Skill, ability and classification of skills
Apréndelo jugando
Responde estas preguntas para ganar energía, luego pesca y explora. Sin cuenta.
Para educadores: diapositivas de la lección, apuntes de repaso listos para usar sobre Skill, ability and classification of skills (Physical Education, Sports Psychology) — úsalos en tu lección, o presenta el tema como una actividad interactiva de clase que tus aprendices juegan como un juego en vivo.
Apuntes de la lección
Skill and ability
- Skill is a learned goal-directed action, such as executing a tennis serve. Traditional PE terminology distinguishes ability as an underlying relatively enduring capacity with an innate component, rather than a specific learned technique. Treat that distinction as a model rather than a claim that genes alone set sporting performance.
- Measured speed, balance, coordination and other performance qualities can change with training, development, health, opportunity and task conditions. Do not use an ability label to decide who can participate or improve. A specific learned action can draw on several capacities and experiences.
Distinguish a learned action from capacity
Characteristics of skilful movement
- Skilful movement can be fluent, coordinated, accurate, efficient, controlled and appropriately consistent in achieving its aim. Efficiency means using effort effectively for the task, not always minimising force. Consistency concerns reliable suitable performance rather than identical body positions on every attempt.
- Aesthetic quality is relevant when movement form is judged, but is not the sole universal criterion for every effective sporting action. Assess what the task requires and avoid judging skill or potential from body appearance or one unsuccessful attempt.
Judge skilfulness against the task
Classification: basic and complex
- Basic/simple to complex describes relative processing, coordination and decision demands in context. An unopposed familiar pass can be simpler than selecting and executing a pass under changing opposition. A physically short movement can still demand precise coordination or many decisions.
- Low/high organisation describes how easily meaningful components can be separated without losing the action’s timing. It is different from complexity and informs whole/part practice. Different boards require different continua, so use the specified scope while recognising the separate underlying questions.
Complexity and organisation are separate
Open and closed
- Open actions respond to relevant unpredictable environmental changes, such as moving opponents, teammates or ball flight. Closed actions take place under relatively stable predictable conditions with less need for adaptation during execution. A closed label does not remove weather, crowd effects, time rules or all uncertainty.
- Specify the situation: a football pass in an opposed game is more open than the same pass repeated unopposed to a fixed target. Classify actions rather than entire sports and justify a relative position with relevant cues. Familiarity may change the performer’s experience without making every changing environment predictable.
Same pass, different task conditions
Continua
- Fine/gross concerns relative precision and muscle involvement: a controlled dart release emphasises fine control while a maximal shot-put effort emphasises large-muscle propulsion. Both still use whole-body support and skilled coordination. Self-/externally paced concerns timing: stationary-ball initiation is relatively chosen by the performer while a return responds to the incoming ball.
- Discrete describes a recognisable start/end, serial links distinct actions in order and continuous describes repeated cycles without a clear boundary between cycles. Analyse one kick, a specified routine or steady pedalling rather than assuming an entire event has only one label. Other dimensions can apply at the same time.
Several dimensions can describe one action
Using classification
- Use classification to explain practice choices: stable conditions can focus a specific response and relevant variation can practise adapting to changes. Rest scheduling and guidance also depend on load, experience and learning aims; a continuum label does not dictate every detail.
- For whole/part practice, consider how tightly components connect rather than assuming all complex or demanding actions should be split. Use safe appropriate instruction and review retained learning and transfer. Justify the action, condition and decision, rather than naming a sport and listing unsupported labels.
Connect a classification to practice
Pacing and time limits
- In a putt from a stationary ball, the performer largely chooses when to start within applicable rules. This makes initiation relatively self-paced, not free of deadlines or external influences. A return of serve is largely externally paced by the approaching ball, even though the receiver still chooses a response.
- Changes in distance, slope or wind can affect environmental demands without necessarily imposing initiation timing. Pacing and open/closed classification answer different questions; neither should be used as a synonym for the other.
Pacing concerns timing, not unlimited freedom
Applied free-throw classification
- For a stationary free-throw release without a defender contesting it, stable predictable relevant conditions support a relatively closed label. Choice of initiation within the rules supports self-paced, while analysing one shot with a recognisable start/end supports discrete. Each label has a separate justification.
- The full basketball game contains many other actions. Crowd effects, rules and individual execution still matter, and closed does not mean identical in every respect. A task can be closed and coordinated or complex at the same time; categories from different dimensions are not mutually exclusive.
One uncontested free-throw release
Diapositivas
Sign up free to view the lesson slides
Step through every slide for this topic — plus flashcards and revision notes — with a free account.
Preguntas de práctica
Vista previa gratis — 8 de 36 preguntas. Regístrate para verlas todas.
1.What is a skill?
Easy- Aa learned action with an intended outcome
- Ban inherited trait
- Can injury
- Da food
2.In the traditional PE skill/ability distinction, how is ability described?
Easy- Aa learned action
- Ban injury
- Ca food
- Dan underlying relatively enduring capacity with an innate component
3.Which is a characteristic of a skilful movement?
Easy- Ainaccuracy
- Binefficiency
- Cfluency
- Dclumsiness
4.Which characteristic concerns achieving the intended target or result?
Easy- Arandomness
- Baccuracy
- Chesitancy
- Dwastefulness
5.What is a basic skill?
Easy- Aone with relatively low processing demands in the stated context
- Bone needing much information
- Cone that is impossible
- Done that is injury
6.What is a complex skill?
Easy- Aone needing none
- Bone that is simple
- Cone that is injury
- Done with relatively high processing or coordination demands in context
7.What is an open skill?
Easy- Aone that is hidden
- Bone that is impossible
- Cone adapting to relevant changing and unpredictable environmental cues
- Done unaffected by the environment
8.What is a closed skill?
Easy- Aone that varies each time
- Bone performed in relatively stable predictable conditions
- Cone affected by opponents
- Done that is chaotic
Unlock all 36 questions & more
Crea una cuenta gratis para ver todas las preguntas, las diapositivas, las tarjetas y los apuntes de repaso de este tema.
Exámenes anteriores
La práctica con exámenes anteriores de este tema llegará pronto.
Próximamente