. "Technique is how you carry out your actions in a sport, if the correct technique is not taught then the performer will pick up bad habits, which then may affect their performance in the next game." (Barry 2000) Skills and abilities are needed in every sport but at different levels some sports need more than others
Techniques are the basic movements of any sport or event e.g. a block start in a 100 metre race is a technique. We combine a number of techniques into a pattern of movement e.g. triple jump - running and then the hop, skip and jump phases.
Ability is the make up of an athlete which we inherit from our parents. Abilities underpin and contribute to skills. Abilities can be essentially perceptual, essentially motor or a combination of both. Most abilities to do with action are a combination and are referred to as psychomotor abilities. At the present time there is no definitive list of psychomotor abilities.
A skilled swimmer is somebody who is able to swim fast using good technique to enhance their speed. Ability is innate (someone is born with it, or they learn it throughout the early stages of their life). Examples of specific abilities are hand/eye coordination, flexibility and speed; you either have these things or you do not. The swimmer we talked about earlier is either able to swim fast or not. Technique is a word commonly confused with skill; in order to perform a particular skill in sport, we must learn the required technique. The swimmer may have ...
What is a skill?
Skill is an athlete's ability to choose and perform the right techniques at the right time, successfully, regularly and with a minimum of effort. Athletes use their skill to achieve athletic objectives e.g. sprinting a 10.0 second 100 metres. Skill is acquired and therefore has to be learned.
Types of skills
* Cognitive - involves thought processes
* Perceptual - involves interpretation of information
* Motor - involves movement
Psychologists have categorised human behaviour into three broad domains:
* Cognitive skill (knowing) - know and understand the vital aspects of the sport
* Affective behaviour (feeling) - success at the sport depends on mental attitude and developing psychological skills to cope with stress
* Psychomotor skill (doing) - excellence in sport requires the execution of precise, fluent and effective movement patterns which require the combination of perceptual and motor skills
What is Technique?
Techniques are the basic movements of any sport or event e.g. a block start in a 100 metre race is a technique. We combine a number of techniques into a pattern of movement e.g. triple jump - running and then the hop, skip and jump phases.
What is ability?
Ability is the make up of an athlete which we inherit from our parents. Abilities underpin and contribute to skills. Abilities can be essentially perceptual, essentially motor or a combination of both. Most abilities to do with action are a combination and are referred to as psychomotor abilities. At the present time there is no definitive list of psychomotor abilities.
Stallings L M (1982 Motor Learning from theory to Practice) identified the following psychomotor abilities: Muscular power and endurance, flexibility, balance, coordination and differential relaxation (selective adjustment of muscle tension).
Fleishman E A (1972 The structure and measurement of psychomotor abilities.) identified the following nine psychomotor abilities (referred to as gross motor abilities): Extent flexibility, dynamic flexibility, explosive strength, static strength, dynamic strength, trunk strength, gross body coordination, gross body equilibrium and stamina.
If you are of average height, strong, good coordination and have an abundance of fast twitch fibres in your legs then you have the natural ability to be a sprinter.
Relationship between skill, ability and technique
SKILL = ABILITY + TECHNIQUE
a skill, as it involves fast ballistic movements that interact very closely, whereas to improve a technique part learning may be best as it can be broken up in to stages to gain a near perfect skill.' (Morton 2000). Feedback, 'This is the use of information that is available during and after a performance to alter and hopefully improve performance.' (Roscoe 2001). This is very important. " Intrinsic feedback occurs during the performance and extrinsic feedback occurs after a performance is completed and is provided by external sources. Feedback should be motivating, reinforcing and informational, there should be positive reactions trying to encourage all of the time." (McArdle 1994) No one can be perfect. It does not exist, although practice can make the skills you have learned permanent, as long as the practice that you are doing is correct for the sport being undertaken. In conclusion is clear that there are differences between skill and ability and that people will use the word skill, but really mean technique. "Technique is how you carry out your actions in a sport, if the correct technique is not taught then the performer will pick up bad habits, which then may affect their performance in the next game." (Barry 2000) Skills and abilities are needed in every sport but at different levels some sports need more than others. " Performers at the elite level must have been born with natural abilities and they develop the specific techniques for them to perform the skills at such a high level." (Galligan 2000). REFERENCE PAGE -------------- Morton D et al (2000) Advanced physical education through diagram Roscoe D et al (2001) PE and sports studies advanced level student Beashel P et al (1996) Advanced studies in physical education McArdle WD et al (1994) Essentials of exercise physiology Davids B et al (2000) Physical education and the study of sport Sharpe B (1992) Acquiring skill in sport WORD COUNT1130 ...
