This document summarizes a lecture on decision making and skill acquisition in sports. It discusses key topics like the definition of decision making and factors that influence decisions. It also defines skills, different types of skills, and stages of skill acquisition. Additionally, it examines whether decision making relies on previous experience and knowledge or is emergent. Finally, it provides strategies for improving decision making skills, such as using variability in practice.
Teambuilding-A Decision/Action Model for Soccer – Pt 2 Larry Paul
The document outlines several key elements necessary for effective teambuilding in soccer:
1. Fingerspitzengefühl and the individual qualities of players, which must be understood to maximize their contribution within the team.
2. Einheit or mutual trust, which loosely binds the team together in the absence of an explicit goal.
3. Schwerpunkt, the immediate in-game goal that provides focus and can build or destroy trust based on success or failure in achieving it.
4. Auftragstaktik, the long-term behaviors and patterns that allow the team to deal with new problems through an ingrained understanding between players and coaches. These basic prerequisites are needed for optimal
A constraints led, interdisciplinary model for survival, growth and winning in the game.
Visit the bettersoccermorefun channel on YouTube for videos that expand on these ideas.
Organizations interested in holding a workshop on decision/action models can contact me at larry4v4-at-hotmail.com for details.
A constraints led autodidactic model for soccerLarry Paul
A brief look at how small-sided games create a self-learning environment in soccer.
For more information visit the bettersoccermorefun channel on YouTube.
This document discusses Tactical Periodization, a football training methodology created by Vitor Frade. It is based on scientific principles from various fields and combines theory and practice. The methodology divides training into a weekly and seasonal cycle to develop a team's unique game style. It focuses on quality over quantity and uses principles of complexity, propensities, and horizontal alternation of specificity. The standard morfocycle outlines the weekly pattern of a match, recovery, and acquisition to ensure physical and tactical progression while allowing recovery.
Strategic game of interaction and isolation, A Decision/Action model for Socc...Larry Paul
A Decision/Action Model for Soccer – Pt 10. The strategic game of interaction and isolation - [JRBoyd briefings-abridged for soccer].
“A game in which we must be able to diminish adversary’s ability to communicate or interact with his environment while sustaining or improving ours.”
“How do we do this this? Three ways come to mind; physical, mental and moral."
“According to Von Clausewitz… any conflict calls into play physical, mental, and moral factors. The problem then consists in maintaining reflection or theory at the center of these three tendencies as if suspended among three attracting forces or magnets.” Grehaigne, Richard & Griffin - Teaching and Learning Team Sports and Games.
A collaboration is a collaboration is a collaborationJohn Thomas
The document discusses various aspects of collaboration through the lens of games and simulations. It covers potential components of collaboration, different situational factors that influence collaboration, and the need to define collaboration skills more precisely. The document also references different theories of intelligence and discusses how collaboration skills can be impacted by emotional intelligence. Team-building exercises are discussed along with their potential limitations in teaching collaboration skills.
This document outlines a four stage model of learning:
1) Unconscious incompetence - Not being aware of what you don't know.
2) Conscious incompetence - Realizing there is something you want to learn but don't know. It involves failing at first.
3) Conscious competence - Acquiring the skill through concentration but it is difficult and stressful.
4) Unconscious competence - The skill becomes habitual through practice and can be done without conscious effort, appearing instinctive to observers. Mastery involves going through these four stages for different skills.
The document discusses a study on the stages of maturity in e-learning for corporate training. It finds that there are typically four stages that organizations progress through as their e-learning programs develop. The first stage involves getting started with basic catalog content or a single program. The second stage is expansion and increasing utilization. The third stage is integrating e-learning across the organization and aligning it with business goals. Finally, the fourth stage brings e-learning on demand with advanced personalization and just-in-time learning. The study provides insights into each stage to help organizations identify where they are at and what priorities to focus on.
Teambuilding-A Decision/Action Model for Soccer – Pt 2 Larry Paul
The document outlines several key elements necessary for effective teambuilding in soccer:
1. Fingerspitzengefühl and the individual qualities of players, which must be understood to maximize their contribution within the team.
2. Einheit or mutual trust, which loosely binds the team together in the absence of an explicit goal.
3. Schwerpunkt, the immediate in-game goal that provides focus and can build or destroy trust based on success or failure in achieving it.
4. Auftragstaktik, the long-term behaviors and patterns that allow the team to deal with new problems through an ingrained understanding between players and coaches. These basic prerequisites are needed for optimal
A constraints led, interdisciplinary model for survival, growth and winning in the game.
Visit the bettersoccermorefun channel on YouTube for videos that expand on these ideas.
