smc-5922-30-Discrete/Serial/Continuous

HMS, BM 2014 HSC 14 MC

Which group of physical skills is best acquired using massed practice?

Skills learnt in an open environment
Skills that require extensive external feedback
Skills that require a high degree of coordination
Skills that have a distinctive beginning and end

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\(D\)

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D is correct: Discrete skills with clear start/finish benefit from massed practice.

Other Options:

A is incorrect: Open skills need distributed practice for environmental adaptation.
B is incorrect: Skills needing feedback require distributed practice for processing.
C is incorrect: Complex coordination skills need distributed practice for learning.

♦♦♦ Mean mark 39%.

HMS, BM 2015 HSC 2 MC

An individual is required to perform a discrete, open and externally paced skill.

Which of the following would meet this description?

Putting in golf
Running 800 m
Throwing a discus
Returning a tennis serve

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\(D\)

Show Worked Solution

D is correct: Tennis serve return is discrete, open and externally paced.

Other Options:

A is incorrect: Golf putting is closed and self-paced skill.
B is incorrect: Running 800m is continuous rather than discrete.
C is incorrect: Discus throwing is closed and self-paced skill.

HMS, BM 2019 HSC 6 MC

Which of the following could be classified as a discrete, closed and self-paced skill?

Running 800 m
Batting in cricket
Pitching in softball
Defending a penalty shot in hockey

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\(C\)

Show Worked Solution

C is correct: Pitching is discrete (clear beginning/end), closed (predictable environment), self-paced (pitcher controls timing).

Other Options:

A is incorrect: Running 800m is continuous, not discrete.
B is incorrect: Batting is open (unpredictable bowler) and externally paced.
D is incorrect: Defending is open (unpredictable shooter) and externally paced.

♦ Mean mark 55%.

HMS, BM 2022 HSC 5 MC

Which of the following is classified as a serial, open and externally paced skill?

Serving in tennis
Throwing a discus
Catching a basketball
Downhill mountain biking

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\( D \)

Show Worked Solution

D is correct: Downhill mountain biking involves multiple linked movements, environmental changes, and external timing control.

Other Options:

A is incorrect: Tennis serve is discrete and self-paced.
B is incorrect: Discus throw is discrete and self-paced.
C is incorrect: Basketball catch is discrete movement.

HMS, BM EQ-Bank 568

Basketball involves various skills that can be classified according to their motor characteristics.

Select TWO basketball skills and classify each according to whether they are:

- gross or fine motor skills
- open or closed skills
- discrete, serial or continuous skills (2 marks)

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For ONE of the skills you classified in part (a), explain how its motor characteristics influence specific training methods that would be used when coaching developing players. (4 marks)

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a. Two basketball skills (of many possibilities):

Skill 1: Free throw shooting:

Gross motor skill (involves large muscle groups though with fine control elements)
Closed skill (stable, predictable environment)
Discrete skill (clear beginning and end)

Skill 2: Dribbling past defenders:

Gross motor skill (involves large muscle groups)
Open skill (changing, unpredictable environment with defenders)
Continuous skill (ongoing without clear beginning/end during execution)

b. Free throw shooting

As a closed skill:

Consistent practice environment allows for blocked practice (repetition without variation)
Example: Secondary school players practicing 20 consecutive shots with focus on technique

As a discrete skill:

Pre-performance routine development is essential
Example: Local club coaches teaching consistent pre-shot sequence (e.g., three dribbles, deep breath)

As a gross motor skill:

Whole body coordination required despite precision elements
Example: Junior players learning to align feet, hips and shoulders before developing arm action

Progressive training approach:

Begin with technique focus in non-fatigued state
Add pressure elements gradually (fatigue, noise, time constraints)
Example: Representative team players practising free throws after sprint drills to simulate game conditions

Dribbling past defenders

As an open skill:

Variable practice environments are essential
Example: Primary school players progressing from stationary dribbling to moving against passive then active defenders

As a continuous skill:

Focus on maintaining technique during extended execution
Example: Community club players practicing sustained dribbling under increasing pressure without breaks

As a gross motor skill:

Coordination of multiple body segments while in motion
Example: Junior players developing coordinated hand-eye control while maintaining proper running mechanics

Progressive training approach:

Begin with basic technique in closed environments (no defenders)
Gradually introduce decision-making elements and defensive pressure
Example: State-level players practicing against multiple defensive scenarios with increasing complexity and intensity

Show Worked Solution

a. Two basketball skills (of many possibilities):

Skill 1: Free throw shooting:

Gross motor skill (involves large muscle groups though with fine control elements)
Closed skill (stable, predictable environment)
Discrete skill (clear beginning and end)

Skill 2: Dribbling past defenders:

Gross motor skill (involves large muscle groups)
Open skill (changing, unpredictable environment with defenders)
Continuous skill (ongoing without clear beginning/end during execution)

b. Free throw shooting

As a closed skill:

Consistent practice environment allows for blocked practice (repetition without variation)
Example: Secondary school players practicing 20 consecutive shots with focus on technique

As a discrete skill:

Pre-performance routine development is essential
Example: Local club coaches teaching consistent pre-shot sequence (e.g., three dribbles, deep breath)

As a gross motor skill:

Whole body coordination required despite precision elements
Example: Junior players learning to align feet, hips and shoulders before developing arm action

Progressive training approach:

Begin with technique focus in non-fatigued state
Add pressure elements gradually (fatigue, noise, time constraints)
Example: Representative team players practising free throws after sprint drills to simulate game conditions

Dribbling past defenders

As an open skill:

Variable practice environments are essential
Example: Primary school players progressing from stationary dribbling to moving against passive then active defenders

As a continuous skill:

Focus on maintaining technique during extended execution
Example: Community club players practicing sustained dribbling under increasing pressure without breaks

As a gross motor skill:

Coordination of multiple body segments while in motion
Example: Junior players developing coordinated hand-eye control while maintaining proper running mechanics

Progressive training approach:

Begin with basic technique in closed environments (no defenders)
Gradually introduce decision-making elements and defensive pressure
Example: State-level players practicing against multiple defensive scenarios with increasing complexity and intensity

HMS, BM EQ-Bank 567

Describe the main characteristics of continuous skills and explain why they present unique challenges for beginners. (3 marks)

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Sample Answer

Continuous skills involve repetitive movement patterns with no definite beginning or end during execution, such as cycling or rowing, requiring sustained application of technique throughout the performance duration.
These skills present unique challenges for beginners because they demand simultaneous development of technical efficiency and physical conditioning, making fatigue management a significant factor in early skill acquisition.
Continuous skills require establishment of appropriate movement rhythm and pacing, which beginners often struggle to maintain, leading to inconsistent technique application as seen in novice runners who frequently alter their stride pattern and pace during longer distances.

Show Worked Solution

Sample Answer

Continuous skills involve repetitive movement patterns with no definite beginning or end during execution, such as cycling or rowing, requiring sustained application of technique throughout the performance duration.
These skills present unique challenges for beginners because they demand simultaneous development of technical efficiency and physical conditioning, making fatigue management a significant factor in early skill acquisition.
Continuous skills require establishment of appropriate movement rhythm and pacing, which beginners often struggle to maintain, leading to inconsistent technique application as seen in novice runners who frequently alter their stride pattern and pace during longer distances.

Analyse how the classification of skills as discrete, serial or continuous affects the practice methods and performance strategies for elite athletes. Use specific examples from different sports in your response. (12 marks)

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*Recommended words/phrases to convey relationships and implications are bolded.

Overview Statement

Skill classification as discrete, serial, or continuous determines practice design and performance strategies for elite athletes.
These classifications interact with training methods, feedback timing, and mental preparation to shape optimal development pathways.

