Skills are abilities that athletes acquire through practice to perform techniques. Techniques are the basic movements in a sport that are combined into patterns. There are three stages of motor skill acquisition - cognitive, associative, and autonomous. In the cognitive stage, athletes learn the components of a skill. In the associative stage, they link components into a smooth action. In the autonomous stage, the skill becomes automatic. Tactics involve decision making in competition situations based on strategy. Tactical training methods include acquiring tactical knowledge, consolidating knowledge, and developing creative abilities.
2. 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.
3. 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
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7. 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, step and jump phases
8. Characteristics of Technique
Theoretical Model complete in itself
Technique is dynamic and changes with time
,practice and new scientific innovations
Developed through practice
Help of gadgets the technique can be objectified
Rules & regulations of a sport affect further
development of technique
Acquisition of technique depends on level of
motor components, especially the quality of
coordination.
9. Technique – Skill & Style
Technique is a scientific and economical
method to attain high sports performance .
Theoretical Model
Technique is defined as motor procedure for
tackling a motor task. Technique or Motor
procedure which should be followed to tackle
a certain motor task.
Models of technique are based on the actual
motor procedures followed by the top level
sports men.
12. Four Basic Consideration
s…….
Step1- In each sport certain tasks have to be fulfilled
or tackled during competitions. The best motor
procedure for completing the tasks needs to be
performed .
Step-2- After determining the technique or motor
procedure –actual Motor action to be performed
Step-3 Ways and means by which motor
coordination is refined and perfected
Step -4 Ways and means of organizing and
implementing technique training so that learning
takes place faster
13. What is 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 abilities.
Now there is no definitive list of psychomotor
abilities.
14. Stallings (1982)[1] identified the following psychomotor
abilities: Muscular power and endurance, flexibility,
balance, coordination and
differential relaxation (selective adjustment of muscle
tension).
Fleishman (1972)[1] 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.
16. FRAMEWORK OF MOTOR SKILLS FOR DEVELOPMENTAL LEVELS
Body Management Competence
Fundamental Skills
Specialized Skills
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21. Process of Motor Skill
Acquisition
Motor learning is the study of processes
people go through as they acquire and refine
motor skills.One must also consider the
variables that promote or inhibit the
acquisition of these skills.In 1967,Fitts &
M.Posner presented the theory “The Process
of Learning Motor Skills”.This theory
continues to be referred to by the Sports
Researchers today.It proposes that everyone
goes distinct stages when learning a motor
skill.
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23. The Motor skill Acquisition process is
associated with the three stages:
Cognitive phase: identification and
development of the component parts of the
skill
Associative phase: linking the component
parts into a smooth action
Autonomous phase: developing the learned
skill so that it becomes automatic
24. Cognitive Stage (Pre-
Practice Stage )
This stages starts with the identification and development
of the component parts of the skill.
You learn what is needed to perform a skill
Frequent errors occur
Attention to decisions and step by step procedures
Have a high attention demand (Lots of thinking)
Tend to perform the skill slowly.
Requires lots of feedback (teacher/Peer/ Coach)
25. Implications for practice
The best way to learn in the cognitive stage
Have a skill demonstrated – ensures a
visual aid and mental picture (Whole Part
whole Method)
The neuron in the motor- control section of
the brain respond .When an action is
observed .
Allow time for practice and re-demonstrate
the skill
Don’t overload the learner with information
and use short cues/words
26. Associative Stage (Refining Practice ):
The associative stage is concerned with the
practice of motor skill at these stage learners
typically:
Refine the accuracy and consistency of motor
skill
There is a reduce number of errors
Performer gradually gets more successful and
fluent
Learner begins to make use of intrinsic or
kinaesthetic feedback
Begin to pay attention to concurrent feedback
(during performance )
27. Implications for Practice
This stage is normally longer than cognitive
A stage of rapid improvement
Skilled actions get smoother, more
accurate, better timed and more efficient
Begin to use more complex and detailed
cues
Learner performs & practice skills under a
variety of situations
Practice competition like
setting/environment.
28. Autonomous Stage (Automatic stage)
Some performers may only reach the autonomous
stage after many years of practice others may never
reach this stage. At the autonomous stage
performers exhibit :
Sequencing and timing of the subroutines is
automatic and less conscious attention
Process larger chunks of information that occurs
without their attention
Performer analyzing on performance and adjust own
actions
High levels of smoothness, efficiency, accuracy &
performed without stress in all the situations
29. Stages of Learning summarize
Stages of Learning Characteristics Attentional Demands
Cognitive (verbal)
Movements are slow,
inconsistent, and
inefficient
Large parts of the
movement are controlled
consciously
Considerable cognitive
activity is required
Associative
Movements are more
fluid, reliable, and efficient
Some parts of the
movement are controlled
consciously, some
automatically
Less cognitive activity is
required
Autonomous (motor)
Movements are accurate,
consistent, and efficient
Movement is largely
controlled automatically
Little or no cognitive
activity is required
30. Methods of Technical
Preparation:
Presentation Method
Demonstration
Explanation
Cooperative Method
Task Method
Observation Task
Movement task
Performance task
Practice task
Study task
Assessment task
32. Tactical Preparation
It is necessary to differentiate between two terms:
strategy is understood as a pre-prepared plan of
actions in a specific competition
the plan is defined by key strategy points (points in
competition when the athlete makes decisions
according to given strategy in so-called conflicting
situations)
tactics further analyzes and shows possible
solutions of individual competition situations
(conflicting situations)
focuses on practical implementation of these
situations within given plan (strategy)
33. Basic Tactical Conceptions
Individual tactics
Group tactics
Team tactics
offensive or attacking tactics
defensive tactics
High Performance tactics- for creating
records, keep up high intensities
34. Implementing tactical actions is carried out on the
following axis:
perception and analysis (situation occurence –
situation recognition – situation analysis)
mental solution (solution proposal – solution
selection)
movement solution (solution execution, feedback)
Tactics is being solved within competition situations
which are characterized by conditions.
We can differentiate between two types of conditions:
fixed (sports ground, sports area, equipment etc.)
changing (referee, audience, route, ball bounce
etc.)
35. Methods of Tactical Training
1. Acquisition of Special tactical knowledge
Stage1 : Explanation of rules and regulations of
the game .
Stage 2: Description of playing system whereby
position in the game ,the functions of the
players are clearly indicated
Stage 3: Detailed analysis of the phases of
play.with critical analysis and review
Stage 4 : theoretical solution of tactical
exercises of different degrees of difficulty.
36. 2. Consolidation of special tactical
Knowledge
a) Practicing the tactical action under simplified
situation of training
b) Practicing of diverse variations of the same
tactical action
c) Selection of the most appropriate variation of
tactical action while solving a set tactical task
in a training contest .
tactical skills should be mastered under
competitive conditions in combination with
other elements of performance .