Classifying skills

Skills are placed on continua (sliding scales) rather than in fixed boxes. Two key ones:

• Basic ↔ complex — how much thought and decision-making is needed (jogging is basic; a tennis serve is complex).
• Open ↔ closed — how much the environment affects the skill. Open skills are affected by a changing environment (a pass in a match); closed skills happen in a stable, predictable setting (a free throw, a golf swing).

Open or closed?

Goal setting — SMART targets

Good goals keep performers motivated and focused. Use SMART targets:

• Specific — clear and precise, not vague.
• Measurable — you can check whether it is met.
• Achievable — within the performer's reach.
• Realistic — sensible for the person and their situation.
• Time-bound — has a deadline.

Why it works: "score more" is vague; "score 3 goals in the next 4 matches" is specific, measurable and time-bound, so progress can be tracked.

Which letter is missing?

Information processing & reaction

To act on a skill, the brain processes information in stages: input (take in information from the senses) → decision-making (choose the response) → output (carry out the movement) → feedback (use the result to improve next time).

Faster, more accurate processing comes with practice, which is why experienced performers react quicker and make better choices under pressure.

Arousal & the inverted-U theory

Arousal is the level of physical and mental readiness or "psyched up" state. The inverted-U theory says performance is best at an optimal (moderate) level of arousal — too little or too much both harm performance.

Skill matters: fine, precise skills (a snooker shot) need lower optimal arousal; gross, powerful actions (a rugby tackle) can tolerate higher arousal.

Inverted-U theory

Controlling anxiety

Too much arousal can tip into anxiety. Performers use techniques to bring arousal back to the optimal level:

• Deep breathing — slows the heart rate and calms the mind.
• Mental rehearsal / visualisation — picturing a successful performance.
• Positive self-talk — replacing negative thoughts with encouraging ones.

Types of feedback

Feedback is information about a performance, used to improve. Learn these pairs:

• Intrinsic (from within — how the movement felt) vs extrinsic (from outside — a coach or the crowd).
• Knowledge of results (the outcome — did the shot go in?) vs knowledge of performance (the quality of the technique).
• Positive (what went well) vs negative (what to correct).

Beginners rely more on extrinsic, positive feedback because they cannot yet judge their own movements. Experts use more intrinsic feedback.

Put each one in the right group

Tap each example of feedback, then tap the type it best fits.

Types of guidance

Coaches use four types of guidance to help learning:

• Visual — a demonstration or video to copy.
• Verbal — spoken instructions and cues.
• Manual — physically supporting the body (holding a gymnast in a handstand).
• Mechanical — using equipment (armbands, a harness for a somersault).

Type of guidance

Match each statement to its answer

Tap a term on the left, then its correct meaning on the right.

The big ideas to know

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