Observable
Characteristics of the Generic Levels of Skill Proficiency
Precontrol Level (Beginner)
- Student is unable to repeat movements in succession; one attempt
does not look like another attempt to perform the same movement
- Student uses extraneous movements that are unnecessary for
proficiently performing the skill
- Student seems awkward and doesn't come close to performing the
skill correctly
- Correct performances are characterized more by surprise than by
expectancy
- When a student practices with a ball, the ball seems to control
the student
Control Level (Advanced Beginner)
- The student's movements appear less haphazard and seem to conform
more to the students intentions
- Movements appear more consistent, and repetitions are somewhat
alike
- The student begins to perform the skill correctly more frequently
- The student's attempt to combine one mevement with another or
perform the skill in relation to an unpredictable object or person is
usually unsuccessful
- Because the movement isn't automatic, the student needs to
concentrate intenselyt on what he or she is doing
Utilization Level (Intermediate)
- The movement becomes more automatic and can be performed
successfully with concentration
- Even when the context of the task is varied (slightly at first),
the student can still perform the movement successfully
- The student has developed control of the skill in predictable
situations and is beginning to move skillfully in unpredictable
situations. The student can execute the skill the same way
constantly
- The student can use the skill in combination with other skills
and still perform it appropriately
Proficiency Level (Advanced )
- The skill has become almost automatic, and performances in a
similar context appear almost identical
- The student is able to focus on extraneous variables - an
opponent, an unpredictable object, the flow of travel - and still
perform the skill as intended
- The movement often seems effortless as the student performs the
skill with ease and seeming lack of attention
- the movement can be performed successfully in a variety of
planned and unplanned situations as the student appears to modify
performance to meet the demands of the situation
* Taken from: Boyce, A. (2003). Improving Your Teaching Skills: A Guide
for Student Teachers and Practitioners. Boston: McGraw
Hill.
- Adapted from Stanley, S. (1997). Pysical Education: A movement orientation.
(2nd Ed.). New York: McGraw Hill.