2. SKILLS RE - CAP
Types of Skill
Skill Classification
3. SKILLS RE CAP – POST IT
On a post it note write down:
What is skill? (Yellow)
What is skill classification? (Pink)
On the continuums plot a skill from your chosen
sport? Giving reasons why?
4. SESSIONS REPLICATING THE GAME
http://www.cricket.com.au/video/U19-matchsimulation
Importance
Impact
Short or long term vision
7. DEFINITION
Inherited, innate, stable traits that determine a person’s
potential to acquire skills
(Bevis, Murray 2008)
Abilities are genetically predetermined characteristics that
affect movement performance such as
agility, coordination, strength, and flexibility. Abilities are
enduring and as such, difficult to change in adults. Abilities
differ from skills in the sense that skills are
learned, whereas abilities are a product of both learning
and genetic factors.
(Fleishman, 1964)
8. ABILITY
Ability is the make up of an athlete that 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 / perceptual motor abilities.
Now there is no definitive list of psychomotor /
perceptual motor abilities.
Skill = Ability + Technique
10. TYPES OF ABILITY
From the perspective of physical movements we are
concerned with 2 different types of ability:
Motor Ability
Perceptual Ability
11. MOTOR ABILITY
What do you think motor ability is?
„Underlying characteristics that contribute to moving a
limb or limbs successfully‟
„Motor abilities are innate inherited traits that
determine an individuals balance, coordination, ability
and reaction time‟
(Bevis, Murray 2008)
Fleishmann 1964, produced a list of 14 motor abilities
that HE believed underpinned and were the
determinants of an individuals potential to develop
skill
12. FLEISHMAN’S TAXONOMY OF MOTOR ABILITIES
1964
Perceptual Motor Abilities
Control Precision
Control movement with
Larger muscle groups
Rate Control
Continuous anticipatory
adjustments
Aiming
Accurate hand movements
Response orientation
Quick decisions with multiple
response
Reaction Time
React to stimulus
Manual Dexterity
Large objects with hand
Finger Dexterity
Small objects with fingers
Arm – Hand Steadiness Move hand and fingers
Wrist and Finger Speed Rapidly move fingers and
wrist
13. FLEISHMAN’S TAXONOMY OF MOTOR ABILITIES
1964
Physical Proficiency Abilities
Strength
Explosive / Static / Trunk
Flexibility / Speed
Dynamic / Extent / Speed of limb
movement
Balance
Static / Dynamic / Balance
objects
Coordination
Multilimb / Gross Body
Endurance
Stamina / Dynamic Strength
17. Muhammad Ali was not considered a natural fighter. He had the
wrong body proportions, for a start. While he was quick, he lacked
strength and he lacked the classic moves. Carol Dweck, in her book
Mindset writes that
Ali “boxed all wrong. He didn‟t block punches with his arms and
elbows. He punched in rallied like an amateur. He kept his jaw
exposed. He pulled back his torso to evade the impact of oncoming
punches” rather than dodging left or right.
In hindsight experts reflect on his natural talent and physique. We
see the body of a great boxer. Yet Ali’s work ethic and ability to
tactically psyche out his opponents before a fight made him the
fighter he became.
18. CHARACTERISTICS OF SKILL
Matches
technical model
Performance
movement appears
confident
Involve
strategy in
complex
situations
Characteristic
Of
Skill
Goal directed
A learned
movement
Consistently
successful
Efficient
movement
Economic movement –
min energy outlay
19. CHARACTERISTICS OF ABILITY
Task Specific –
skills require
different abilities
Inherited/innate
trait/born/genetic
Characteristics
of
Ability
Many different types
– gross/psychomotor
What
factors?
Use and
development
influenced by
many factors
General not
specific abilities
contribute to the
early stages of
learning
21. WHAT DO YOU THINK ABOUT THIS QUOTE:
A perfectly run drill that looks
pleasant to the eye but usually
means players aren’t being tested – it
looks good but nothing is really
happening
23. IMPLICATIONS:
What do coaches need to consider when planning
a session?
Consider the difference between skill and ability
and implications on the session.
What are the implications for the performer?