Organizations interested in holding a workshop on decision/action models can contact me at larry4v4-at-hotmail.com for details.
A constraints led autodidactic model for soccerLarry Paul
A brief look at how small-sided games create a self-learning environment in soccer.
For more information visit the bettersoccermorefun channel on YouTube.
This document discusses Tactical Periodization, a football training methodology created by Vitor Frade. It is based on scientific principles from various fields and combines theory and practice. The methodology divides training into a weekly and seasonal cycle to develop a team's unique game style. It focuses on quality over quantity and uses principles of complexity, propensities, and horizontal alternation of specificity. The standard morfocycle outlines the weekly pattern of a match, recovery, and acquisition to ensure physical and tactical progression while allowing recovery.
Strategic game of interaction and isolation, A Decision/Action model for Socc...Larry Paul
A Decision/Action Model for Soccer – Pt 10. The strategic game of interaction and isolation - [JRBoyd briefings-abridged for soccer].
“A game in which we must be able to diminish adversary’s ability to communicate or interact with his environment while sustaining or improving ours.”
“How do we do this this? Three ways come to mind; physical, mental and moral."
“According to Von Clausewitz… any conflict calls into play physical, mental, and moral factors. The problem then consists in maintaining reflection or theory at the center of these three tendencies as if suspended among three attracting forces or magnets.” Grehaigne, Richard & Griffin - Teaching and Learning Team Sports and Games.
A collaboration is a collaboration is a collaborationJohn Thomas
The document discusses various aspects of collaboration through the lens of games and simulations. It covers potential components of collaboration, different situational factors that influence collaboration, and the need to define collaboration skills more precisely. The document also references different theories of intelligence and discusses how collaboration skills can be impacted by emotional intelligence. Team-building exercises are discussed along with their potential limitations in teaching collaboration skills.
This document outlines a four stage model of learning:
1) Unconscious incompetence - Not being aware of what you don't know.
2) Conscious incompetence - Realizing there is something you want to learn but don't know. It involves failing at first.
3) Conscious competence - Acquiring the skill through concentration but it is difficult and stressful.
4) Unconscious competence - The skill becomes habitual through practice and can be done without conscious effort, appearing instinctive to observers. Mastery involves going through these four stages for different skills.
The document discusses a study on the stages of maturity in e-learning for corporate training. It finds that there are typically four stages that organizations progress through as their e-learning programs develop. The first stage involves getting started with basic catalog content or a single program. The second stage is expansion and increasing utilization. The third stage is integrating e-learning across the organization and aligning it with business goals. Finally, the fourth stage brings e-learning on demand with advanced personalization and just-in-time learning. The study provides insights into each stage to help organizations identify where they are at and what priorities to focus on.
Presented at the 40th NSCA National Conference in Las Vegas on July 14th, 2017.
This presentation discusses the intersection between motor learning and motivation using self-determination theory as a guide. Learn how optimizing your athlete/client's sense of autonomy, competence, and relatedness leads to a motivational environment that nurtures skill development.
The Game Sense approach is a student-centered method for teaching physical education that focuses on playing games rather than isolated skills. It originated from a 1982 publication proposing to teach games instead of techniques. The approach encourages decision making, tactical awareness, and fun for students. It uses a cycle of reading situations, responding, reacting with skills, and recovering. Game Sense is effective for invasion, striking, net/wall, and target games. It aligns with curriculum goals of developing physical, cognitive, social and emotional skills through informed decision making and cooperation.
The Game Sense approach is a student-centered method for teaching physical education that focuses on playing games rather than isolated skills. It originated from a 1982 publication proposing to teach games instead of techniques. The approach encourages decision making, tactical awareness, and fun for students. It uses a cycle of reading situations, responding, reacting skillfully, and recovering. Game Sense is effective for invasion, striking, net/wall, and target games. It aligns well with the PDHPE syllabus by developing skills in a safe, cooperative environment with an emphasis on movement, decision making, and problem solving.
The document discusses using a "Game sense" approach to teaching physical education. It explains that Game sense focuses on developing game skills like tactics, decision-making and problem solving through playing games rather than isolated drills. It involves designing games to achieve outcomes, asking questions to stimulate thinking and ensure opportunities for discussion, collaboration and testing ideas. The teacher believes this approach will increase student interaction, motivation and enjoyment compared to traditional skill-based lessons, helping students develop the movement and thinking skills outlined in the curriculum.
