SE762-7-AU-CO:
Skill Acquisition and Expertise in Sport
2023/24
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Autumn
Postgraduate: Level 7
Current
Thursday 05 October 2023
Friday 15 December 2023
15
04 March 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MSC C60512 Sport and Exercise Psychology,
MSC C60712 Sport Coaching Practice,
MSC C60724 Sport Coaching Practice
Skill acquisition is commonly described as the voluntary control over movements in an attempt to solve motor skill problems and achieve a task goal. These may vary from catching a ball or riding a bike, to slalom skiing or rhythmic gymnastics. Regardless of the domain, the interaction between the practitioner (e.g. coach or PE teacher) and athlete when learning these skills is absolutely fundamental to successful performance. Specifically, how can the practitioner create optimal practice conditions to facilitate skill acquisition?
This module will first enhance your understanding of theory and research in skill learning and motor expertise. From this, the module takes on a more applied focus, where evidence-based approaches are implemented to critically evaluate their effect on coaching practice.
The aims of this module are:
- To enhance your critical understanding of theory, research, and practice in skill learning and motor expertise in sport.
- To cover different evidence-based techniques to enable practitioners to apply this knowledge to facilitate skill acquisition in their athletes.
By the end of this module, students will be expected to be able to:
- Identify and explain theories relating to learning, motor control and expertise in sport.
- Critically evaluate key concepts and research across the skill acquisition literature.
- Design and develop coaching sessions in line with theoretical principles relating to the practice environment.
- Critically analyse coaching practice.
- Work effectively in group settings when developing and/or leading seminars and practical tasks.
- Coherently present and disseminate work in both written and oral format.
No additional information available.
This module will be delivered via:
- Seven 2-hour seminars.
- Two 2-hour practical sessions.
- Two 1-hour drop in sessions.
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McMorris, T. (2014c)
Acquisition and Performance of Sports Skills. Second edition. Chichester, West Sussex: Wiley, Blackwell. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=759587.
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Baker, J.
et al. (eds) (2017)
Routledge handbook of talent identification and development in sport. Abingdon, Oxon: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315668017.
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Baker, J. and Farrow, D. (eds) (2015)
Routledge handbook of sport expertise. London: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315776675.
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Davids, K. and Baker, J. (no date) ‘Genes, Environment and Sport Performance: Why the Nature-Nurture Dualism is No Longer Relevant’,
Sports Medicine, 37(11), pp. 961–980. Available at:
https://doi.org/10.2165/00007256-200737110-00004.
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Joseph Baker (2018) ‘Innate talent in sport: Separating myth from reality’,
Current Issues in Sport Science (CISS), 3, pp. 006–006. Available at:
https://doi.org/https://doi.org/10.36950/CISS_2018.006.
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Georgiades, E.
et al. (2017) ‘Why Nature Prevails Over Nurture in the Making of the Elite Athlete’,
BMC Genomics, 18(8), pp. 59–66. Available at:
https://doi.org/10.1186/s12864-017-4190-8.
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David Z. Hambrick (2019) ‘Beyond nature vs. nurture in expertise research – comment on Baker & Wattie’,
Current Issues in Sport Science (CISS) [Preprint]. Available at:
https://ciss-journal.org/article/view/7610.
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Williams, Mark A. and Ford, Paul R. (2009) ‘Promoting a skills-based agenda in Olympic sports: The role of skill-acquisition specialists.’,
Promoting a skills-based agenda in Olympic sports: The role of skill-acquisition specialists., 27(Issue 13). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=49232791&site=eds-live.
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Gulbin, J.P.
et al. (2013) ‘An integrated framework for the optimisation of sport and athlete development: A practitioner approach.’,
Journal of Sport Sciences, 31(Issue 12). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=89358462&site=eds-live.
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McMorris, T. (2014b)
Acquisition and Performance of Sports Skills. Second edition. Chichester, West Sussex: Wiley, Blackwell. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=759587.
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‘The Role of Ecological Constraints on Expertise Development.’ (2010)
The Role of Ecological Constraints on Expertise Development., 2(Issue 2, p165-179. 15p. 1 Diagram, 2 Charts), pp. 165–179. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=63612976&site=eds-live.
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Dicks, Matt, O’Halloran, Joseph and et al. (2018) ‘Skill transfer, expertise and talent development: An ecological dynamics perspective.’,
Skill transfer, expertise and talent development: An ecological dynamics perspective. / Transfert d’habileté, expertise et développement des talents?: une perspective selon la dynamique écologique. [Preprint], (102). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=139292342&site=eds-live.
