Lesson 1, Topic 1
In Progress

Techniques and skills

Observe the athletes skill several times and look for:

  • Correct moves are done at the correct time
  • Little visible effort, physiologically efficient
  • Unhurried, highly coordinated actions
  • Capable of speed and accuracy
  • Consistency and smoothness of movement
  • The desired results are achieved

Techniques are

  • basic building blocks of skilled performances
  • simply the most efficient way of solving a physical task
  • applied biomechanics »

Skills are

  • open or closed’
  • simple vs complex

What is a simple skill for one person may be a complex skill for another.

Stages of skill learning

Beginning stage

  • Thinking stage
  • Working out what to do

Intermediate stage

  • Learning stage
  • Trying out ways of doing it

Advanced Stage

  • Performing the skill

The beginning stage

The coach’s role:

  • Briefly talking about the skill to be learned
  • Demonstrating and explaining the skill
  • Using a teaching method that allows the beginner to perform the skill well enough to begin practising it

The Intermediate Stage

Developed by regular practice

  • enrich the motor programme that was initiated in the beginning stage •
  • by doing: motor density to be organised by the coach.

Athletes need to

  • be motivated to learn
  • to know if what they are doing is correct.

To have a correct feedback

There is not set timetable for the intermediate stage.

The Advanced stage


  • are able to maintain a high level of performance
  • Variation of competition-like environments.
  • have a good understanding
  • feel’ their skills («inner eye» kinesthetic feedback)
  • are able to evaluate themselves more effectively
  • are confident

Advanced stage is also depending on

  •   Speed
  •   Strength

Process of learning cannot be seen directly

Skill learning is assessed by

  • Observing changes in skill performance
  • Competition: improved skill = improved performance

Skill learning is a continuous process of 3 stages:

  • Beginning
  • Intermediate
  • Advanced

Learning a new skill involves combining previously learned movement patterns with new movement patterns

Learning creates a motor program, a set of instructions for performing the new skill.

The main concern of teaching during the beginning stage is to communicate in general terms how to perform the new skill such that the motor program may begin to develop

The main concern of teaching during the intermediate stage of learning is to structure practice conditions and provide feedback that assists the development of the motor program

Motor density + Quality feedback = Motor Program

Motor Program developing Neuronal Variability

Learning by doing
“Motor Density”

Athletes proceed through the intermediate stage of learning developing a ‘’feeling’’ for the correctly performed skill

The main concern of teaching during the advanced stage

  • designing effective practice conditions
  • motivating athletes to continue to learn

Reaching the advanced stage of learning does not mean that skill learning is finished

  • limits are being approached
  • that learning must continue if the limits are to be reached