AS PE Skills, abilities and classification 2013Kerry Harrison
This document discusses the difference between skills and abilities. Skills are learned behaviors that involve permanent changes and are goal directed, efficient, fluent and aesthetic. Abilities are natural traits like strength, coordination and quick thinking. Several continua are presented for classifying skills, such as precision of movement, who controls timing, and whether the environment affects performance. The role of skill acquisition in physical activity is to allow learned, efficient and fluent motor performance.
Talent identification and Selection in Elite Sport CoachingBeth Barz
This slidedeck is what I used to form the basis of a full day workshop at the Canadian Sport Institute - Ontario on how to evaluate talent and then to select athletes to make the best team. This could also inform business leaders in helping to select and develop the best team possible.
The document discusses the teacher's approach to teaching physical education using a "Game Sense" method. Game Sense focuses on using games as the central part of lessons to develop tactical, decision making and problem solving skills alongside physical skills. It allows students to develop skills for invasion, net, striking and target games through playing games. The teacher believes this approach will increase student motivation, interaction and enjoyment compared to isolated skill drills. It will help students develop communication, cooperation and other skills needed to apply movement in sports.
Game sense is an approach to coaching developed in Australia that focuses on learning skills through modified games rather than direct instruction. It emphasizes questioning players and reflection to build understanding of sports. Sports are categorized into invasion, striking, net/wall, and target games to design skill-based variations of multiple sports in one lesson. The game sense approach is more engaging for children and allows them to learn and develop skills in a self-directed manner through game play and problem-solving within the game context. It aligns well with competencies in the NSW K-6 PDHPE syllabus such as communicating, decision making, interacting, and problem solving.
This document provides a summary of key concepts from a document about creating a decision/action model for soccer. The summary is:
[1] The document discusses several common soccer models such as pressing/counterattacking, interval training, and youth development models. It also discusses limits of models and how all models are wrong to some degree.
[2] The Observe-Orient-Decide-Act (OODA) loop is presented as a process model for decision making in soccer. It describes the cognitive cycles of observation, orientation, decision, and action that players go through.
[3] The goal of human nature is described as surviving, surviving on one's own terms, or improving one's
This document provides a summary of key concepts from a document about creating a decision/action model for soccer. The summary is:
[1] The document discusses several existing models for soccer, such as pressing-counter attacking, interval training, and youth development models. It also discusses common constraints on models, such as their context dependence and limits based on reality.
[2] The document then introduces the concept of "wicked problems" which are complex problems with no clear solution. Starting a soccer club is provided as an example of a wicked problem.
[3] Finally, the document summarizes the observe-orient-decide-act (OODA) loop model for decision making, noting that speed
Cognitive psychology in sport has contributed significantly to theoretical understanding in cognitive psychology and cognitive neuroscience. Sport provides a rich natural laboratory for studying cognitive processes. Cognitive behavioral therapy (CBT) has been shown to provide athletes with improved concentration, motivation, self-control, self-esteem, and other benefits. CBT uses techniques like challenging negative self-talk, mindfulness, visualization, and breathing to improve performance. Perceptual-cognitive abilities like multiple object tracking are important for elite athletes and can be trained through systems involving varying object speeds and depths to improve processing.
The Role of Attentional Focus in Performance Athletics Don Pump
2018 National Strength and Conditioning Association Hawaii State Clinic presentation on the interdependence of psychology, physiology, and motor learning on performance athletics
This document outlines a teacher's approach to teaching physical education using a "Game Sense" method. It explains that Game Sense focuses on developing skills like tactics, decision-making, and problem solving through playing games. It provides an example of a small rugby game designed to practice passing and catching skills. The teacher chooses this approach because it increases student interaction and motivation by emphasizing participation, problem-solving and enjoyment over isolated drills.
The document discusses the game sense approach to teaching physical education. The game sense approach focuses on developing students' thinking skills through modifying games and problem solving within physical activity. It helps students understand the tactics and strategies of sports by starting with basic versions of games and progressively making them more complex. The structure of a game sense lesson involves a warm-up, modified game play, questions to improve tactics and techniques, and a progression to a fuller game version.
The document discusses developing self-learners through game-based coaching and communication. It argues that coaches should create game-like training activities that require players to make decisions under pressure, rather than repetitive drills. Developing a shared "football language" of calls that refer to decisions made in games can help players communicate and think for themselves. Coaches should focus on individual player development and see their role as facilitating independent learning rather than directing instructions. This will produce players who are skilled decision-makers and self-learners.
The document discusses the "Game Sense Approach" used by the author for teaching primary PE classes. This approach emphasizes play and decision-making over isolated skill drills. It places students in challenging environments where they must make tactical decisions, solve problems, and develop skills throughout lessons. This keeps students engaged and motivated compared to a technical focus on skills separated from game play. The author explains how they structure lessons using an initial game, setting challenges, practice tasks, and game progression. Research shows this approach enhances cognitive development compared to traditional skill-based coaching.
