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Chapter 16

Specialized Movement Skills

© Gallahue, D.L., & Ozmun, J.C.. Understanding Motor Development.

McGraw-Hill

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Key Concept

The 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 Movement Skills Mature fundamental skills that

have been refined & combined (figure 16.1)

Developmental potential vs. developmental reality

The “proficiency barrier”

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Developmental Sequence of Specialized Movements

Transition Stage (first attempts at refining & combining fundamental movement patterns)- Interest is high, ability is limited - Focus shifts from process to product- A “getting the idea” period

Application Stage (attempts to refine & apply specialized skills)- Emphasis on improving proficiency- A “practice” period- More complex skills refined

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Developmental Sequence (cont.)

Lifelong Utilization Stage (self selection of limited number of physical activities)- Lifetime activity choices (determined by interests, abilities, ambitions, availability) - A “fine tuning” stage- Regular participation in daily living, recreational, or competitive settings

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Youth Sport Sport is big (20-35 million kids) Sport skills in competitive

settings (figures 16.2-16.9) Sport skills in non-competitive

settings Knowing the learner

(accommodating for individual differences)

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Cues to Teaching a New Movement Skill

Identify the type of skill (open or closed; gross or fine; discrete, serial or continuous; stability, locomotor or manipulative)

Establish appropriate practice environments based on skill type

Introduce externally paced activities under internally paced conditions first

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Cues to Teaching New Movement Skills (cont.) As skill increases in externally

paced skills, introduce situations requiring responses to sudden & unpredictable cues

Strive for consistency, duplication & elimination of environmental influences for internally paced activities

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Cues to Teaching New Movement Skills (cont.) During the early stages, help

learner “think through” the skill As skill develops, help the

learner “screen out” unnecessary cues

Know & respect the cognitive state of the learner & her/his learning goals

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Levels/stages of Learning a New Movement Skill

Fitts & Posner’s three stage model (focus is on the learner’s cognitive state)

- Cognitive stage (conscious mental plan)

- Associative stage (associates environmental cues with task requirements)

- Autonomous stage (habitual performance)

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Levels/stages of Learning a New Movement Skill (cont.)

Gentile’s two stage model (focus is on the learner’s goals)

- Getting the idea stage (learner has a basic awareness of task requirements)

- Fixation/diversification stage (learner strives for consistency & adaptability in performance)

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Combining Levels and Stages of Skill Learning The combination model of skill

learning focuses on the:- Cognitive state of the learner

(Fitts & Posner)- Goals of the learner (Gentile)- Role of the instructor (Gallahue)

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Levels and Stages of Learning a New Movement Skill (Table 16.10)

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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Changing a Well Learned but Incorrect Technique 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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Fostering Improvement Movement control (in the phases

& stages of motor development & categories of movement)

Emotional control (understanding & respecting self & others through movement)

Learning enjoyment (intrinsic motivation for skill acquisition)

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Concluding Concept

Acquiring Specialized Movement Skills Is a Learning As Well As a

Developmental Process Requiring Knowledgeable Instructors in the

Form of Parents, Teachers, Coaches, and Therapists