These are performed in an unpredictable environment where there are many variables and they are generally externally paced.

Where the skill is automatic, no conscious thought needed, the athlete develops anticipation skills, focus on tactics, can detect own errors and adjust

Altering the difficulty of the skill, field Size, rules, or number of opponents to enhance learning is known as…

The stage of a Movement Analysis where you provide strategies to improve the skill such as modelling, altering apractice and modifying equipment

is information about the outcome of a movement eg. How much spin a ball had or whether it went through a goal.

Involves more frequent training sessions that go for a shorter period of time.

The stage of learning where an athlete is beginning to refine technique, become more consistent, identify causes of errors, improvements become more gradual and they begin to use it in game situations

where learners are told what to do and how to do it. The coach provides frequent feedback.

Factors that effect how quickly or how well individuals will learn motor skills. Eg. Peers, Role-models, Access to coaches, SES

Practicing the same skill continually without changing to a different task.

An athlete trying to understand the movement required, they ask lots of questions, performance is inconsistent & unrelaxed, they will often be unaware of how to correct mistakes but show quick improvement.

Factors (Age, Gender, Fitness, SES, level of experience.) that can effect how well or how fast a skill is learned.

Are the building blocks that will enable us to develop more sport specific skills. Eg. Jumping, Catching, Throwing, Running etc.

The stage of a Movement Analysis where you gather information about the performance, observe the athlete.

Feedback an athlete can obtain for themselves eg. Visual, Auditory, Proprioception, touch.

I am a single movement with a distinct start and finish eg: tennis serve.

are delicate and precise movements, often involves smaller muscles.

Is information about how a skill was performed. eg. The position of their hands on a ball or how high your knee was.

The stage of a Movement Analysis where you learn about the skill, player and caoching approaches.

Problem solving approach to learning that involves changing a constraint to encourage certain skills or behaviours.

The stage of a Movement Analysis where you identify strengths and weaknesses of the performance and select an approiate approach to improve the performance

Several discrete skills performed in a sequence that creates constant performance eg: gym routine

The varied sequencing of different skills at the same time/ in the same training session.