Game sense is an approach to teaching physical education that focuses on developing students' cognitive skills through modified games, in a student-centered way. It emphasizes tactical awareness, decision-making, and skill execution over traditional skill drills. The game sense model involves six stages: game form, game appreciation, tactical awareness, decision making, skill execution, and performance. This approach promotes inclusive learning, increases student motivation, and helps students understand how and when to apply skills in games.
The Game Sense Approach is a learner-centered pedagogy used in PE classes that focuses on modified games and activities rather than isolated skills. It involves designing game-like activities, questioning students to generate ideas for improvement, collaboratively developing solutions to test, and reflecting on the results. The approach develops skills like balance, jumping, throwing within the context of decision-making in a game. It encourages an active, collaborative learning environment where students experiment with performance solutions. The Game Sense Approach aims to develop "thinking players" and promote participation, motivation, and a positive attitude towards sports.
This document discusses Game Sense, an approach to teaching physical education through modified games. It focuses on developing tactical awareness, decision making, and fundamental skills over technical techniques. Game Sense allows students to learn at their own level through modified games. It emphasizes full participation and engagement for all students. The document also discusses how Game Sense can be used to develop fundamental movement skills and help students meet learning outcomes in the physical education curriculum around communication, decision making, interaction, movement, and problem solving. It argues that Game Sense is an effective approach for developing both physical and intellectual skills in students.
Skills and abilities and skill classification 2014Kerry Harrison
This document discusses skills and abilities in sport. It defines skills as learned behaviors that are goal directed, efficient and fluent. Abilities are innate traits like strength, coordination and speed. Skills require combinations of abilities to perform. Skills are classified on continua including precision, discrete vs continuous movement, internal vs external pace, and open vs closed environment. The document provides examples of placing various skills like long jump and shooting on these continua. It emphasizes learning is needed to develop skills from underlying abilities.
Presented at the 40th NSCA National Conference in Las Vegas on July 14th, 2017.
This presentation discusses the intersection between motor learning and motivation using self-determination theory as a guide. Learn how optimizing your athlete/client's sense of autonomy, competence, and relatedness leads to a motivational environment that nurtures skill development.
The Game Sense approach is a student-centered method for teaching physical education that focuses on playing games rather than isolated skills. It originated from a 1982 publication proposing to teach games instead of techniques. The approach encourages decision making, tactical awareness, and fun for students. It uses a cycle of reading situations, responding, reacting with skills, and recovering. Game Sense is effective for invasion, striking, net/wall, and target games. It aligns with curriculum goals of developing physical, cognitive, social and emotional skills through informed decision making and cooperation.
The Game Sense approach is a student-centered method for teaching physical education that focuses on playing games rather than isolated skills. It originated from a 1982 publication proposing to teach games instead of techniques. The approach encourages decision making, tactical awareness, and fun for students. It uses a cycle of reading situations, responding, reacting skillfully, and recovering. Game Sense is effective for invasion, striking, net/wall, and target games. It aligns well with the PDHPE syllabus by developing skills in a safe, cooperative environment with an emphasis on movement, decision making, and problem solving.
The document discusses using a "Game sense" approach to teaching physical education. It explains that Game sense focuses on developing game skills like tactics, decision-making and problem solving through playing games rather than isolated drills. It involves designing games to achieve outcomes, asking questions to stimulate thinking and ensure opportunities for discussion, collaboration and testing ideas. The teacher believes this approach will increase student interaction, motivation and enjoyment compared to traditional skill-based lessons, helping students develop the movement and thinking skills outlined in the curriculum.
AS PE Skills, abilities and classification 2013Kerry Harrison
This document discusses the difference between skills and abilities. Skills are learned behaviors that involve permanent changes and are goal directed, efficient, fluent and aesthetic. Abilities are natural traits like strength, coordination and quick thinking. Several continua are presented for classifying skills, such as precision of movement, who controls timing, and whether the environment affects performance. The role of skill acquisition in physical activity is to allow learned, efficient and fluent motor performance.
Talent identification and Selection in Elite Sport CoachingBeth Barz
This slidedeck is what I used to form the basis of a full day workshop at the Canadian Sport Institute - Ontario on how to evaluate talent and then to select athletes to make the best team. This could also inform business leaders in helping to select and develop the best team possible.
