Tactics, technique and skills training

What is a skill?
 Skill is an athlete's ability to choose and
perform the right techniques at the right
time, successfully, regularly and with a
minimum of effort.
 Athletes use their skill to achieve athletic
objectives e.g. sprinting a 10.0 second 100
metres. Skill is acquired and therefore has
to be learned.

Types of skills
 Cognitive - involves thought processes
 Perceptual - involves interpretation of information
 Motor - involves movement
 Psychologists have categorised human behaviour into three
broad domains:
 Cognitive skill (knowing) - know and understand the vital
aspects of the sport
 Affective behaviour (feeling) - success at the sport depends on
mental attitude and developing psychological skills to cope
with stress
 Psychomotor skill (doing) - excellence in sport requires the
execution of precise, fluent and effective movement patterns
which require the combination of perceptual and motor skills


What is Technique?
 Techniques are the basic movements of any sport
or event.
 e.g. a block start in a 100 metre race is a
technique. We combine a number of techniques
into a pattern of movement e.g. triple jump -
running and then the hop, step and jump phases

Characteristics of Technique
 Theoretical Model complete in itself
 Technique is dynamic and changes with time
,practice and new scientific innovations
 Developed through practice
 Help of gadgets the technique can be objectified
 Rules & regulations of a sport affect further
development of technique
 Acquisition of technique depends on level of
motor components, especially the quality of
coordination.

Technique – Skill & Style
 Technique is a scientific and economical
method to attain high sports performance .
 Theoretical Model
 Technique is defined as motor procedure for
tackling a motor task. Technique or Motor
procedure which should be followed to tackle
a certain motor task.
 Models of technique are based on the actual
motor procedures followed by the top level
sports men.

Technique Model
Procedure
Style A Style B Style C Style D

Four Basic Consideration
s…….
Step1- In each sport certain tasks have to be fulfilled
or tackled during competitions. The best motor
procedure for completing the tasks needs to be
performed .
Step-2- After determining the technique or motor
procedure –actual Motor action to be performed
Step-3 Ways and means by which motor
coordination is refined and perfected
Step -4 Ways and means of organizing and
implementing technique training so that learning
takes place faster

What is ability?
 Ability is the make up of an athlete that we
inherit from our parents. Abilities underpin and
contribute to skills.
 Abilities can be essentially perceptual,
essentially motor or a combination of both. Most
abilities to do with action are a combination and
are referred to as psychomotor abilities.
 Now there is no definitive list of psychomotor
abilities.

 Stallings (1982)[1] identified the following psychomotor
abilities: Muscular power and endurance, flexibility,
balance, coordination and
differential relaxation (selective adjustment of muscle
tension).
 Fleishman (1972)[1] identified the following nine
psychomotor abilities (referred to as gross motor
abilities): Extent flexibility, dynamic flexibility, explosive
strength, static strength, dynamic strength, trunk
strength, gross body coordination, gross body
equilibrium and stamina.
 If you are of average height, strong, good coordination
and have an abundance of fast twitch fibres in your
legs then you have the natural ability to be a sprinter.

 Relationship between skill, ability
and technique
SKILL = ABILITY + TECHNIQUE

FRAMEWORK OF MOTOR SKILLS FOR DEVELOPMENTAL LEVELS
Body Management Competence
Fundamental Skills
Specialized Skills

Process of Motor Skill
Acquisition
 Motor learning is the study of processes
people go through as they acquire and refine
motor skills.One must also consider the
variables that promote or inhibit the
acquisition of these skills.In 1967,Fitts &
M.Posner presented the theory “The Process
of Learning Motor Skills”.This theory
continues to be referred to by the Sports
Researchers today.It proposes that everyone
goes distinct stages when learning a motor
skill.

