## Skill [ea868c7e9d6d] * A **skill** refers to a **specific action or the level of performance of an action **that has been **acquired** through **practice** and is directed toward achieving a **specific goal**. It is **not something that happens naturally or without purpose**. Instead, skills involve **learned movements that serve a predetermined function.** 1. **Goal-Oriented:** Skills are performed to achieve a specific outcome (e.g., typing a letter, making a golf putt, or saving a goal in soccer). 2. **Performed with Maximum Certainty:** A skilled performer can consistently achieve success (e.g., maintaining balance while cycling or making 90% of basketball shots). 3. **Efficient Use of Energy:** Skilled actions are performed with minimal energy expenditure (e.g., steering a car, maintaining streamlined form in swimming, or skiing smoothly downhill). 4. **Learned Through Practice:** Skills require experience, repetition, and feedback from a teacher or coach to develop proficiency. ### Types of Skills [8c33e614cbfe] 1. **Motor Skill:** Focuses on movement with minimal cognitive involvement. 1. **Examples: **weightlifting, sprint racing, wrestling. 2. **Cognitive Skill:** Requires significant thinking and decision-making rather than movement. 1. **Examples: **playing chess, understanding rules and strategies in soccer and field hockey. 3. **Perceptual Skill:** Involves interpreting sensory information to make decisions. 1. **Examples:** reading the green in golf, assessing a rock face before climbing. ### Ability vs. Skill: [ebf6644d91e1] 1. **Ability** is **innate** and **inherited (perceptual & motor attributes).** 2. **Skill** is **learned** through **practice with a specific goal.** 3. **Types of Abilities:** 1. **Perceptual-motor abilities: **helps process information on movement (e.g., tennis player’s coordination for a forehand). 2. **Motor abilities: **relate to physical movement (e.g., speed & strength for a 100m sprint). 4. **Key Formula:** 1. To perform skillfully, one must **possess the necessary abilities** and **select the correct technique** for the situation, represented in the formula: 1. **Formula:** **Skill = Ability + Selection of the Correct Technique** [{"_key":"818651ec2a66","_type":"block","asset":null,"children":[{"_key":"0669db86d0a40","_type":"span","marks":["strong"],"text":"Alex’s Success in Team Sports:"}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"45da2dcc4db9","_type":"block","asset":null,"children":[{"_key":"c194e716a70f0","_type":"span","marks":[],"text":"Excelled in football, basketball, rugby, and field hockey."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"f27d140ba87d","_type":"block","asset":null,"children":[{"_key":"40ce0410a2290","_type":"span","marks":[],"text":"Had "},{"_key":"40ce0410a2291","_type":"span","marks":["strong"],"text":"natural abilities"},{"_key":"40ce0410a2292","_type":"span","marks":[],"text":" well-suited for multiple sports."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"97422ed2d65c","_type":"block","asset":null,"children":[{"_key":"3735070636650","_type":"span","marks":["strong"],"text":"Key Natural Abilities (Motor & Perceptual-Motor) for Success:"}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"feb31d5772cc","_type":"block","asset":null,"children":[{"_key":"aa847f01acdd0","_type":"span","marks":["strong"],"text":"Motor Abilities:"},{"_key":"aa847f01acdd1","_type":"span","marks":[],"text":" Strength, speed, agility, coordination, balance."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"b3062d296760","_type":"block","asset":null,"children":[{"_key":"6053544563300","_type":"span","marks":["strong"],"text":"Perceptual-Motor Abilities:"},{"_key":"6053544563301","_type":"span","marks":[],"text":" Reaction time, spatial awareness, decision-making, hand-eye coordination."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"}] [{"_key":"56887bfc2225","_type":"block","asset":null,"children":[{"_key":"c20934df81f5","_type":"span","marks":["strong"],"text":"Reflection Questions:"}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"3ef6e6bf5e90","_type":"block","asset":null,"children":[{"_key":"39a6cacfa34d","_type":"span","marks":[],"text":"What "},{"_key":"203a66dadf36","_type":"span","marks":["strong"],"text":"natural abilities"},{"_key":"279c60b9dd27","_type":"span","marks":[],"text":" helped Alex succeed in these sports?"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"539d20ccc119","_type":"block","asset":null,"children":[{"_key":"f674a2d81538","_type":"span","marks":[],"text":"What "},{"_key":"c80d4d9d23ee","_type":"span","marks":["strong"],"text":"abilities do you have"},{"_key":"44c64ac44dab","_type":"span","marks":[],"text":" that contribute to success in your chosen sport?"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"}] ### Principles of Skill Learning [150900603f9b] An **action **that occurs at a** particular time **but **does not necessarily indicate skill mastery. ** A lasting improvement in performance through **consistent practice**. 1. Performance is **transitory**, meaning it **varies from attempt to attempt**. 1. **Example**: A beginner golfer may sink a putt by chance, but this does not indicate mastery. 