The document discusses the teacher's approach to teaching physical education using a "Game Sense" method. Game Sense focuses on using games as the central part of lessons to develop tactical, decision making and problem solving skills alongside physical skills. It allows students to develop skills for invasion, net, striking and target games through playing games. The teacher believes this approach will increase student motivation, interaction and enjoyment compared to isolated skill drills. It will help students develop communication, cooperation and other skills needed to apply movement in sports.
Game sense is an approach to coaching developed in Australia that focuses on learning skills through modified games rather than direct instruction. It emphasizes questioning players and reflection to build understanding of sports. Sports are categorized into invasion, striking, net/wall, and target games to design skill-based variations of multiple sports in one lesson. The game sense approach is more engaging for children and allows them to learn and develop skills in a self-directed manner through game play and problem-solving within the game context. It aligns well with competencies in the NSW K-6 PDHPE syllabus such as communicating, decision making, interacting, and problem solving.
This document provides a summary of key concepts from a document about creating a decision/action model for soccer. The summary is:
[1] The document discusses several common soccer models such as pressing/counterattacking, interval training, and youth development models. It also discusses limits of models and how all models are wrong to some degree.
[2] The Observe-Orient-Decide-Act (OODA) loop is presented as a process model for decision making in soccer. It describes the cognitive cycles of observation, orientation, decision, and action that players go through.
[3] The goal of human nature is described as surviving, surviving on one's own terms, or improving one's
This document provides a summary of key concepts from a document about creating a decision/action model for soccer. The summary is:
[1] The document discusses several existing models for soccer, such as pressing-counter attacking, interval training, and youth development models. It also discusses common constraints on models, such as their context dependence and limits based on reality.
[2] The document then introduces the concept of "wicked problems" which are complex problems with no clear solution. Starting a soccer club is provided as an example of a wicked problem.
[3] Finally, the document summarizes the observe-orient-decide-act (OODA) loop model for decision making, noting that speed
Cognitive psychology in sport has contributed significantly to theoretical understanding in cognitive psychology and cognitive neuroscience. Sport provides a rich natural laboratory for studying cognitive processes. Cognitive behavioral therapy (CBT) has been shown to provide athletes with improved concentration, motivation, self-control, self-esteem, and other benefits. CBT uses techniques like challenging negative self-talk, mindfulness, visualization, and breathing to improve performance. Perceptual-cognitive abilities like multiple object tracking are important for elite athletes and can be trained through systems involving varying object speeds and depths to improve processing.
The Role of Attentional Focus in Performance Athletics Don Pump
2018 National Strength and Conditioning Association Hawaii State Clinic presentation on the interdependence of psychology, physiology, and motor learning on performance athletics
This document outlines a teacher's approach to teaching physical education using a "Game Sense" method. It explains that Game Sense focuses on developing skills like tactics, decision-making, and problem solving through playing games. It provides an example of a small rugby game designed to practice passing and catching skills. The teacher chooses this approach because it increases student interaction and motivation by emphasizing participation, problem-solving and enjoyment over isolated drills.
The document discusses the game sense approach to teaching physical education. The game sense approach focuses on developing students' thinking skills through modifying games and problem solving within physical activity. It helps students understand the tactics and strategies of sports by starting with basic versions of games and progressively making them more complex. The structure of a game sense lesson involves a warm-up, modified game play, questions to improve tactics and techniques, and a progression to a fuller game version.
The document discusses developing self-learners through game-based coaching and communication. It argues that coaches should create game-like training activities that require players to make decisions under pressure, rather than repetitive drills. Developing a shared "football language" of calls that refer to decisions made in games can help players communicate and think for themselves. Coaches should focus on individual player development and see their role as facilitating independent learning rather than directing instructions. This will produce players who are skilled decision-makers and self-learners.
The document discusses the "Game Sense Approach" used by the author for teaching primary PE classes. This approach emphasizes play and decision-making over isolated skill drills. It places students in challenging environments where they must make tactical decisions, solve problems, and develop skills throughout lessons. This keeps students engaged and motivated compared to a technical focus on skills separated from game play. The author explains how they structure lessons using an initial game, setting challenges, practice tasks, and game progression. Research shows this approach enhances cognitive development compared to traditional skill-based coaching.
Game sense is an approach to teaching physical education that focuses on developing students' cognitive skills through modified games, in a student-centered way. It emphasizes tactical awareness, decision-making, and skill execution over traditional skill drills. The game sense model involves six stages: game form, game appreciation, tactical awareness, decision making, skill execution, and performance. This approach promotes inclusive learning, increases student motivation, and helps students understand how and when to apply skills in games.
