Skill & Ability - CHd Lesson

1. LEARNING OBJECTIVE
TO UNDERSTAND THE NATURE OF
SKILL AND ABILITY AND LINK TO
SPORTING CONTEXT
Lesson Outcomes
By the end of this lesson you should be
able to:
Do now task
Discuss (with a
partner) what the
difference between
skill and ability and
be ready to share
you ideas with the
group.
• identify the characteristics of a skilled performance
• explain the nature of different types of skills and
understand how each can influence performance
• classify skills by placing them on various continua
and justify your reasons for doing so
• identify the characteristics of gross motor abilities
and psychomotor abilities
• understand the relationship between skill and
ability

2. Ability and Skill
The terms skill and ability are sometimes confused in sport.
Abilities are the building blocks of skill. A group of abilities
are usually associated to a specific skill.
e.g. a sprint start in athletics requires a combination of the
following abilities:
Power, Coordination and Speed.
Ability definition: an innate characteristic that lays the
foundation of skill.

3. Ability
We inherit natural abilities from our parents and while these
abilities can be enhanced, you either have it or you do not.
Abilities are enduring.
You born with them and they
remain with you.
A performer with natural
speed will retain that ability
for life and be able to call
upon it when required.

4. Unit 2: Skill Acquisition
Task 7: The nature of skill and ability (Chapter 7 pg.147)
identify the characteristics of a skilled performance
explain the nature of different types of skills and understand how each can influence performance
classify skills by placing them on various continua and justify your reasons for doing so
identify the characteristics of gross motor abilities and psychomotor abilities
understand the relationship between skill and ability

5. Ability
Perceptual Ability:
It is the ability to sense and interpret information.
e.g. a netball player may have
to assess how far away another
player is before deciding the
type and strength of pass to
execute.

6. Ability
Psychomotor Ability:
Is the ability to process information once you have sensed
it. It involves the ability to make decisions during a game
situation.
e.g. having sensed how far
away your team mate is and in
turn then deciding on the best
type of pass to use.

7. Ability
Gross motor ability:
It is the characteristic required to perform large muscle
group movements.
e.g. strength needed to make a rugby tackle using the
muscles in the back and shoulder.

8. Skill
Skill differs from ability in that it is not innate, skills are
learnt.
They are developed
from ability after a
period of practice.
To produce a skilled
performance, the
player must practise
so that the required
abilities are
enhanced.

9. Characteristics of a skilful performance
Skilled performances:
• Are learned. On the basis of existing abilities, the
practising of skills and drills in some form of training will
help to produce a skilful movement.
• Are consistent. A skilled player is able to perform the
task to the same high level time after time.
• Are goal-directed. A player will practise skills with an
aim in mind. e.g. Improving shooting skills in order to
score more goals.

10. Characteristics of a skilful performance
• Are aesthetic. They look good. A top-class dance routine
is pleasing to watch.
• Are controlled. The skilful performer is in charge,
controlling the rate and timing of the skill.
• Are efficient and smooth. The skill is performed without
any wasted energy and seem to flow.

11. A skilful performance
A skilful performance has two elements:
• a cognitive part
• a motor part
The cognitive part of the
skill requires thought
before action.
The motor part requires
control and efficient
movement.

12. The skill/ability relationship
The abilities we are born with are the foundations upon
which skills are developed.
Abilities develop into fundamental or foundation skills.
These include running,
throwing, catching, kicking,
balancing, jumping and hitting.
They are the basic movements from which more
advanced (sport-specific) skills are developed.

13. Skill Classification
Skills are usually classified on a sliding scale called a
continuum. This is a visual guide to indicate where a
skill fits into a specific category.

14. Skill Classification - Environmental Influence
An open skill is one that is
affected by the sporting
environment. The performer
has to make decisions in
response to their
surroundings. Open skills are
usually externally paced.
A closed skill involves less
decision making because it
has a predictable
environment. The performer
can take their time to execute
the skill and they know exactly
what they should be doing.
OPEN CLOSED
Can you name other skills and where would they fit on the continuum?

15. Skill Classification - Continuity
A discrete skill has a short
time span and a clear
beginning and end.
A continuous skill has no clear
beginning or end.
DISCRETE CONTINUOUS
Can you name other skills and where they would fit on the continuum?

16. Skill Classification - Pacing
A self-paced skill is at the
control of the performer. The
rate of execution is decided
before execution.
Decision making before the
execution is called pro-action.
An externally paced skill is
controlled by factors out of the
control of the performer, who
may have to react to external
conditions.
SELF-PACED EXTERNALLY-PACED
Can you name other skills and where they would fit on the continuum?

17. Skill Classification - Organisation
A low organised skill can be
broken down into parts, or
subroutines.
A highly organised skill is hard
to break down since it is fast
in its execution.
LOW ORGANISED HIGH ORGANISED
Can you name other skills and where they would fit on the continuum?

18. Skill Classification – Muscular Involvement
A fine skill has small, delicate
muscle movements.
A gross skill uses large
muscle group movements.
FINE GROSS
Can you name other skills and where they would fit on the continuum?

19. Skill Classification – Decision Making
A complex skill involves a
high level of decision making
and has a large cognitive or
thinking element to it.
Simple skills have a limited
amount of information to
process. The skill has a
smaller cognitive element.
COMPLEX SIMPLE
Can you name other skills and where they would fit on the continuum?