2. Learning is evident when a skill can be performed **consistently and accurately**. 1. **Example**: An experienced golfer's putts are **clustered around the hole**, demonstrating learned precision. ## Factors Contributing to Inter- and Intra-Individual Differences in the Rate of Learning [fe18fbbb43ac] ### 1. Physical Demands [e1529b9753ea] 1. Some skills** require a certain level of physical ability that individuals may not have yet.** ### 2. Physical Maturation [0fe43bb78911] 1. An individual may be **physically mature** but still lack the **fitness level** required for a task. 2. In such cases, **physical training** is needed before skill acquisition ### 3. Motivation [4358196f2a47] 1. The **most important factor** affecting learning. 1. A learner must have a **desire** to improve. 2. Motivation is **closely linked to physical maturation**, as individuals tend to learn when they **feel ready**. ### 4. Readiness for Learning [eff5acb18faf] 1. Learners generally recognize when they are **prepared** to acquire a new skill. [{"_key":"fcc4b4cf174e","_type":"block","asset":null,"children":[{"_key":"b8d26a09d74d0","_type":"span","marks":["strong"],"text":"Strength Training in Football"},{"_key":"b8d26a09d74d1","_type":"span","marks":[],"text":" – A teenage football player may want to lift heavy weights to improve their game but may lack the necessary muscle development. They need both physical strength and motivation to train effectively."}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"526a2266b810","_type":"block","asset":null,"children":[{"_key":"b8d26a09d74d2","_type":"span","marks":["strong"],"text":"Gymnastics Progression"},{"_key":"b8d26a09d74d3","_type":"span","marks":[],"text":" – A young gymnast may be motivated to perform advanced flips like their older teammates. However, they must wait until their muscles, balance, and flexibility develop enough to safely execute the skill."}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"938b4bde0112","_type":"block","asset":null,"children":[{"_key":"b8d26a09d74d4","_type":"span","marks":["strong"],"text":"Swimming Endurance"},{"_key":"b8d26a09d74d5","_type":"span","marks":[],"text":" – A child may have the technical ability to swim but lacks the motivation to practice regularly. Until their motivation aligns with their capability, they may struggle to improve their endurance."}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"}] ## Approaches to Motor Learning [41117790b18f] ### Competing Models of Motor Learning [4b4b0ffc309f] 1. **Information Processing Model:** Based on** schema theory,** which emphasizes **cognitive processing in learning motor skills.** 2. **Ecological Model: **Rooted in **ecological dynamics theory,** focusing on how **individuals interact with their environment to learn movements.** ### Traditional Linear Pedagogy [7f72c10d995a] Linear pedagogy is a structured, step-by-step teaching approach that follows a **sequential progression** in skill development. It is based on **information processing theory**, where learners move through distinct stages of learning (cognitive, associative, and autonomous) in a **predictable and systematic order**. 1. Follows the **information processing theory** of learning. 2. Learning progresses **linearly** through cognitive stages **(cognitive → associative → autonomous).** 3. As movement proficiency improves, **cognitive processing demands decrease** during performance. 4. Skills should be **broken down into simple components** for effective learning. 5. Characterized by a **teacher-centered approach**, where instruction is structured and guided. ![](https://cdn.sanity.io/images/w7j7fz60/production/84e3b0da1dc2c85e912df8b40e22c396350a5329-1030x774.png) [{"_key":"249498ba3141","_type":"block","asset":null,"children":[{"_key":"dbb57bf903660","_type":"span","marks":["strong"],"text":"Sensation & Sensory Input"}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"b5ef28f5f141","_type":"block","asset":null,"children":[{"_key":"f862040737720","_type":"span","marks":[],"text":"Senses relay environmental information to the brain, which interprets it based on past experiences."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"65a94a49f81f","_type":"block","asset":null,"children":[{"_key":"e6e56c2f81620","_type":"span","marks":[],"text":"Information is stored in long-term memory (LTM)."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"73f692b59574","_type":"block","asset":null,"children":[{"_key":"737901a7637b0","_type":"span","marks":["strong"],"text":"Types of sensory receptors:"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"d94c8f13fd38","_type":"block","asset":null,"children":[{"_key":"af67967f04cf0","_type":"span","marks":["strong"],"text":"Exteroceptors:"},{"_key":"af67967f04cf1","_type":"span","marks":[],"text":" Detect external stimuli (e.g., vision, hearing)."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"a736b16e9ba9","_type":"block","asset":null,"children":[{"_key":"c519207dacb90","_type":"span","marks":["strong"],"text":"Interoceptors:"},{"_key":"c519207dacb91","_type":"span","marks":[],"text":" Detect internal body states (e.g., vestibular apparatus for balance, muscle spindles for limb positioning)."