The Game Sense Approach is a learner-centered pedagogy used in PE classes that focuses on modified games and activities rather than isolated skills. It involves designing game-like activities, questioning students to generate ideas for improvement, collaboratively developing solutions to test, and reflecting on the results. The approach develops skills like balance, jumping, throwing within the context of decision-making in a game. It encourages an active, collaborative learning environment where students experiment with performance solutions. The Game Sense Approach aims to develop "thinking players" and promote participation, motivation, and a positive attitude towards sports.
This document discusses Game Sense, an approach to teaching physical education through modified games. It focuses on developing tactical awareness, decision making, and fundamental skills over technical techniques. Game Sense allows students to learn at their own level through modified games. It emphasizes full participation and engagement for all students. The document also discusses how Game Sense can be used to develop fundamental movement skills and help students meet learning outcomes in the physical education curriculum around communication, decision making, interaction, movement, and problem solving. It argues that Game Sense is an effective approach for developing both physical and intellectual skills in students.
Skills and abilities and skill classification 2014Kerry Harrison
This document discusses skills and abilities in sport. It defines skills as learned behaviors that are goal directed, efficient and fluent. Abilities are innate traits like strength, coordination and speed. Skills require combinations of abilities to perform. Skills are classified on continua including precision, discrete vs continuous movement, internal vs external pace, and open vs closed environment. The document provides examples of placing various skills like long jump and shooting on these continua. It emphasizes learning is needed to develop skills from underlying abilities.
2. Aims and objectives…
To understand
1. the meaning of decision making, and the factors that
may influence a decision during team and individual
sports
2. the meaning of skill, skill acquisition, different stages
of skill acquisition and the types of skills
4. Talking Points
1. Quick Quiz
2. What is “decision making”…?
3. Why is “decision making” important in sport…?
4. What external dynamics influence “decision making”…?
5. What is a “skill”…?
6. Different types of “skills”…
7. What is “skill acquisition”…?
8. 3 Stages of “skill acquisition”…
9. Is decision making interdependent on skill acquisition…?
10. How do you increase “decision making” skills…?
10. What is Decision Making…?
Decision Making is described as–
“knowing which technique to use in any given situation’
(Knapp, 1963).”
11. Why is Decision Making important
in sport…?
Baker, Côté and Abernethy (2003, p.14) suggest that…
“A key characteristic underlying expert performance in team ball
sports is decision making….”
12. What external dynamics influence Decision
Making …?
Dynamics influence a players decision during team
sports…
For example:
“sports situations possess external dynamics, meaning that
the situation itself changes over time. At one moment, some
information may be available (e.g., goalie position) that is not
available in the next moment (e.g., due to obstruction)
(Johnson, 2006, p. 633).”
What external dynamics influence decisions during
individual sports….?
For example, tennis, bowls, archery, table tennis….
13. What external dynamics influence Decision
Making …?
In groups pick a sport and list the
external dynamics that may influence a
decision for individual based sports…
5 minutes
14. Quick Recap
1. We know what decision making is in sport.
2. We know why decision making is important in sport.
3. We know what external factors influence decision
making in team and individual sports.
16. What is A skill …?
A skill can be described as–
“When we speak of a “skill” we mean an ability that allows a
goal to be achieved within some domain with increasing
likelihood as a result of practice (Rosenbaum, Carlson and
Gilmore, 2001, p.454).”
or…
“using knowledge, understanding, expertise and know-how,
efficiently and effectively to achieve or overcome a specific
objective (Bizley, 2013).”
17. Different types of skills…?
Jarvis (2006) classifies skills as gross and fine, and also open
and closed skills…
and suggest that gross skills are those which require large
muscular movement.
Jarvis (2006) also indicates that fine skills require tiny muscular
movements, “such as are required for an elite standard
gymnastic performance.”
Is that true…?
18. Different types of skills…?
Conflictingly, McMoriss, 2004 states that fine motor skills are
rarely, if ever, found in sport and are skills which require the
use of few limbs and are undertaken in limited space, e.g.,
writing, typing and sewing.
Can you think of a sport that uses fine motor skills…?
19. Different types of skills…?
With regards to open and closed skills recent studies agree
that, open skills are those that take place in a continually
changing environment, whereby skills and techniques are
constantly adapted to suit (Bizley, 2013; McMoriss, 2004;
Rosenbaum, Carlson and Gilmore, 2001; Magil, 1998). i.e.
invasion games, football, basketball, rugby…
On the other hand, a closed skill is one described as a skill that
takes place in a similar and unchanging environment (Bizley,
2013; McMoriss, 2004) i.e. shot putt or gymnastic routine focus
on technique…
20. What is skill acquisition…?
A skill acquisition can be described as–
“When we speak of “acquisition of skill” we refer to the
attainment of those practice-related capabilities that
contribute to the increased likelihood of goal
achievement(Rosenbaum, Carlson and Gilmore, 2001, p.454).”
or…
“Skill acquisition can be described as acquiring or learning the
necessary ability (Chandler, Cronin and Vamplew, 2002, p.184).”
