Classification of Skills and Characteristics

Environmental continuum

Skills affected by the environment are called open skills. They occur when performers have to adapt their skills to a changing or unpredictable environment.

Examples of environmental stimuli (or variables) are:

• weather – for example, a golfer playing on a windy day
• terrain – for example, a cross-country runner running on muddy and dry surfaces
• other people – for example, a netballer reacting to their own and to the other team’s players
• situation – for example, the venue and crowd

Performers need to have a good perception of these stimuli to adapt their skills to suit the environment.

Skills that are not affected by the environment are called closed skills. They occur in constant or predictable situations where the performer is in complete control of their performance, for example, a gymnast performing a floor routine.

Skills also range between open and closed. They are on the environmental continuum between open and closed skills.

There are two types of practice that support the development of open and closed skills:

Fixed practice (drills) involves repeating the practice and doing the same movement over and over again. This practice is best with closed skills; for example, diving.

Varied practice involves repeating the skill in a variety of situations which best suits the development of open skills; for example, catching the ball with opposition. pressurising it different situations and positions on the court or field.

Skills range according to how difficult they are to learn and perform.

Basic skills (simple skills) are simple and straightforward. They do not include complicated movements. Basic skills are often generic to many sports. Sportspeople need to master basic skills before they attempt more complex skills. Examples of basic skills include running; jumping; throwing; catching and striking.

Complex skills are more difficult. They include complicated movements that require high levels of coordination and control. They are usually sport-specific. Examples of complex skills include serving in tennis; throwing the discus in athletics and performing a vault in gymnastics.

Sportspeople also use mental skills when they perform. These include skills such as interpretation, making judgements and decision-making. Skills become more complex when they involve more interpretation, judgement and decision-making. For example, in cricket a bowler has to judge when and how often to use a reverse swing-bowling action as well as be able to do it.

Skills also range between basic and complex. They are on the complexity continuum between basic and complex skills.

Skills range according to who controls the speed of the movement.

Self-paced skills (internal) are controlled by the performer. The performer decides on when to execute the skill – for example, when throwing the javelin in athletics, or when vaulting in gymnastics. These skills tend to be more towards the closed end of the environmental continuum.

External paced skills are controlled by the environment. They include decision-making and reaction. In most cases the opponent controls the rate of performance. For example, in football the defender closes down the centre forward, and this causes a decision to be made of either shooting or passing. Therefore, these skills tend to be towards the open end of the environmental continuum.

Characteristics of a skilled performance

The majority of sports require key characteristics to achieve a skilled performance. Skills are learned abilities that athletes acquire through training and practice. Skill may be defined as the ability to perform at a high standard effectively and efficiently.

Skilled performance

When watching a performer or performance, a skilled performance can be identified when demonstrating the following characteristics:

Effectiveness

• Accuracy – for example, playing the shot to where you want it to go
• Consistency – for example, you can repeat the shot over and over again
• Control – for example, the performer is in full control of the skill
• Confidence – for example, belief in ability