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Jenkins, Simon (2008) ‘Dynamics of Skill Acquisition: A Constraints-Led Approach.’,
Dynamics of Skill Acquisition: A Constraints-Led Approach., 3(Issue 1). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=31637650&site=eds-live.
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Davids, Keith, Araújo, Duarte and et al. (2013) ‘An Ecological Dynamics Approach to Skill Acquisition: Implications for Development of Talent in Sport.’,
An Ecological Dynamics Approach to Skill Acquisition: Implications for Development of Talent in Sport., 5(Issue 1). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=90616007&site=eds-live.
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Schmidt, R.A. (2003) ‘Motor Schema Theory after 27 Years: Reflections and Implications for a New Theory’,
Research Quarterly for Exercise and Sport, 74(4), pp. 366–375. Available at:
https://doi.org/10.1080/02701367.2003.10609106.
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Sigrist, Roland (2013) ‘Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review.’,
Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review., 20(1), pp. 21–53. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-03185-002&site=eds-live.
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Sicilia-Camacho, Alvaro and Brown, David (2008) ‘Revisiting the paradigm shift from the versus to the non-versus notion of Mosston’s Spectrum of teaching styles in physical education pedagogy: a critical pedagogical perspective.’,
Revisiting the paradigm shift from the versus to the non-versus notion of Mosston’s Spectrum of teaching styles in physical education pedagogy: a critical pedagogical perspective., 13(2008). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=28389606&site=eds-live.
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Turman, P.D. (2001) ‘Situational Coaching Styles’,
Small Group Research, 32(5), pp. 576–594. Available at:
https://doi.org/10.1177/104649640103200504.
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Becker, A.J. (2009) ‘It’s Not What They Do, It's How They Do It: Athlete Experiences of Great Coaching’,
International Journal of Sports Science & Coaching, 4(1), pp. 93–119. Available at:
https://doi.org/10.1260/1747-9541.4.1.93.
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Serpiello, F.R.
et al. (2017) ‘The Loughborough Soccer Passing Test has impractical criterion validity in elite youth football’,
Science and Medicine in Football, 1(1), pp. 60–64. Available at:
https://doi.org/10.1080/02640414.2016.1254810.
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Lyle, J. and Cushion, C. (2017)
Sport Coaching Concepts: A Framework for Coaching Practice. 2nd edn. Abingdon, UK: Routledge. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/reader.action?docID=4741317.
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Guadagnoli, Mark A. and Lee, Timothy D (2004) ‘Challenge Point: A Framework for Conceptualizing the Effects of Various Practice Conditions in Motor Learning.’,
Challenge Point: A Framework for Conceptualizing the Effects of Various Practice Conditions in Motor Learning., 36(2004). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=13377070&site=eds-live.
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Wulf, G.
et al. (2010) ‘Frequent External-Focus Feedback Enhances Motor Learning’,
Frontiers in Psychology, 1. Available at:
https://doi.org/10.3389/fpsyg.2010.00190.
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Todorov, Emanuel (no date) ‘Augmented Feedback Presented in a Virtual Environment Accelerates Learning of a Difficult Motor Task.’,
Augmented Feedback Presented in a Virtual Environment Accelerates Learning of a Difficult Motor Task., 29(97). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=9707294376&site=eds-live.
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Renshaw, Ian, Chow, JiaYi and et al. (2010) ‘A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?’,
A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?, 15(Issue 2). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=49707644&site=eds-live.
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Roca, A. and Ford, P.R. (2020) ‘Decision-making practice during coaching sessions in elite youth football across European countries’,
Science and Medicine in Football, pp. 1–6. Available at:
https://doi.org/10.1080/24733938.2020.1755051.
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Brady, F. (2008) ‘The Contextual Interference Effect and Sport Skills’,
Perceptual and Motor Skills, 106(2), pp. 461–472. Available at:
https://doi.org/10.2466/pms.106.2.461-472.
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Porter, Jared M. and Magill, Richard A. (2010) ‘Systematically increasing contextual interference is beneficial for learning sport skills.’,
Systematically increasing contextual interference is beneficial for learning sport skills., 28(Issue 12). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=54380094&site=eds-live.
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O’Connor, Donna, Larkin, Paul and Williams, A. Mark (2017) ‘What learning environments help improve decision-making?’,
What learning environments help improve decision-making?, 22(Issue 6). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=124898858&site=eds-live.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
20-minute Webinar and Q and A |
|
100% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Edward Hope, email: e.hope@essex.ac.uk.
Dr Ben Jones
SRES School Office (sres; non-Essex users should add @essex.ac.uk
No
Yes
Yes
Prof Paul Potrac
Northumbria University
Professor
Available via Moodle
Of 22 hours, 16 (72.7%) hours available to students:
6 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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