Open skill, Skills that are more externally paced, have higher variability and lower predictability, Closed skill, Skills that are more internally paced, have lower variability and higher predictability, Gross skill, Use of larger muscle groups, often involving powerful, whole-body movements, Fine skill, Use of smaller muscle groups, often involving precise movements and manipulation using hands and fingers, Discrete skill, A skill with a clear beginning and end point, Serial skill, A combination of discrete skills linked together to form a specific sequence, Continuous skill, A skill that has no distinct beginning or end point, Linear theories of skill acquisition, Skill acquisition is viewed as occurring at a linear rate, progressing from basic movement patterns with minimal variability to more complex movements once mastery has occurred. The theory implies that the rate of learning is proportional to the amount of time spent practicing the skill and is associated with direct instruction., Non linear theories of skill acquisition, The acquisition of movement skills with a strong emphasis on exploratory behaviours that allow the development of individualised movement skills through the interactions between the individual, the task and the environment., Direct coaching approach, A coach-oriented instruction model where the individual is given direct instruction on skill execution (what to do) and tactical awareness (when to do it). Often used in initial skill development., Constraints based coaching approach, A discovery-based, learner-orientated model in which coaches facilitate learning of skill execution and tactical awareness within a modified game context. This occurs through the understanding and manipulation of constraints (task, individual and environment)., Confidence, A belief in oneself and their ability to be successful at a task/in sport., Motivation, A determinant/factor of behaviour that drives participation., Arousal, A psychological state of alertness and anticipation that prepares the body for action., Concentration, Ability to process information and perform a skill whilst maintaining attentional focus., Blocked practice, Each skill component is practiced repetitively as an independent block., Random practice, Skills practised in a random order without predictability., Massed practice, Each skill component is practised with little rest between activities or as a few longer sessions across a week., Distributed practice, Each skill component is practised with rest between activities or as shorter sessions throughout the week., Part practice, Subroutines of a skill are practised before combining them., Whole practice, Entire skill is practised., Intrinsic feedback, Feedback that comes from a participant’s internal senses., Augmented feedback, Feedback that comes from external sources., Knowledge of results, Feedback about the outcome of the skill performed., Knowledge of performance, Feedback about the technique of the skill performed., Cognitive stage, Stage of learning where a learner is first learning the skill, has an inability to self detect and correct errors and makes many errors, Associative stage, Stage of learning where there is greater consistency in performance, fewer erros, improved timing and coordination and improved ability to self detect and correct errors, Autonomous Stage, Stage of learning where low attentional focus required, smooth and coordinated movements with a strong ability to self detect and correct errors

Skill Acquisition

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