Skill acquisition is the area of sports psychology concerned with how athletes learn and retain new skills. This includes defining abilities and skills, theories of learning, motor programs, and schema theory.
Having a good understanding of how the mind works and people learn can help improve your own sports performance, especially learning new techniques as well as being beneficial for coaching and teaching others.
This section looks at memory, it’s stores and methods to improve memory. (Equivalent to UK A Level Physical Education). Without memory, information processing and skill learning are not possible. Here we explain how memory works when learning new sports skills and techniques.
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A motor program is a series of subroutines organized into the correct sequence to perform a movement. It is stored in the long term memory and retrieved when we need to perform the skill.
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This section looks at the different teaching styles and forms of guidance (Equivalent to UK A Level Physical Education). The styles of teaching that an instructor, coach or teacher adopts depends upon their own personality and ability, the activity and skill being taught, the learner’s ability, motivation, age, and the learning environment.
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The section will look at various information processing models from the basic model to Whitings model. Also covered are Hicks Law, factors affecting Reaction time, Single Channel Hypothesis and Psychological Refractory Period. When we are performing a skill, many decisions must be made.
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This section looks at the different methods used in teaching and varying ways of practicing a new skill (Equivalent to UK A Level Physical Education). Here we explain instructing, demonstrating, applying & confirming as well as fixed, massed, variable, part and progressive part teaching methods.
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This section looks at different learning theories, the different types of feedback and Learning Plateaus. Theories include Operant Conditioning, Insight Learning, and Bandura’s Observational Learning. In order to produce a successful response to a problem, the athlete must find a solution.
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This section looks at the different forms of transfer. Practical examples of their uses are also included. (Equivalent to UK A Level Physical Education) Learning or regularly performing a skill can affect, either positively or negatively, the learning of a second skill.
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This section describes the difference between abilities and skills, skill continuums, and their uses in a practical context. Abilities Your ability is the skills and qualities which make it possible for you to achieve a task.
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This section looks at the three stages of learner and descriptions of the tasks performers are expected to do at each stage. (Equivalent to UK A Level Physical Education) “Learning may be considered to be the more or less permanent change in performance associated with experience” Knapp (1973).
Read more on Phases of learning.