21. 3 stages of skill acquisition…?
• Focus
• Higher mental
processing power
• Think about the
movement
• Use visual senses
The
cognitiv
e stage
• Use proprioception
(feeling)
• Less errors
• Improve speed
accuracy and
consistency
• Refinement
The
associativ
e stage
• Almost
automatic/habitual
• Multitask (focus on
strategy
• Very few errors
• Done with out
consciously thinking
The
autonomous
stage
Fitts & Posner’s (1967) three stages of skill acquisiition.
22. Are decision making skills interdependent on skill acquisition…?
McMoriss (2004), suggest that having a range of skills allows a
person to become more equipped, and perform better, in
comparison to someone who has a weaker skill set.
Additionally, McMoriss (2004) further indicates that decision
making skills are vastly dependent on previous experience.
23. So, is it safe to say, that
decision making in sport
is solely based on
previous knowledge…?
24. Quick quiz ‘intellectual skill experiment’
**If anyone became nervous or started getting sweaty palms…
Apologies…**
1. Did every body successfully answer each question…?
2. Were some questions easier than others…?
3. Were the decisions made in solving a question dependent on
previous knowledge or skills learnt…?
4. Why was this different from a decision that may need to be made in
a team sports game (perceptual-motor skills)
**Will 5 x 5 be the same tomorrow, and the next, and the day after
that….?
25. Are decision making skills interdependent on skill acquisition…?
In a conflicting argument, there is growing evidence that
decision making is an emergent process rather than a
completely predefined process based on knowledge stored in
memory (Araújo, Davids, & Serpa, 2005).
26. Are decision making skills interdependent on skill acquisition…?
Another argument suggest that, when making decisions we do
not try to recall specific and precise past situations but rather
generalise from previous rules or patterns. Which then allow us to
make an accurate decision regardless of differences between the
present situation and past experiences (Schmidt, 1975).
Although Schmidt’s (1975) notion is a better explanation than
earlier theories, Information Processing Theory is still unable to
explain how we can perform in novel situations for which we have
no previous patterns or rules for (McMoriss,2004).
Transference of skills…???? (maybe another day)
27. Are decision making skills interdependent on skill acquisition…?
Differently, Anderson (1982) suggests the reason we are able
to make such quick decisions is by using Adaptive Control of
Thought (ACT).
Andersons (1982) theory states that, when making decisions
we predetermine what we will do in any given situation
(beforehand), and that we go through a series of ‘if this
happens, then we do that’.
However, the decision is still based on past experience, but
deciding beforehand allows us to respond quickly.
What do you think…?
28. Are decision making skills interdependent on skill acquisition…?
Decision
Making
Skills
(acquirement)
Practice
Variability of
practice
Previous
experience
29. How to increase decision making skills…
Source: Stratton et al., 2004 p.129.
Figure 1. A model illustrating the relationship between variability of
practice and contextual interference
30. How to increase decision making skills…
Variability of practice means practising the skill using a variety
of task and environmental demands.
Variability of practice is vital because otherwise we cannot
develop schemas and hence build up generalized motor
programs.
Theoretically, there is very strong support for variability of
practice. However, research is less supportive. Research with
children has generally supported variability. However, with
adults it has generally failed to support the theory. It is almost
certain that the children are in the developmental process of
building up schemas, whereas the adults have probably gone
through these processes during their childhood. Therefore,
varying practice has less of an effect (McMoriss,2004).
31. How to increase decision making skills…
In a study by Baker, Côté and Abernethy (2003) that looked at
the learning and practice activities from expert decision makers
in sport, found that competition, video training, and organized
training, were rated as helpful for developing decision-making
abilities. Contrastingly weight training, aerobic training,
reading about sport, and practice alone were rated as not
helpful.
ProZone - notational analysis
How can you tangible monitor
decision making…?
32. How to increase decision making skills…
(Davids, Button, Bennett, 2008; Baker, Côté and Abernethy, 2003; Raab, 2003).
Improve
Decision
Making
Use of different
equipment
Time
constraints
Explicit practice
with high
interference
Different rules
Reduced space
Increase or
decrease
opponents
Competition
33. Practical/workshop
1. Research Notational Analysis and free notational analysis
software**
2. Needs analysis - Pick a sport and determine the specific
biomechanical demands of the sport (or action/function
within the sport).
