CIRCUS 2.4 theory. SKILL LEARNING PRINCIPLES Stages of learning Classification of skills Types of practices Factors affecting learning

CIRCUS2.4 theory

SKILL LEARNING PRINCIPLES

•Stages of learning•Classification of skills•Types of practices•Factors affecting learning

Stages of learning

• Cognitive – The early stages of the learning. The learner develops an understanding of how to perform the skills. During this stage the learner is attempting to put a picture of the skill together with all its parts in correct order into their mind.

Stages of learning

• Associative – This stage is characterised by a learner practising the skill in order to eliminate mistakes. This stage usually takes place over a larger period than the cognitive stage and requires large amounts of practice. This stage also improves the timing and accuracy of the skill.

Stages of learning

• Autonomous – This stage is characterised by a learner automatically applying a skill in competitive situations. During this phase, skill performance does not require conscious thought and there is less chance than there is in the associative stage of the performer being distracted by their surroundings such as the crowd.

Classification of skills

FINE OR GROSS• Fine – A fine motor skills involves

performing small and precise movements using the small muscles of the body. (e.g. juggling)

• Gross – A gross motor skill typically involves performing large movements using the major muscle groups of the body (e.g. swimming and walking)

Classification of skillsOPEN OR CLOSED• Open is performed in a constantly changing

environment. Many factors can change the environment in which a skill is performed.

• e.g. Placement of team mates and opposition, crowd and referees, weather and venue, Speed and force of the movement.

• Open skills can not be performed in exactly the same way each time as the situation in which they are being performed is always changing.

• A closed skill is performed in an environment which doesn’t change. The individual is in complete control of the skills and no external factors interfere with the skill performance.

• e.g. throwing a dart at a dartboard.

Classification of skillsDISCRETE, CONTINUOUS OR SERIAL• A discrete skill has clearly defined start and end

points. These skills are performed once and when finished, the person performing them must start again from the very beginning. E.g. shooting a goal in netball or performing a tennis serve

• Serial skills are made up of a number of discrete skills in sequence. These skills have clearly defined start and end points but are performed one after the other in sequence to make up a routine. An example of a serial skill occurs when performing a floor routine in gymnastics.

• Continuous skills have no defined start or end point. This type of skill is performed over and over again without stopping. The performer decides when to start and finish. E.g. dribbling a basketball, swimming or running.

Classification of skills

SELF PACED OR EXTERNALLY PACED• Self paced – The performer determines

when the skill is initiated and what pace it will proceed. Examples include the tennis serve and throwing a soccer ball in from the sideline.

• Externally paced skills – the skills is initiated by an outside influence and the pace of the skills is determined by external factors. Examples include playing a forehand in tennis and reacting to a soccer ball that has been thrown from the sideline – the performer has to respond to external influences to perform the skills movements successfully

TYPES OF PRACTICES

•Whole•Part•Massed•Distributed•Drill•Problem solving

TYPES OF PRACTICES

• Whole – Whole learning occurs when the skill is taught together ‘in one piece’ some skills need to be learnt as a whole because they cannot be broken down, as occurs with a simple skills e.g. dribbling a basketball.

• Part – Part learning occurs when the skills is broken down into sub routines. Sub routines (part of the skills) can be learned one after the other; once each of these parts has been mastered, they can be put together to correctly complete the whole skill.

TYPES OF PRACTICESMASSED AND DISTRIBUTED• Massed – This is practicing a skills

without a break and occurs when an activity is repeated continuously over a period of time with very little or no rest period. E.g. juggling

• Distributed – This is practicing a skill with breaks in between activities. It involves practice session which there is an equal or greater amount of rest between each practice trial.

TYPES OF PRACTICES

DRILL OR PROBLEM SOLVING• Problem solving activities involve the

learner finding solutions to problems set up by the coach. Using the problem solving approach the learner works out the best option and makes a decision in order to complete the activity successfully.

• Drill based activities involve performing skills repetitively and are usually directed by the coach. Drill based activities allow large amounts of time to be spent performing the movements necessary to master a skill.

FACTORS AFFECTING LEARNING

• Feedback• Learning style• Memory• Reaction time• Individual • Learning environment


• Feedback – information the learner receives about the performance of their skills. It is designed to help improve performance. Feedback is one of the most important factors to consider when learning new skills. If a person receives little or no feedback, it becomes difficult to improve the skills they are practising.