 The Motor skill Acquisition process is
associated with the three stages:
 Cognitive phase: identification and
development of the component parts of the
skill
 Associative phase: linking the component
parts into a smooth action
 Autonomous phase: developing the learned
skill so that it becomes automatic

Cognitive Stage (Pre-
Practice Stage )
This stages starts with the identification and development
of the component parts of the skill.
 You learn what is needed to perform a skill
 Frequent errors occur
 Attention to decisions and step by step procedures
 Have a high attention demand (Lots of thinking)
 Tend to perform the skill slowly.
 Requires lots of feedback (teacher/Peer/ Coach)

Implications for practice
 The best way to learn in the cognitive stage
 Have a skill demonstrated – ensures a
visual aid and mental picture (Whole Part
whole Method)
 The neuron in the motor- control section of
the brain respond .When an action is
observed .
 Allow time for practice and re-demonstrate
the skill
 Don’t overload the learner with information
and use short cues/words

Associative Stage (Refining Practice ):
 The associative stage is concerned with the
practice of motor skill at these stage learners
typically:
 Refine the accuracy and consistency of motor
skill
 There is a reduce number of errors
 Performer gradually gets more successful and
fluent
 Learner begins to make use of intrinsic or
kinaesthetic feedback
 Begin to pay attention to concurrent feedback
(during performance )

Implications for Practice
 This stage is normally longer than cognitive
 A stage of rapid improvement
 Skilled actions get smoother, more
accurate, better timed and more efficient
 Begin to use more complex and detailed
cues
 Learner performs & practice skills under a
variety of situations
 Practice competition like
setting/environment.


Autonomous Stage (Automatic stage)
 Some performers may only reach the autonomous
stage after many years of practice others may never
reach this stage. At the autonomous stage
performers exhibit :
 Sequencing and timing of the subroutines is
automatic and less conscious attention
 Process larger chunks of information that occurs
without their attention
 Performer analyzing on performance and adjust own
actions
 High levels of smoothness, efficiency, accuracy &
performed without stress in all the situations

Stages of Learning summarize
Stages of Learning Characteristics Attentional Demands
Cognitive (verbal)
Movements are slow,
inconsistent, and
inefficient
Large parts of the
movement are controlled
consciously
Considerable cognitive
activity is required
Associative
Movements are more
fluid, reliable, and efficient
Some parts of the
movement are controlled
consciously, some
automatically
Less cognitive activity is
required
Autonomous (motor)
Movements are accurate,
consistent, and efficient
Movement is largely
controlled automatically
Little or no cognitive
activity is required

Methods of Technical
Preparation:
 Presentation Method
 Demonstration
 Explanation
 Cooperative Method
 Task Method
 Observation Task
 Movement task
 Performance task
 Practice task
 Study task
 Assessment task

Tactical Training
Where end techinique and
where begins tactics

Tactical Preparation
 It is necessary to differentiate between two terms:
 strategy is understood as a pre-prepared plan of
actions in a specific competition
 the plan is defined by key strategy points (points in
competition when the athlete makes decisions
according to given strategy in so-called conflicting
situations)
 tactics further analyzes and shows possible
solutions of individual competition situations
(conflicting situations)
 focuses on practical implementation of these
situations within given plan (strategy)

Basic Tactical Conceptions
 Individual tactics
 Group tactics
 Team tactics
 offensive or attacking tactics
 defensive tactics
 High Performance tactics- for creating
records, keep up high intensities

 Implementing tactical actions is carried out on the
following axis:
 perception and analysis (situation occurence –
situation recognition – situation analysis)
 mental solution (solution proposal – solution
selection)
 movement solution (solution execution, feedback)
 Tactics is being solved within competition situations
which are characterized by conditions.
 We can differentiate between two types of conditions:
 fixed (sports ground, sports area, equipment etc.)
 changing (referee, audience, route, ball bounce
etc.)

Methods of Tactical Training
 1. Acquisition of Special tactical knowledge
Stage1 : Explanation of rules and regulations of
the game .
Stage 2: Description of playing system whereby
position in the game ,the functions of the
players are clearly indicated
Stage 3: Detailed analysis of the phases of
play.with critical analysis and review
Stage 4 : theoretical solution of tactical
exercises of different degrees of difficulty.

2. Consolidation of special tactical
Knowledge
a) Practicing the tactical action under simplified
situation of training
b) Practicing of diverse variations of the same
tactical action
c) Selection of the most appropriate variation of
tactical action while solving a set tactical task
in a training contest .
 tactical skills should be mastered under
competitive conditions in combination with
other elements of performance .

3.Development of Creative
Abilities
 Orientation Ability
 Differentiation Ability
 Intellectual Ability
 Emotional Ability

Tactics, technique and skills training

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