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"21270e88f908","_type":"block","asset":null,"children":[{"_key":"ea42360bd32e0","_type":"span","marks":["strong"],"text":"Signal Detection Theory (Swets, 1964)"}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"b9674fbc734f","_type":"block","asset":null,"children":[{"_key":"6bc6ec4d84980","_type":"span","marks":[],"text":"Individuals process over 100,000 pieces of information per second."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"58500b8aed9d","_type":"block","asset":null,"children":[{"_key":"c2aec4ed7c8e0","_type":"span","marks":[],"text":"Differentiating relevant information (\"signal\") from background noise is crucial."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"bf5bcabd8eff","_type":"block","asset":null,"children":[{"_key":"27999c51bfe90","_type":"span","marks":["strong"],"text":"Noise"},{"_key":"27999c51bfe91","_type":"span","marks":[],"text":" can be external (crowd sounds) or internal (self-doubt, stress)."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"5a7471745451","_type":"block","asset":null,"children":[{"_key":"4fd1eef99d400","_type":"span","marks":[],"text":"The probability of detecting a signal depends on:"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"f2aee8cc3626","_type":"block","asset":null,"children":[{"_key":"a688f27e4bbc0","_type":"span","marks":["strong"],"text":"d' (d-prime):"},{"_key":"a688f27e4bbc1","_type":"span","marks":[],"text":" Sensitivity to a signal, influenced by sensory efficiency and past experiences."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"08c1a595242f","_type":"block","asset":null,"children":[{"_key":"dfad242a1bdd0","_type":"span","marks":["strong"],"text":"C (criterion):"},{"_key":"dfad242a1bdd1","_type":"span","marks":[],"text":" Bias in detection, influenced by arousal level:"}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"7272c862fabd","_type":"block","asset":null,"children":[{"_key":"694bcffc86bd0","_type":"span","marks":["strong"],"text":"Low arousal → signal missed (error of omission)."}],"level":4,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"b84bf420232b","_type":"block","asset":null,"children":[{"_key":"9747dec267b70","_type":"span","marks":["strong"],"text":"High arousal → perceiving a signal when none exists (error of commission)."}],"level":4,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"34d3495b775d","_type":"block","asset":null,"children":[{"_key":"eab787a9396c0","_type":"span","marks":[],"text":"Signal detection can improve with optimal arousal and selective attention."}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"e0542eaa79b4","_type":"block","asset":null,"children":[{"_key":"11ee4a7e3c770","_type":"span","marks":["strong"],"text":"Memory and Attention"}],"level":1,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"2f2fc607a763","_type":"block","asset":null,"children":[{"_key":"77073936c1a30","_type":"span","marks":["strong"],"text":"Short-Term Memory (STM):"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"bc0372445dd3","_type":"block","asset":null,"children":[{"_key":"a310323df1a50","_type":"span","marks":[],"text":"Information is lost within 10 seconds unless rehearsed."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"912b98175553","_type":"block","asset":null,"children":[{"_key":"4b09359f6b5a0","_type":"span","marks":[],"text":"Miller (1956) proposed STM holds 7±2 bits of information."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"a87b6b6d2037","_type":"block","asset":null,"children":[{"_key":"b303b3b8f0cc0","_type":"span","marks":["strong"],"text":"Long-Term Memory (LTM):"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"2e6d51db6b8b","_type":"block","asset":null,"children":[{"_key":"537318ff98bf0","_type":"span","marks":[],"text":"No storage limit but may have retrieval issues."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"27a8de7b883a","_type":"block","asset":null,"children":[{"_key":"f15122877a1c0","_type":"span","marks":["strong"],"text":"Selective Attention:"}],"level":2,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"484f090ade24","_type":"block","asset":null,"children":[{"_key":"80eef7b51dc10","_type":"span","marks":[],"text":"Filters relevant information from the environment."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"515662f6d291","_type":"block","asset":null,"children":[{"_key":"6dd7a24c54d10","_type":"span","marks":["strong"],"text":"Single-channel theory (Welford, 1968):"},{"_key":"6dd7a24c54d11","_type":"span","marks":[],"text":" We can process only one task at a time."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"5769aadddf4f","_type":"block","asset":null,"children":[{"_key":"f55aa1b40e660","_type":"span","marks":["strong"],"text":"Wickens (1980):"},{"_key":"f55aa1b40e661","_type":"span","marks":[],"text":" We can multitask if the tasks involve different brain areas."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"5ce5ab8963db","_type":"block","asset":null,"children":[{"_key":"3735d9073fc40","_type":"span","marks":["strong"],"text":"Broadbent (1956):"},{"_key":"3735d9073fc41","_type":"span","marks":[],"text":" All information enters STM, but we only attend to selected stimuli."