ACQUIRING MOVEMENT SKILLS
Classification of Motor Skills
and Abilities
Name: _______________________
Tutor Group:_______
AS PHYSICAL EDUCATION 2012/13
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BOOKLET 1 DTA
CLASSIFICATION OF MOTOR SKILLS AND ABILITIES
(developing an awareness of factors affecting
involvement in physical activity)
Learning Objectives
At the end of this booklet you should be able to:
Notes
Learning Objective
 Classify movement skills by placing them on a
variety of continua
 Describe methods of manipulating skills
practice to facilitate learning and improve
performance
 Evaluate critically these methods and their
effectiveness in the learning of movement skills
 Define and identify the characteristics of gross
motor abilities and psychomotor abilities
2
Learnt
As a sporting performer, you will have developed numerous skills and experienced a variety of
practice methods to refine those skills in a sporting situation.
Additionally in everyday life we have learned and developed a wide range of skills which we use
without consciously thinking about it.
Task 1
With a partner make a list of the following:
1. five skills that you use daily;
 ______________________________________
 ______________________________________
 ______________________________________
 ______________________________________
 ______________________________________
2. five skills commonly used in many sports (generic skills);
 ______________________________________
 ______________________________________
 ______________________________________
 ______________________________________
 ______________________________________
3. five skills required for a specific sport.
These need to be really specific skills that allow us to immediately know which sport you
are referring to.
SPORT: _____________________
 ______________________________________
 ______________________________________
 ______________________________________
 ______________________________________
 ______________________________________
Compare your lists with another pair. Discuss any similarities and differences .
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Task 2
Select two well known sports performers from different sports and list five words to describe the
athlete’s performance.
Sports Performer 1:______________________________
 _____________________
 _____________________
 _____________________
 _____________________
 _____________________
Sports Performer 2:______________________________
 _____________________
 _____________________
 _____________________
 _____________________
 _____________________
Now consider your own performance compared to those you have analysed above. What are
the differences? Are they more skilled than you? Justify your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Defining Skill
‘The learned ability to bring about predetermined results, with maximum certainty, often with the
minimum outlay of time energy or both.’
Barbara Knapp
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Task 3
Once you have highlighted those characteristics, add to the mind map below the ones that you feel are most important CHARACTERISTICS OF SKILL.
CHARACTERISTICS
OF SKILL
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Types of Skill
Task 4
Below explain what is meant by these different types of skill. Ensure that you back up your
explanations with examples.

Intellectual skills or cognitive skills
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_____________________________________________________________________
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_____________________________________________________________________