Discrete Skills and Practice

Discrete skills have a clear beginning and end when practiced. This enables concentrated repetition with immediate feedback.
For example, basketball free throws use blocked practice initially for technique refinement. This can result in 200+ repetitions per session focusing on consistent motor patterns.
Similarly, Olympic weightlifters perform multiple clean and jerks with identical weight.
These training patterns show discrete skills benefit from high-volume, focused practice.
Consequently, coaches can provide detailed feedback after each attempt. This combination means that athletes develop precise, repeatable movements through intensive repetition.

Serial Skills and Transitional Complexity

Serial skills involve complex actions. This creates practice demands that must focus on transitioning actions.
Figure skaters must master individual jumps before connecting them into combinations while gymnasts spend extensive time linking tumbling passes smoothly.
This shows how part-practice leads to whole-practice progressions.
The relationship between individual elements and transitions determines overall performance quality.
Therefore, coaches emphasise rhythm development across complete sequences.
This interaction demonstrates why serial skills require both component mastery and flow.

Continuous Skills and Endurance Factors

The need for continuous skill in any activity influences how coaches must design their practice sessions.
Marathon runners use long training runs that develop technique maintenance under fatigue while swimmers employ progressive distance sets that build endurance.
These practice methods benefit from concurrent feedback during performance. Rowing coaches, for example, provide real-time corrections from alongside boats.
As a result, athletes learn to self-monitor technique while maintaining rhythm.
This reveals that continuous skills demand sustained quality in training sessions over extended periods.

Implications and Synthesis

These classifications form a framework that shapes all aspects of elite training design.
Discrete skills enable pressure-proofing through repeated single executions.
Serial skills require anxiety management for transitional elements.
Continuous skills depend on pacing strategies and efficiency under fatigue.
The significance is that understanding skill classification transforms generic training into targeted preparation.
Coaches who match methods to skill types achieve superior athlete development.

Show Worked Solution

*Recommended words/phrases to convey relationships and implications are bolded.

Overview Statement

Skill classification as discrete, serial, or continuous determines practice design and performance strategies for elite athletes.
These classifications interact with training methods, feedback timing, and mental preparation to shape optimal development pathways.

Discrete Skills and Practice

Discrete skills have a clear beginning and end when practiced. This enables concentrated repetition with immediate feedback.
For example, basketball free throws use blocked practice initially for technique refinement. This can result in 200+ repetitions per session focusing on consistent motor patterns.
Similarly, Olympic weightlifters perform multiple clean and jerks with identical weight.
These training patterns show discrete skills benefit from high-volume, focused practice.
Consequently, coaches can provide detailed feedback after each attempt. This combination means that athletes develop precise, repeatable movements through intensive repetition.

Serial Skills and Transitional Complexity

Serial skills involve complex actions. This creates practice demands that must focus on transitioning actions.
Figure skaters must master individual jumps before connecting them into combinations while gymnasts spend extensive time linking tumbling passes smoothly.
This shows how part-practice leads to whole-practice progressions.
The relationship between individual elements and transitions determines overall performance quality.
Therefore, coaches emphasise rhythm development across complete sequences.
This interaction demonstrates why serial skills require both component mastery and flow.

Continuous Skills and Endurance Factors

The need for continuous skill in any activity influences how coaches must design their practice sessions.
Marathon runners use long training runs that develop technique maintenance under fatigue while swimmers employ progressive distance sets that build endurance.
These practice methods benefit from concurrent feedback during performance. Rowing coaches, for example, provide real-time corrections from alongside boats.
As a result, athletes learn to self-monitor technique while maintaining rhythm.
This reveals that continuous skills demand sustained quality in training sessions over extended periods.

Implications and Synthesis

These classifications form a framework that shapes all aspects of elite training design.
Discrete skills enable pressure-proofing through repeated single executions.
Serial skills require anxiety management for transitional elements.
Continuous skills depend on pacing strategies and efficiency under fatigue.
The significance is that understanding skill classification transforms generic training into targeted preparation.
Coaches who match methods to skill types achieve superior athlete development.