Individual v coactive interactive skill'

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Individual v coactive interactive skill.

• 2nd September 2008.

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Recap from last lesson

• The learned ability to bring about a
  pre-determined result with maximum certainty,
  often with the minimum outlay of time and energy.
• Cognitive
• Perceptual
• Motor Skill
• Perceptual Motor Skill

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• Most sports skills are Perceptual Motor Skills as
  they involve thought (cognitive), interpretation
  (perceptual) and movement (motor).
• Ability is the relatively stable, largely
  inherited characteristic that underpins and
  contributes to proficiency in a number of skills.

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• SKILL IS LEARNT, ABILITY IS INHERITED
• In order to perform a particular skill in sport
  we must learn the required technique.
• In order to learn the technique properly we must
  have the natural ability.
• SKILL ABILITY TECHNIQUE

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For example

• A Sprinter
• Natural ability Good reaction time (according to
  Fleishman's Taxonomy of Human Perceptual Motor
  Abilities, which states reaction time is the
  ability to respond rapidly to a stimulus when it
  appears).
• Skill Sprint Start

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Skill and Ability

• Individually make a list of the abilities
  required for the following activities using
  Fleishmans Taxonomy of Human Abilities.
• For each ability you have identified give a
  sports specific example of a skill which it
  facilitates.

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Individual, Coactive and Interactive Skills

• Skills that we perform in sport are varied.
• Sometimes we perform them alone
• Sometimes we perform with others
• Sometimes we perform alongside others

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Individual Skills

• Skills or activities that are performed in
  isolation.
• Where you are the only performer at a particular
  time.
• For example in a diving competition where you
  perform alone and are followed by another
  performer when you have finished. Other examples
  include high jump and long jump.

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Co-active Skills

• Skills / activities we perform at the same time
  as others but without direct confrontation.
• Where you can perform alongside others without
  having any direct physical influence over their
  performance.
• For example a 100m sprint, swimming

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Interactive

• Where other performers are directly involved.
• There is active opposition which can influence
  whether a performance is skilful.
• For example Rugby, football, netball.

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Links to other continuums.

• Individual and coactive skills require
  concentration and often involve the performance
  of a pre-learned routine.
• Interactive skills require more interpretation
  and the skills used will vary depending on the
  situation.
• Where might these skills lie on Knapp's Open /
  Closed continuum?

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Examples