Perceptive skills
_____________________________________________________________________
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_____________________________________________________________________
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
Motor skills
_____________________________________________________________________
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_____________________________________________________________________
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Classification of Motor Skills
In order to maximise the opportunity for learning and refining skills, classification systems are often
used to group together different types of skills with similar characteristics. This will allow the most
appropriate training or practice method to be used.
Classification Systems
Several different ways of classifying or grouping skills have been developed to assist in our
understanding of motor skills. It can be difficult to be specific about the characteristics of a skill
because many of them can change depending on the situation in which the skill is being
performed.
Many skills also have elements of all characteristics.
To try and overcome this problem skill classification uses ‘continuums’.
CONTINUUM
‘an imaginary line between two extremes which shows a gradual
increase/decrease in a number of characteristics’
Below we are going to look at the different classification continuums used.
* EXAMINER’S TIP: When classifying skills always use a specific example, e.g. do not just say
‘Hockey,’ name the actual skill, such as a penalty flick.
Additionally when answering an exam question it is not enough to simply state where you think the
skill should be placed on the continuum, you will need to say why and justify your answer.
Next we are going to look at the most commonly used classification continua.
Muscular Involvement – GROSS-FINE Continuum
This classification is based on the degree of bodily involvement, or the precision of movement
needed to execute the skill.
GROSS SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
FINE SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
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GROSS______________________________________________________________________________FINE
On the continuum above place the following sporting activities where you believe they should be
classified.
1.
2.
3.
4.
5.
6.
7.
Triple jump
Ten pin bowling
Golf putt
Netball chest pass
Weight lifting
Javelin throw
Snooker shot
Then below select two motor skills from the above list and justify why you have placed them where
you have on the continuum.
Motor Skill 1:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 2:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Environmental Influence – OPEN – CLOSED Continuum
This classification is based on the stability of the environment or situation in which the skill is being
performed. Remember when we refer to the environment it can not only mean the effects of the
weather but also team mates, opponents etc.
OPEN SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
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CLOSED SKILLS
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Examples:______________________________________________________________________
OPEN_____________________________________________________________________________CLOSED
On the continuum above place the following sporting activities where you believe they should be
classified.
1.
2.
3.
4.
5.
6.
7.
Gymnastics forward roll
Football goalkeeper save
Basketball free throw
Tennis serve
Sailing
Badminton smash
Basketball pass
Then below select two motor skills from the above list and justify why you have placed them where
you have on the continuum.
Motor Skill 1:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 2:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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Continuity – DISCRETE – SERIAL – CONTINUOUS Continuum
This classification is made on the basis of the relationship between sub-routines, and how clearly
defined the beginning and the end of the skill are to observers.
DISCRETE SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
SERIAL SKILLS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Examples:______________________________________________________________________
CONTINUOUS SKILLS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Examples:______________________________________________________________________
DISCRETE______________________________SERIAL________________________________CONTINUOUS
On the continuum above place the following sporting activities where you believe they should be
classified.
1.
2.
3.
4.
5.
6.
Dribbling in Hockey
Through vault in Gymnastics
Shooting in Netball
High jump
Trampoline sequence
1500m run
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Then below select three motor skills from the above list and justify why you have placed them
where you have on the continuum.
Motor Skill 1:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 2:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 3:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Pacing – SELF-PACED – EXTERNALLY PACED Continuum
This classification is based on the degree of control the performer has over the movement or skill
being performed (i.e. not governed by the actions of others). It refers to the amount of control for
both the timing and speed of the movement.
SELF-PACED SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
EXTERNALLY PACED SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
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SELF-PACED_____________________________________________________________________EXTERNALLY
PACED
On the continuum above place the following sporting activities where you believe they should be
classified.
1.
2.
3.
4.
5.
6.
7.
Shot putt
White water rafting
Game of Football
Receiving a Tennis serve
Badminton backhand serve
Diving
Olympic show jumping
Then below select two motor skills from the above list and justify why you have placed them where
you have on the continuum.
Motor Skill 1:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 2:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
The Difficulty – SIMPLE – COMPLEX Continuum
This classification is based on the complexity of the movement, depending on the amount of
information to process (perceptual load), the time available to make a decision, the number of
sub-routines and the use of feedback during performance.
*Key Term: SUB-ROUTINE
‘Many MOTOR SKILLS have several parts that are referred to as sub-routines, e.g. freestyle (front
crawl) consists of the following: body position, leg action, arm action, breathing. These subroutines together make up the motor skill.’
SIMPLE SKILLS
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_____________________________________________________________________________
_____________________________________________________________________________
Examples:______________________________________________________________________
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COMPLEX SKILLS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Examples:_____________________________________________________________________
SIMPLE________________________________________________________________________COMPLEX
On the continuum above place the following sporting activities where you believe they should be
classified.
1.
2.
3.
4.
5.
6.
Sprinting
Throwing a ball
Gymnastics floor routine
Snooker
Gymnastics tumble
Javelin throw
Then below select two motor skills from the above list and justify why you have placed them where
you have on the continuum.
Motor Skill 1:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 2:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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Organisational – LOW-HIGH Continuum
This classification looks at the relationship between the sub-routines of the skill, how closely they are
linked together.
LOW ORGANISATION SKILLS
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Examples:___________________________________________________________________
HIGH ORGANISATION SKILLS
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Examples:______________________________________________________________________
LOW________________________________________________________________________________HIGH
On the continuum above place the following sporting activities where you believe they should be
classified.
1.
2.
3.
4.
5.
6.
Swimming stroke
Netball chest pass
Triple jump
Sommersault
Sprint start
Gymnastics floor routine
Then below select two motor skills from the above list and justify why you have placed them where
you have on the continuum.
Motor Skill 1:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Motor Skill 2:__________________________
Justification:____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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TASK ANALYSIS
It is important for us to be able to analyse different motor skills to gain an understanding of its
requirements. This allows us to approach the skill in the best way when trying to teach, practise and
improve it.
By placing the motor skill on each of the continua and justifying its position will be helpful in
deciding how the skill can be practised and improved.
This will be helpful to you when you are trying to develop your skills in your evaluation and planning
for the improvement of performance response in your practical assessment.
Task 5
Taking your main sport into account select 3 motor skills from that sport, then place them on each
on the six continua, justifying why you have placed them where you have.
(Each skill needs to be thought about in relation to every continua).
Sport:_____________________________
Motor skill 1:_____________________________________
Motor skill 2:_____________________________________
Motor skill 3:_____________________________________
GROSS__________________________________________________________________FINE
OPEN________________________________________________________________CLOSED
DISCRETE_________________________SERIAL_________________________CONTINUOUS
SELF-PACED___________________________________________________________EXTERNALLY
PACED
SIMPLE_____________________________________________________________COMPLEX
LOW___________________________________________________________________HIGH
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For the skills you have just placed on the different continua on the previous page answer the
following question.
Select two of your motor skills and justify below for three continua why you have placed them
where you have on the continua.
(6 marks)
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The Application of Classification to the Organisation and Determination of Practice
Using the classification systems are a good starting point to identify common characteristics when
trying to develop particular skills which then helps identify the best method of practice. This will
depend on the nature of the skill, its complexity, the relationship of the subroutines, the experience
of the performer and the practice environment, which should replicate the competitive
environment as closely as possible.
Task 6
Underneath the headings below make a checklist of issues a coach would need to consider before
coaching a skill in relation to the task and the performer.
‘TASK’
‘PERFORMER’








