BASKETBALL TRIALS Learning objectives understand what is meant by the term skill be able to place skills into categories be able to analyse the factors underlying skilled performance ID: 619218
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Slide1
ABILITY AND SKILL
BASKETBALL TRIALS Slide2
Learning objectives
understand what is meant by the term ‘skill’be able to place skills into categories
be able to analyse the factors underlying skilled performanceunderstand what is mean by the term abilitiesunderstand the theories of ability
understand the skill-ability interactionSlide3
Skill isthe consistent production of goal-oriented movements, which are learned and specific to the task
LEARNED
CONSISTENTGOAL-ORIENTEDSPECIFIC TO THE TASKSlide4
MeasurementSome skills are best measured by outcome
What they look like is not importantSome skills are best measured
qualitativelyWhether or not they are aesthetically pleasing is the aimMeasurement can be objectiveMeasurement can be subjective
Outcome is normally measured objectively and aesthetics (or form) is normally measured subjectivelySlide5
Definitions of skillDISCRETE SERIAL CONTINUOUS
JAVELIN THROW
TRIPLE JUMP
SWIMMING
one action
Several actions joined together
No recognizable beginning or endSlide6
Definitions of skill
SIMPLE
COMPLEX
LITTLE DEMAND FOR PERCEPTION AND DECISION MAKING
GREAT DEMAND FOR PERCEPTION AND DECISION MAKINGSlide7
POULTON’S OPEN-CLOSED SKILLSOpen skills require perception and decision making
The environment is ever changingTeam games, tennis and other individual games are open skills
In closed skills technique is more important than information processingThe environment rarely changes or changes only a little from trial to trialShot putt, divingThis is a continuum theory but
Poulton did not explain the middle of the continuum very wellSlide8
Gentile’s classification of skills(adapted from Gentile, A. M., Higgins, J. R., Miller, E. A. and Rosen, B. M., 1975, The structure of motor tasks. Mouvement
, 7;
11-28)
CLOSED
OPEN
environment and object- no change
all change
Environment -
no
change;
object moves
environment
changes; object
static
shot putt
team games
golf
bobsleighSlide9
AbilityABILITIES ARE BASIC
INNATE ACTIONS WHICH UNDERLIE PERFORMANCESlide10
General motor ability
General motor ability determines individual’s prowess at all
sportsResearch does not support thisSlide11
Henry’s specificity hypothesisAbilities are
specific and unique
There are no relationships between skillsSlide12
Fleishman’s factor analysis hypothesisAbilities can be grouped into clusters
e.g., dynamic, static and ballistic balanceLow to moderate
correlations within a clusterSlide13
Psychomotor factors
Physical factors
1.
Control precision.
(Control over fast, accurate movements that use large areas of the body.)
1. Extent (or static) flexibility.
2. Multi-limb coordination.
2. Dynamic flexibility.
3. Response orientation.(Selection of the appropriate response.)
3. Static strength.4. Reaction time.
4. Dynamic strength.5. Speed of arm movement.5. Explosive strength.6. Rate control.(Coincidence-anticipation.)6. Trunk strength.
7. Manual dexterity.
7. Gross body coordination.
8. Arm-hand steadiness.
8. Gross body equilibrium.
9. Wrist-finger speed.(Coordination of fast wrist and finger movements.)
9. Stamina.(Cardiovascular fitness.)
10. Aiming.
11. Postural discrimination.
(Co-ordination when vision is occluded.)
12. Response integration.(Integration of sensory information to produce a movement.)FLEISHMAN’S ABILITIES (based on Fleishman, E. A., 1967, Development of a behavior taxonomy for human tasks: A correlational-experimental approach. Journal of Applied Psychology, 51; 1-10.)Slide14
SuperabilityA weak general motor abilityWe rely more on specific abilities
Individuals’ superabilities varySlide15
Ability-skill interactionAbilities underpin skillDifferent people perform the same skill in different ways Slide16
Example of how two professional soccer players (both wingers) used different abilities in order to beat an opponent
POWER
GROSS BODY
COORDINATION
FOOT-EYE
COORDINATION
AGILITY
REACTION
TIME
(a)
SPEED
POWER
REACTION
TIME
GROSS BODY
COORDINATION
AGILITY
FOOT-EYE
COORDINATION
(b)
SPEEDSlide17
The skill-ability interaction is not staticMoving from one level of performance to another affects the interactionDifferent abilities may well be needed
The changing task model
Development (during childhood and during ageing) means that we change – physically and cognitivelyThe changing person modelSlide18
SummaryAbilities determine the individual’s potentialDifferent skills require different abilities
Two people can perform the same differently because they possess different abilities
The individual’s abilities change over time due to developmental factors