Hierarchical Organization
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Transcript of Hierarchical Organization
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Hierarchical Organization
A skilled act may be thought of as following a hierarchical organization pattern, whereas an unskilled act lacks such organization
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Skill Phases
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Preliminary movements • get ready for skill o footwork, balance, posture,
“ready stance”
Phase 1
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Phase 2
Back-swing or recovery movements • take place just before force-producing
movements, prepping body for force o i.e. back-swing in badminton or golf
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Phase 3
Force-producing movements • executed to produce force for impact or
propulsion o i.e. forward swing of leg in soccer kick
or of arm and stick in hockey slap shot
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Phase 4Critical Instant
• point that determines how effective execution of a skill is ultimately going to be o i.e. when foot hits ball in soccer shot, tennis racket
hits ball in backswing or hand hits volleyball in serve
• Cannot make any adjustments at critical instance to alter its effectiveness, must make changes beforehand
• Passes so quickly that it is almost unobservable (but possible using videotape analysis)
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Phase 5Follow Through • Takes place after critical instant. Crucial to
a skill being completed successfully o i.e. basketball jump shot (follow through
with hand in “cookie jar”• it slows body parts down and is
therefore important in preventing injuries that can occur when abruptly stopping.
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Classification of Skills
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• Possible classification systems: team vs. dual vs. individual; summer vs. winter, etc.
• A more comprehensive classification of motor skills:– According to the effects of environment on learning
and executing skills
Possible classification systems: team vs. dual vs. individual; summer vs. winter
A more comprehensive classification of motor skills:– According to the effects of environment on
learning and executing skills
Closed skills Open skills
Stable & predictable environment
Variable & unpredictable environment
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Closed Skills
• performed under constant, relatively unchanging conditions
• the movement form itself is often the goal of the skill
o e.g., gymnastics routines
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Teaching Strategies for Closed Skills
• Goal: stereotyped movements that consistently produce the desired response
• Strategy: learning environment structured so that the desired response will occur
• Repeating the selected movement pattern consistently without allowing external influences to affect the performance– e.g., noise
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Open Skills
• Environments are continually changing and require performers to adjust and respond to the environment around them
• Responses cannot be made effectively far in advance
• Demand the capacity to adapt, anticipate, and be flexible in responses
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Teaching Strategies for Open Skills
• The learning environment should closely approximate the environment in which the skill will take place
• Learners should exercise variability and adaptability and different scenarios that approximate real environment
• Learners may be wise to identify patterns in the environment that provide information about the movement of objects and players
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Open-Closed Continuum
Open skills Closed skills
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Learning Progression For Open Skills Along the Open-Closed Continuum
• Start learning with making the skill more closed (e.g., one pitch speed)
• Once a certain level of proficiency has been achieved, make the skill more open (e.g., live pitch)
o i.e., remove a component of uncertainty of the skill in order to simplify its overall execution
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Enhancing Your Learning Potential
• Clear understanding of:– Anatomical structures in limiting human
movements– Biomechanical principles affecting movement– How the body moves most efficiently– Where our energy comes from– How to maintain healthy, injury-free body– etc.