Feedback – TYPES OF FEEDBACK• Beginner – basic and simple- Instruction, command style, giving

advice

• Expert- Technical, detailed- Discovery, self–analysis, asking

questions


•Learning styles – A persons preferred style of learning can often be based on what is being taught.

FACTORS AFFECTING LEARNING - Learning styles

HEARING EXPLANATIONS• Commonly used as skills are usually

performed in an open environment (such as the playing field) where instructions need to be given quickly between activities. The disadvantage of being told something is that it can be forgotten or not taken notice of because the learner has been distracted or doesn’t see its importance.


PERFORMANCE ACTIVITIES• Physical guidance helps a learner

know and understand what the skill should feel like, which eventually allows them to be able to perform a skill without assistance. This may include being assisted to perform movements (e.g. holding a persons legs as they are performing a handstand.)


WATCHING DEMONSTATIONS• Allows people to see how the skills looks

when it is performed – which allows them to copy the movement. The learner’s attention can also be directed towards important aspects of the movement. (e.g. spreading the fingers to catch a ball) An effective way of learning if activities are demonstrated competently.


READING INTRUCTIONS• Used through cue cards or

instructions written on a whiteboard. Has the benefit of not requiring the learner to remember information, as the learning material has been written down. Disadvantage is that a movement may be hard to describe in words or pictures.


• Memory – is a person’s ability to store information using the brain. It allows people to remember from previous experiences what is required to perform physical skills. Memory can be classified into short-term and long-term memory.


• Reaction time – Is the speed at which the body can detect and process information then begin to make a movement in response to the situation that has occurred.


• Individual – there are many personal factors which influence the performance of motor skills. These differences often mean one individual performs a skill much more easily than another.

• Age, ability, gender, family history, resources, previous experience.


• Learning environment – access to role models, equipment, coaching assistance

PSYCHOLOGICAL SKILLS

• Self talk• Visualisation• Mental rehearsal• Arousal control• Goal setting• Confidence• Concentration


• Self talk – Is what a person internally says to themselves. The way a person thinks has a big influence on their behaviour.


• Visualisation - Involves using the mind to create images of how certain skills and situations will be performed. It allows a person to practice their skills without having to physically perform them, and can be used to reduce nerves and anxiety.


• Mental rehearsal - Is used to organise a consistent and structured routine of mental plans that can be used before and during an activity. Players can develop set patterns of behaviour which can help them focus on performing will and deal with the stress of competitive activity. Mental rehearsal used a number of psychological skills: Visualisation, self talk, routines, relaxation.

PSYCHOLOGICAL SKILLS• Arousal Control – Arousal is the mental

state of readiness a person is in before and during activity.

• It involves the levels of stress and anxiety most people experience before a challenging activity.

• Some nerves anxiety is necessary before competition, as it energises and bring the person up to an optimal level of arousal;

• Too much stress can interfere with performance.


• Goal Setting – Is the process where a person sets targets to achieve over a certain period. It allows a person to concentrate on certain areas of performance and gives them motivation to improve in these areas. When a person achieves their goals performance is improved and they take a lot of satisfaction out of the work put in to reach their goals. Goal setting reduces anxiety and improves confidence because it focuses the person on their own performance rather than on winning the game or what the competition are doing, factors which they have no control over.


• Confidence – can be defined as ‘a persons belief in themselves to complete a task’ Confidence affects a person thinking and concerns they have about the activity they are performing. A person lacking confidence tends to think negatively and doubt their ability to complete a task well, whereas confident people back their ability and have positive thoughts about what they are doing, self –talk can be used to eliminate negative thought s and promote positive thinking.


• Concentration – Allows a person to focus their attention on what is necessary to successfully complete an activity. Concentration is affected by a person level of arousal and their motivation to perform. It can also be improved with practice. Lapses in concentration cause people to make mistakes and errors of judgement.

• CONCENTRATION INVOLES REMOVING OTHER DISTRACTIONS THAT CAN INTERFERE WITH THE PERFORMANCE OF AN ACTIVITY

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CIRCUS 2.4 theory. SKILL LEARNING PRINCIPLES Stages of learning Classification of skills Types of practices Factors affecting learning