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performer starts based on action of others changing environment.

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when the learning of one skill transfers from the other side of the body, from limb to limb. for example, shoulder pass on you left you then should be able to do it with your right

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large muscle groups/movements. power strength based movements.

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such as a gymnastics routine or triple jump. linked series of discrete skills in a specific order to make a routine.

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when the environment is fixed, can be practiced in isolation and the performer can predict what will happen and when, there are no opponents affecting the skill. for example, a gymnastics vault

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the physical feel of the movement as it is being performed. It is what is felt by the performer as they execute a skill or performance.

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the second stage of learning
motor programs are more developed
longer duration than cognitive stage
uses positive and extrinsic feedback
may also use intrinsic and negative as they are beginning to understand the skills more

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final stage of learning. Elite athletes are in this stage of learning. Negative feedback is usually used. Motor programmes are advanced. Movements are habitual.

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the first stage of learning, more suitable for beginners, shorter duration as the performers can get bored more quick, they use trial and error

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- whole skill is completed to spot weakness
-weakness is isolated and practiced
- weakness is now put back into the whole skill after being practiced

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when your performance decreases and gets worse. could be caused by boredom, the skill being too easy/hard and not getting enough detailed feedback to then improve your skill

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aesthetically pleasing
consistent
efficient
fluent
accurate
controlled
economical

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is a period during performance where there is no sign of improvement and the performance stays the same and plateaus.

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when the training sessions are broken up into separate sections and you have long periods of rest. This allows opportunities for feedback.

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provided by external sources, during or after a performance. It can come from teachers, coaches, team-mates and also includes things that the performer can hear or see.

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practice individual sub routine. the first part of the skill is taught and then the rest is added in sequence. used for serial skills.

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See all the wonderful things Miss Ruffman has made

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when the performer is physically guided or supported by the coach