A knowledge of the above will allow the coach to decide if the skill is best taught in the ‘whole’ or
‘part’ method.
* EXAMINER’S TIP: You should ensure that you are able to critically evaluate each practice method
by knowing the advantage and disadvantages of each method and the classes of skills they are
best suited for. You should also be able to give practical examples of the application of each type
of practice.
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*KEY TERM: KINAESTHESIS: The awareness of the relative position of the limbs and joints in space and
the state of contraction of the muscles.
*KEY TERM: POSITIVE TRANSFER: The process of one skill helping the learning and performance of a
separate but similar skill.
Methods of Manipulating Skills Practice
Task 7
There are four main methods of practice that we are going to look at the ‘part’ method, the
‘whole’ method, the ‘progressive part’ method and the ‘whole-part-whole’ method.
Your task is to with a partner investigate each method and record the following on the next page:


Explanation of the method using two examples of skills and performers that are appropriate
to be taught using that method
Explanation of at least three advantages and three disadvantages to that method
PART PRACTICE
Explanation and examples:
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Advantages
Disadvantages
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WHOLE PRACTICE
Explanation and examples:
_________________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Advantages
Disadvantages
PROGRESSIVE PART PRACTICE
Explanation and examples:
_________________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Advantages
Disadvantages
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WHOLE-PART-WHOLE PRACTICE
Explanation and examples:
_________________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Advantages
Disadvantages
Task 8
Explain which method of practice you would use to introduce the skills listed below to a group of
inexperienced performers, justifying your answer in each case.
Hockey dribble
_____________________________________________________________________________________
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_____________________________________________________________________________________
________________________________________________________________________________________________
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Gymnastic vault
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Golf shot
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Triple jump
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________________________________________________
Basketball lay-up
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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Classification of Abilities Relating to Movement Skills
When discussing skills and people that are skilful you have probably used the term ‘ability’. However
it is important that we are clear that both the terms ‘skill’ and ‘ability’ are infact different.
Definitions and Characteristics of Ability
‘An inherited, relatively enduring trait that underlies or supports various kinds of motor and cognitive
activities or skills. Abilities are thought of as being largely genetically determined.’ (R. Schmidt)
‘Motor abilities are relatively enduring traits which are generally stable qualities or factors that help
a person carry out a particular act.’ (E. Fleishman)
‘Motor abilities are innate inherited traits that determine an individual’s co-ordination, balance,
agility and speed of reactions.’ (R. Arnot & C. Gaines)
From the definitions above identify the three main characteristics of abilities.
 ________________________________________________________________________
 ________________________________________________________________________
 ________________________________________________________________________
Types of Ability
Numerous attempts have been made to classify abilities. One of the most common is that
proposed by E. Fleishmann, who subdivided abilities into two categories.