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"},{"_key":"ad7d911d57ef","_type":"block","asset":null,"children":[{"_key":"db6b083f51750","_type":"span","marks":[],"text":"Selected stimuli are compared with LTM to aid decision-making."}],"level":3,"listItem":"bullet","markDefs":[],"style":"normal"}] ### Non-Linear Pedagogy: A Flexible and Adaptive Approach to Motor Learning [block_0] **Non-linear pedagogy** is a modern approach to teaching motor skills, grounded in the principles of **ecological dynamics**. 1. Developed based on **ecological dynamics** approach. 2. Encourages **exploratory learning** and **individualized movement solutions**. 3. Skills should be practiced in **realistic performance contexts** to capture dynamic learning. 4. **Teachers modify constraints** (individual, task, environmental) to facilitate learning. 5. Involves a **learner-centered approach**, allowing athletes to develop skills through exploration. [{"_key":"block_5","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDTwT","_type":"span","markDefs":[],"marks":[],"text":"Think of non-linear pedagogy as a coach setting up a game-like scenario and allowing players to discover solutions on their own, rather than prescribing every move."}],"markDefs":[],"style":"normal"}] ### Key Concepts of Non-Linear Pedagogy [block_6] ### 1. Ecological Systems Theory [block_7] 1. This theory views learning as a dynamic interaction between the **individual** and their **environment**. 2. It emphasizes the role of **perception-action coupling**, where athletes continuously adapt their movements based on environmental cues. [{"_key":"block_12","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDU0N","_type":"span","markDefs":[],"marks":[],"text":"A basketball player perceives a gap between defenders and adjusts their dribbling to exploit it."}],"markDefs":[],"style":"normal"}] ### 2. Dynamical Systems Theory [block_13] 1. This theory explains how complex systems (like the human body) **self-organize** to produce coordinated movements. 2. It highlights the concept of **degrees of freedom**, referring to the many ways the body can move. [{"_key":"block_18","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDU4H","_type":"span","markDefs":[],"marks":[],"text":"A tennis player adjusts their stroke based on the ball's speed and spin, using multiple joints and muscles in harmony."}],"markDefs":[],"style":"normal"}] ### 3. Performance Variability [block_19] 1. Unlike traditional approaches that seek **consistency, non-linear pedagogy values variability as a tool for learning.** 2. Practicing under **different conditions helps athletes develop adaptable skills.** [{"_key":"block_24","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDU8B","_type":"span","markDefs":[],"marks":[],"text":"A soccer player practices shooting with varying angles, distances, and defensive pressure."}],"markDefs":[],"style":"normal"}] ### 4. Self-Organization [block_25] 1. Athletes naturally find** efficient solutions to movement challenges without explicit instructions.** 2. This process is influenced by **personal**, **task**, and **environmental constraints**. [{"_key":"block_30","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDUC5","_type":"span","markDefs":[],"marks":[],"text":"A skier adjusts their body position based on the slope's steepness and snow conditions."}],"markDefs":[],"style":"normal"}] ### 5. Constraints-Led Approach [block_31] 1. Coaches manipulate constraints to guide learning: 2. **Individual constraints**: Height, strength, or fatigue. 3. **Task constraints**: Rules, equipment size, or goals. 4. **Environmental constraints**: Weather, surface type, or crowd noise. [{"_key":"block_38","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDUFz","_type":"span","markDefs":[],"marks":[],"text":"In basketball, reducing the hoop size forces players to focus on precision."}],"markDefs":[],"style":"normal"}] ## Practical Applications of Non-Linear Pedagogy [block_39] ### 1. Designing Representative Learning Environments [block_40] 1. Practice should** mimic real-game conditions** to enhance skill transfer. [{"_key":"block_44","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDUJt","_type":"span","markDefs":[],"marks":[],"text":"A tennis player practices on outdoor courts to account for wind and sunlight, preparing for tournament conditions."}],"markDefs":[],"style":"normal"}] ### 2. Encouraging Exploration and Problem-Solving [block_45] 1. Athletes are given **freedom to discover solutions, fostering creativity and adaptability.** [{"_key":"block_49","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDUNn","_type":"span","markDefs":[],"marks":[],"text":"A soccer coach sets up small-sided games with uneven teams to challenge decision-making."}],"markDefs":[],"style":"normal"}] ### 3. Emphasizing Contextual Learning [block_50] 1. Skills are taught within the** context of the sport, rather than in isolation**. [{"_key":"block_65","_type":"block","asset":null,"children":[{"_key":"JdGgvq3N7DvO0fkp5fDUt1","_type":"span","markDefs":[],"marks":[],"text":"How does non-linear pedagogy challenge traditional views of teaching and learning? Can this approach be applied beyond sports, such as in education or problem-solving?"}],"markDefs":[],"style":"normal"}]