• Nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)
• The performance elements (decision-making, strategic and tactical development)
• Practice method (massed, distributed, whole, part)
• Feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)

Nature of the Skill

• Open
  • Unpredictable and dynamic.
  • Often influenced by external factors (weather, field, opponents).
  • Subject to improvisation while in action owing to changing stimuli based on influential factors.
• Closed
  • Predictable and stable.
  • Is not influenced by extrinsic factors.
  • Can be planned beforehand and contemplated.
• Gross
  • Implemented by involving large groups of muscle in large movements.
  • Examples: running, leaping, vaulting, diving, tackling and surfing etc.
• Fine
  • Uses small muscle groups for intricate movements.
  • Sports like darts can be an example.
• Discrete
  • Well defined actions with a clear initiation point and ending.
  • Single and specific skills, e.g. tennis forehand, forward roll.
• Serial
  • A number of discrete skills combined together and executed in order.
  • Example: bowling in cricket = run up → delivery → follow through.
• Continuous
  • Implemented through repetitive actions but not in a defined order.
  • The skill itself does not have a discrete beginning or end. The initiation and ending is usually determined by the performer’s actions.
  • Example: leg action during swimming, cycling, running.
• Self-paced
  • Aspects of implementation and execution (starting, ending, timing and rate) are controlled by the performer.
  • Applied in predictable environments therefore ideal for novice learners.
• Externally paced
  • External factors control implementation and execution of a skill.
  • Example: skills of a bowler or a wicket keeper in response to a ball stricken by a batsman.

The Performance Elements

• Decision-making
  • Decisions taken during performance based on dynamic events and situations during gameplay.
  • Challenges an athlete’s mind to think and act under pressure.
  • Coaches should include impromptu scenarios that closely reflect those in real matches or events so that athletes can train their mind to think clearly under pressure.
  • Example: Decision taken by a soccer player while dribbling on whether to shoot or pass depending on where his teammates and opponents are positioned.
• Strategic and tactical development
  • Analyzing short term and long term strategies and plans to to get an edge over competitors.
  • Some skills and strategies are common across different sports, some are developed in specific gameplay situations.
  • Athletes need to be trained under different gameplay situations for them to develop antagonistic tactics against those of the opponents.

Practice Method

• Massed
  • Practice sessions are continuous with little to no resting phase.
  • Repetitive actions are helpful in acclimatization and familiarization with skills.
  • Sometimes, continuous sessions can cause boredom and lack of motivation which can affect performance.
• Distributed
  • Training sessions are split into work and rest intervals.
  • Sessions may include training sets on multiple skills.
  • Suitable for beginners for providing feedback while they’re working on building a skill.
  • Also effective in preventing monotony and boredom triggered due to repetitive tasks.
• Whole
  • Practicing skills in a whole rather than in parts.
  • The goal is to maintain a fluid state of activity.
  • Applicable for sports that demand to be practiced on a whole (example: softball pitch).
• Part
  • Skills practiced in discrete components and separately.
  • Breaks down the whole movement or activity into practicable segments of activity and requires mastery in each segment to improvise on the whole.
  • Applicable for novice learners.

Feedback

• Internal
  • Self evaluation of performance degree and flaws by athletes.
  • Often combines kinaesthetic senses, results produced and a reference point.
• External
  • Feedbacks received from external sources.
  • Includes evaluation from coaches, mentors, video replays, crowd reactions.
  • Errors can be easily identified and fixed upon receiving constant, constructive feedback.
• Concurrent
  • Received during performance or action.
  • Can include both intrinsic (prompted by kinaesthetic sense) and extrinsic (instructions yelled by the coach) feedback.
  • Facilitates immediate improvisation and better performance and results.
• Delayed
  • Feedback provided after a whole set of skills are performed.
  • No scope for immediate improvisation since the feedback is perceived after all actions have been implemented.
  • However, performance analysis can provide plenty of aspects that can be improved in future performances.
• Knowledge of Results
  • Facts obtained from the end outcome of an event (successful or unsuccessful).
  • Results can provide proper insight on to what degree the skills were executed and whether there are windows for improvement.
• Knowledge of Performance
  • Figures obtained from the skills performed and not the end result on a whole.
  • Comes from both internal and external feedback.