Gross motor abilities

Psychomotor abilities
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Task 9
Gross Motor Abilities
These are also referred to as ‘physical proficiency abilities’ which involve movement and are
normally linked to fitness. Fleishmann identified nine which are stated below.

Dynamic strength

Static strength

Explosive strength

Stamina

Extent flexibility

Dynamic flexibility

Gross body co-ordination

Gross body equilibrium

Trunk strength
Select four of the GROSS MOTOR ABILITIES above that you feel can easily be applied to a variety of
physical activities and ones that you are likely to remember!
Then below define the ability and link it to a skill, explaining where/why that skill needs that ability to
be performed effectively.
1.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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3.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Psychomotor Abilities
These are also referred to as ‘perceptual motor abilities’, which involve information processing and
implementing the selected movement. Fleishmann identified eleven which are stated below. For
each psychomotor ability explain it and identify an example in sport that underpins that motor
ability.

Limb co-ordination

Control precision

Response orientation

Reaction time

Speed of arm action

Rate control

Manual dexterity

Finger dexterity

Arm/hand steadiness

Wrist/finger speed

Aiming
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Select four of the PSYCHO MOTOR ABILITIES above that you feel can easily be applied to a variety
of physical activities and ones that you are likely to remember!
Then below define the ability and link it to a skill, explaining where/why that skill needs that ability to
be performed effectively.
1.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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* EXAMINER’S TIP: Be able to define both gross motor ability and psychomotor ability and give a
practical example of each.
A skill will rely on several abilities to support it. That does not mean that the performer is who has
high levels of those abilities is automatically guaranteed success. The performer has to learn to
apply and co-ordinate those abilities through practicing the technique of the skill.
SKILL = ABILITY X TECHNIQUE
Task 10
Using the list of abilities you have described previously, highlight the abilities required for the
following activities and explain why or where they are needed.
* EXAMINER’S TIP: When asked to outline the abilities required for a specific skill, always justify why
they are needed.
Badminton Smash Shot
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Dribbling in Hockey
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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Weight Lifting
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Front Crawl in Swimming
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
High Jump
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Task 11
* EXAMINER’S TIP: You should know how abilities are developed, particularly those which are
applicable to your practical activities.
How are abilities developed? Explain below
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Badminton SERVE
Within your group you are going to practice to serve in Tennis.
Remember the skill classifications we have been looking at? Before you start to practice I want you
to in your groups decide on where you would place the skill on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an
effective way to practice the skill so that the performer gains some type of understanding of the skill
and some success. In your groups devise the best way to practice the skill. Record how you did this
below.
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CHEST AND BOUNCE PASS
Within your group you are going to practice CHEST and BOUNCE pass in
Netball/Basketball.
Remember the skill classifications we have been looking at? Before you start to practice I want you
to in your groups decide on where you would place the skill on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an
effective way to practice the skills so that the performer gains some type of understanding of the
skill and some success. In your groups devise the best way to practice the skills. Record how you did
this below.
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CARTWHEEL
Within your group you are going to devise and practice a Cartwheel
Remember the skill classifications we have been looking at? Before you start to practice I want you
to in your groups decide on where you would place a Cartwheel on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an
effective way to practice the skill so that the performer gains some type of understanding of the skill
and some success. In your groups devise the best way to practice the skill. Record how you did this
below.
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BASKETBALL LAY UP
Within your group you are going to practice performing a layup in Basketball.
Remember the skill classifications we have been looking at? Before you start to
practice I want you to in your groups decide on where you would place the skill on
each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an
effective way to practice the skill so that the performer gains some type of understanding of the skill
and some success. In your groups devise the best way to practice the skill. Record how you did this
below.
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References and Resources
OCR PE Physical Education (Mackreth et al, Heinnemann)
OCR PE for AS (Thompson et al, Hodder Education)
OCR AS Physical Education (Atherton et al, Phillip Allan)
Sport and PE (Wesson et al, Hodder Education)
www.brianmac.demon.co.uk
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