The learning environment

-The environment is anything external of the learner that may have a positive or negative affect on the learning process.
-Nature of the skill:
-open/closed:
Open -skills performed in an environment that is changing and unpredictable
  -makes tasks more difficult as the learner must adapt to changes through manipulation of technique
  -can cause frustration, distraction and indecision
Closed -skills performed in a stable and predicable environment
-easier due to less distractions
Activities are not always 100% open or closed; so a continuum is appropriate when judging the nature of the skill.
-gross/fine:
Gross motor skills: -require the use of large muscle groups
  -usually found in team/competitive/endurance activities
Fine motor skills: -require the use of small muscle groups
  -found in activities with little movement (catching a ball/darts)
Activities are not always either based on just gross/fine; so a continuum is appropriate when judging the nature of the skill.
-discrete/serial/continuous:
Discrete: -distinct beginning and end
  -e.g. throwing a ball; starts with putting your arm back and aiming, and ends with a jolting motion forward
Serial: -a sequence of smaller movements that are assembled to make a total skill
  -e.g. making a kick; firstly putting the ball on the matt, getting up, taking steps back, running up and (lastly) kicking the ball
Continuous: -have no distinct beginning or end
  -e.g. swimming

-self paced/externally paced:
Self-pased: movements for which the performer determines the timing and speed of execution; e.g. kicking a ball between posts
Externally-paced: movements which an external source controls the timing; e.g. rhythmic gymnastics

-The performance elements:
Teaching and coaching strategies that emphasise the game centred approach (focusing on the game as a whole, instead of just skills. Integrated thinking and learning,) provide the opportunity to develop performance elements. Coaches must take advantages of 'breaks' to use this.
-decision making:
-best developed through making decisions in performance-like situations
-the rules, conditions and team strategies must considered
-productive decision making is achieved through:
-observation (of demonstrations)
-questioning
-whole, part and whole-part approach (a gradual learning of the game strategy by breaking it down
-variation (in scenarios for possible outcomes)
-creativity (thinking of options in groups)
-strategic and tactical development:
-what we play, where we should be and when and what to do
-is built from:
-technical efficiency (correct technique and consistency)
  -understanding (prior to game)
  -skill execution
-tactical awareness- taking opportunities against an opponents. This is developed through match-like situations where players identify situations, see options and make decisions

-Practice method:
-massed/distributed:
Massed: -a continuous practice session, with more time practicing than resting
-this is best for highly motivated people, new learners and people who aren't available to train often
Distributed: -(spaced practice) involves practicing for shorter time than what is spent on alternate activities or resting
-works best for people who lack interest, find the task difficult or tiring, find discomfort in performing the task for too long
-whole/part:
Learners find it difficult performing a set of movements while also focusing on the smaller actions. So coaches teach using part, whole or both methods
Whole: -when a skill is practiced in its entirety
Part: -when a skill is broken down into smaller components and each discrete skill is practiced separately; e.g. teaching to dribble, pass and shoot in basketball
  -most suitable for complex and new skills
Some coaches teach whole, part then whole again; although techniques vary.

-Feedback:
-D: information given to a learner about the result of their performance.
-it is essential because it:
-offers tips/different ways to perform unsuccessful movements
-offers slight modifications to improve performance
-encourages repetition if successful
-input > process (feedback) > output
-internal/external:
Internal: -feeling and sensory information about the action (such as seeing a ball and hearing a bounce) that is experienced during the performance
  -proprioceptive mechanisms (sense) eventually develop a kinaesthetic sense which helps detect error
External: -comes from external sources such as coaches, crowds, videos and race results
  -augmented feedback isn't given immediately after performance but some time after to prove a point or show progress; e.g. watching a video
-concurrent/delayed:
Concurrent: -received during performance
  -is relayed throughout the body by the proprioceptive mechanism
  -someone doing a headstand must constantly rely on feedback to maintain balance
Delayed: -received after performance
  -the success of shooting a basketball is determined after the throw,if the ball goes through the hoop

The two varieties of feedback:
-knowledge of results:
-information about the outcome of a movement
-how successful
-always from external sources
-e.g. time run in a 5km race
-knowledge of performance:
-information about the pattern of the movement during execution
-can be from external sources or internal
-e.g. coaches yelling at MMA fighters during performance/ how the performer thinks they performed based on their knowledge and opinion.

Feedback works best when positive and immediate. Reinforcing success is encouraged.
Frustration is caused when the coach and athlete have contrasting views on how the movement should be carried out; the performer may think of success while their coach strives for more improvement.

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PDHPE (Factors Affecting Performance) Notiz am How does the acquisition of skill affect performance - NOTE, erstellt von shaycrystal4 am 01/02/2014.