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what kind of teaching styles, skill, practice conditions and guidance coaches, instructors and teachers choose so it fits with the right athlete.

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Introduction

Skill Acquisition BTEC Sport and Exercise Science Project Assignment 1: The Ideal Learning Environment Introduction The purpose of this assignment is to see what kind of teaching styles, skill, practice conditions and guidance coaches, instructors and teachers choose so it fits with the right athlete. I am going to look at the different teaching styles and what they mean and how it is done. This is so when a subject is coaching, teaching or instructing for the first time they know how to choose the right method for the right person. a. Presentation of skill i. Part - The part method is often used when the skill is low in organisation and can be split up into sub-routines. If the skill is complex this method is useful because it allows the performer to make sense of the skill and to achieve initial success with basic movements before progressing to the more complex movements. Part practices can also be useful in learning a dangerous skill. The performer can gain confidence by learning each element of the skill separately and then, when the separate parts are brought together, the performer will have a better idea of the technique involved and be more confident of success. ...read more.

Middle

iii. Mental Training - Mental training is a mental or cognitive rehearsal of a skill without actual physical movement taking place. This is used by many top level sportsmen to visualise a skill or movement. It is often prompted by tape/film from the coach. This is used to review good practice and to compare it is a bad practice. It is also used to avoid dangerous situations and risks and to focus their attention on a particular skill or movement. iv. Over Learning - The word over learning suggests that this is a negative concept but it is usually positive, although in some situations it can be negative to skill acquisition. Over learning is extremely helpful in retention and retrieval of the information needed to perform motor skills. The definition that is often used for over learning is 'the practical time spent beyond the amount of practice time needed to achieve success'. This extra practice time can help to strengthen motor programmes and schema. If a skill has been learned so well that it is almost automatic, a performer can concentrate on other variables. For instance, a basketball player may have learned to dribble so well that he or she can direct attention to other aspects of the game such as the position of colleagues and opponents. ...read more.

Conclusion

The instructor may highlight certain features of the display to help the learner to concentrate on relevant and important information. iii. Manual and & Mechanical - This involves two factors: 1) Physical support for the performer by another person or a mechanical device. This is commonly known as physical restriction. An example of this is supporting a gymnast over a vault or the use of a twisting belt in trampolining. 2) The response of the performer being directed physically by another person. This is commonly known as forced response. Holding the arms of a golfer and forcing his or her arms through the movement of a drive is an example of forced response. Conclusion This assignment shows that there is different ways of teaching a skill according to the level of ability. A beginner is able to do the same skill as a person who is on a higher level but that skill may be broken down for them as a whole part whole or a part method where as the higher skilled person may just do it as a whole. It is still the same skill but different ways of doing it. It is the same for the guidance. ?? ?? ?? ?? BTEC National Award in Sport & Exercise Science Priya Sethi Skill Acquisition Page 1 of 7 Assignment 1 ...read more.

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