specialized movement skills ©gallahue, d.l., ozmun, j.c., & goodway, j.d. (2012). understanding...
TRANSCRIPT
Specialized Movement Skills
©Gallahue, D.L., Ozmun, J.C., & Goodway, J.D. (2012). Understanding Motor Development. Boston: McGraw-Hill.
McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.
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Development of specialized movement skills is highly dependent upon
opportunities for practice, encouragement, quality instruction, and the ecological
context of the environment
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Specialized Skills Defined: Proficient Fundamental Movement Skills that have been
further refined & combined: (figure 16.1) Developmental Potential:
Locomotor & Stability skills: Proficient stage potential by 6 Manipulative skills: Proficient stage potential by age 7 or
8 Developmental Reality: Oftentimes lag behind because of:
Insufficient opportunities for practice Lack of encouragement and motivation to perform Ineffective or absent appropriate instruction Ecological context of the environment
The Proficiency Barrier: Inability to move from the Fundamental Movement Skill
Phase to the Specialized Skill Phase due to lack of proficiency in locomotor, manipulative or stability skill(s)
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Transition Stage: First attempts to refine & combine fundamental skills Interest is high, ability is limited Skill focus shifts from process to product A “getting the idea” period
Application Stage: Regular attempts to refine & apply specialized skills Emphasis is on improving proficiency A “practice” period More complex skills refined
Lifelong Utilization Stage: Self-selection for participation in activities Lifetime activity choices: Determined by interests, abilities,
ambitions, availability, time A “fine tuning” stage Regular participation in daily living, recreational, or competitive
settings
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Youth Sport is Big: Interest is high but the drop out rate is huge: 20-35
million from 6-18 in the USA (see Developmental Dilemma)
Sport skills: Proficient fundamental movement skills refined, combined, adapted to a particular competitive setting (figure 16.1 and tables 16.3-16.10)
Early & later specialization sports (table 16.1) Training to Competition Ratio: (table 16.2)
Recommendations for the Fundamental Movement Skill Phase: Initial, emerging elementary and proficient stages
Recommendations for the Specialized Movement Skill Phase: Transition, application and lifelong utilization stages
Why Kids Join Sports Programs: Increase physical competence: Learn new skills & improve
skills Gain social acceptance & approval: Be with and make
new friends Enjoyment: Have fun and do something interesting
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The Instructor: Parent Teacher Coach Therapist
Fosters Improvement: Movement control Emotional control Learning enjoyment
By Maximizing Motivation for: Participation Adherence Success
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People learn at different rates. Potential for performance excellence is individualized Proficiency in Fundamental skills is prerequisite to success in
Specialized skills Responses to instructional approaches vary among learners Responses to winning and losing vary among individuals Responses to praise and criticism, reward and punishment
vary among individuals Prior experiences vary among individuals Variations in home-life experiences influence people differently Strengths in some areas can compensate for deficiencies in
others Attention spans and concentration abilities vary among
individuals Developmental levels vary, resulting in dissimilar potential for
learning & performance There is little uniformity in physical potentials, particularly in
the pre-teen and early pubescent period Individuals display greater or lesser degrees of both gross and
fine motor skills The ability to visualize, analyze and problem solve varies
among individuals
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Identify the Type of Skill: Open or Closed: AKA ‘externally’ or ‘internally’ paced Gross or Fine Discrete, Serial or Continuous Stability, Locomotor or Manipulative
Establish Appropriate Practice Environment Introduce externally paced activities under internally
paced conditions first Open use of skills: As skill develops, introduce
situations that require responses to sudden and unpredictable cues in externally paced activities
Closed use of skills: As skill develops, strive for greater consistency, duplication, and elimination of environmental influences for internally paced activities
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During the Early Stages: Help the learner “think through” the skill
As Skill Develops: Help the learner “screen out” unnecessary
cues Know & Respect:
Cognitive state of the learner Goals of the learner
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Fitts & Posner: A three stage model focusing on the cognitive state of the learner Cognitive stage: Learner forms a conscious
mental plan Associative stage: Learner associates
meaningful environmental cues with specific skill requirements
Autonomous stage: Learner performs the skill in an habitual ‘unconscious’ manner
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Gentile: A two stage model focusing on the goals of the learner Getting the idea stage : Learner strives for
a basic awareness of skill requirements Fixation/diversification stage: Learner
strives for greater consistency & adaptability in performance
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Gallahue’s Combination Model of Skill Learning looks at: Cognitive state of the learner: Fitts & Posner Goals of the learner: Gentile Role of the instructor: Gallahue
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Beginning/Novice level Awareness stage Exploratory stage Discovery stage
Intermediate/Practice Level Combination stage Application stage
Advanced/Fine Tuning Level Performance stage Individualized stage
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Promote cognitive awareness with visual demonstrations of the skill
Be brief and introduce only major aspects of the skill Permit the learner to try out the skill early Provide plenty of opportunity for exploration and self-
discovery of the general elements of the skill Remember, this is primarily a cognitive stage and
that the learner’s goal is to get the general idea of the skill
Compare the new skill, when possible, to similar skills with which the learner may be familiar
Provide immediate, precise and positive feedback focused on general aspects of the skill
Avoid situations that place emphasis on the product of the learners performance; focus instead on the process
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Provide plenty of opportunities for practice Provide opportunities for skill refinement in a supportive,
nonthreatening environment Devise practice situations that progressively focus on
greater skill refinement Provide short, fast-paced practice sessions with frequent
breaks before implementing longer sessions with fewer breaks
Help the learner self-analyze the task and then provide constructive feedback
Structure quality practice sessions that focus on quality performance (i.e., “perfect practice makes perfect”)
Accommodate for individual differences in the rate of skill learning
Focus attention on the whole skill whenever possible Set up practice sessions that simulate the intensity and
demands of the real-life daily living, recreational, or competitive situation
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Structure practice sessions that promote intensity and enthusiasm
Be available to provide encouragement, motivation, and positive support
Offer suggestions and tips on strategy Structure practice sessions that duplicate real-life
situations Help learner anticipate her or his actions in game-
like situations Know the learner as an individual and be able to
adjust methods to meet individual needs Provide feedback that focuses on specific aspects of
the skill Avoid asking the learner to verbalize performance of
the skill, which might result in “analysis paralysis
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The Two Components of Reaction Time: Premotor time (‘Thinking time’): Time between presentation of the
stimuli and initiation of a response; can be improved with training Motor time (‘Response time’): Time from initiation of a response to its
completion; difficult to improve Instructor Goals for Improving Premotor Time:
Help learner focus on relevant stimuli; learn to tune out the ‘noise’ Help learner know and quickly anticipate likely response options
Techniques for Improving Thinking Time: Rapid movement skill training: Help learner complete the task with
maximum consistency in minimal time and with minimal energy High intensity training: Focus on intensity of training, not duration;
simulate competitive-like situations; modify equipment & size of the play area; practicing against higher level opponents.
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Is there sufficient time for change? Does the learner want to make the change? Does the learner know why the change is
being made? Does the learner understand that
performance will regress before it progresses?
Will the instructor be available for support & encouragement?
Will the instructor construct progressive practice sessions?
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Acquisition of specialized movement skills is a developmental process requiring
knowledgeable instructors dedicated to continual improvement by maximizing
learner motivation for participation, success adherence and enjoyment