3. Improve Decision Making - Develop an explicit practice with
high interference to improve one specific action/function
within your chosen sport.
34. References
• Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological
review, 89(4), 369.
• Araújo, D., Davids, K., & Serpa, S. (2005). An ecological approach to
expertise effects in decision-making in a simulated sailing regatta.
Psychology of Sport and Exercise, 6(6), 671-692.
• Baker, J., Cote, J., & Abernethy, B. (2003). Sport-specific practice and
the development of expert decision-making in team ball sports.
Journal of applied sport psychology, 15(1), pp.12-25.
• Bizley, K. (2013) Physical Education. 2nd edn. Cheltenham: Nelson
Thrones.
• Chandler, T. Conin, M. and Vamplew, W. (2002). Sports and Physical
Education, The Key Concepts. London: Routledge.
35. References
• Davids, K. W., Button, C., & Bennett, S. J. (2008). Dynamics of
skill acquisition: A constraints-led approach. United States of
America: Human Kinetics.
• Fitts, P. M., & Posner, M. I. (1967). Human performance.
• Jarvis, M. (2006). Sport psychology: A student's handbook. East
Sussex: Routledge.
• Johnson, J. G. (2006). Cognitive modeling of decision making in
sports. Psychology of Sport and Exercise, 7(6), 631-652.
• Knapp, B. (1963). Skill in sport: the attainment of proficiency.
Routledge.
• Magill, R. A. (1998). Knowledge is More Than we Can Talk
About: Implicit Learning in Motor Skill Acquisition. Research
Quarterly for Exercise and Sport, 69(2), pp.104-110.
36. References
• McMorris, T. (2004) Acquisition and Performance of
Sports Skills. Chichester: John Wiley & Sons Ltd.
• Raab, M. (2003). Decision making in sports: Influence
of complexity on implicit and explicit learning.
International Journal of Sport and Exercise Psychology,
1(4), pp.406-433.
• Rosenbaum, D. A., Carlson, R. A., & Gilmore, R. O.
(2001). Acquisition of Intellectual and Perceptual-
Motor Skills. Annual review of psychology, 52(1),
pp.453-470.
• Schmidt, R. A. (1975). A schema theory of discrete
motor skill learning. Psychological review, 82(4), 225.
Editor's Notes
By an “intellectual skill” we mean a skill whose goal is symbolic. By a “perceptual-motor skill” we mean a skill whose goal is non-symbolic. Examples of intellectual skills are solving or making significant headway toward solving mathematics problems, and winning or at least competing respectably in chess. Examples of perceptual-motor skills are playing the violin so as to attract rather than repel one’s listeners, and boxing so as to repel rather than attract one’s opponents.
Intuitively, intellectual skills and perceptual-motor skills seem very different. Perceptual-motor skills seem more primitive than intellectual skills. Ontogenetically, perceptual-motor skills develop before intellectual skills, or at least before most intellectual skills are manifested. Phylogenetically, creatures “high on the evolutionary ladder” are more obviously capable of intellectual skills than are creatures “lower down.” (Rosenbaum, Carlson and Gilmore, 2001)
Intellectual skills, as indicated in our definition of the term, have symbolic outcomes. They consist of actions that relate not just to the here and now but also to events that may be remote in time or space.
Perceptual-motor skills, by contrast, have non-symbolic outcomes and consist (or seem to consist) of actions that relate only to the immediate time and place in which they occur (Rosenbaum, Carlson and Gilmore, 2001).
Fundamentally as a sportsmen or woman you want to outwit your opponent….
Fine motor skills are rarely, if ever, found in sport and are skills which require the use of few limbs and are undertaken in limited space, e.g., writing, typing and sewing.
http://www.bbc.co.uk/sport/0/darts/30768266
http://www.bbc.co.uk/sport/0/gymnastics/34651985
https://www.youtube.com/watch?v=TytCz4sMF_I
According to Poulton, open skills require much in the way of information processing and take place in environ- ments that are rarely, if ever, completely repeated. The change in environment means that every time the skill is performed, the performer must modify his/her technique to achieve the same goal, or even use a different technique to achieve the goal. Closed skills, on the other hand, take place in the same or very similar environments, therefore the same technique can be used over and over again (McMoriss, 2004).
Those who have ever learnt a new sport will be aware that their new skills develop gradually, and that they have to concentrate less and less on what they are doing with time.
Intellectual Experiment i.e. intellectual skills
Finite answer
Perceptual-motor skills seem to consist of actions that relate only to the immediate time and place in which they occur