2. Learning Objectives
Define and identify the characteristics of
gross motor abilities and psychomotor
abilities.

3. Ability VS Skill
Is ability the same as skill?
No:
Each skill usually needs to have several supporting,
underlying or underpinning abilities to learn a skill
effectively.

4. Ability
• We inherit abilities from our parents
• Some psychologist’s think we cannot modify them, others
think we can modify them with experience.
• All agree, that abilities determine: 1) learning and 2)
performing skills, E.G.
• Lots of slow twitch fibres = could become a good
endurance athlete, not a great sprinter.
• If you are born with a low level of flexibility = not going to
be a world class gymnast.
• To some degree, the abilities we have determine what
activities we do.
• Innate, underlying and enduring traits

5. Ability - Definitions
• Schmidt:
• ‘an inherited, relatively enduring trait that underlies or
supports various kinds of motor and cognitive activities or
skills. Abilities are thought of as being largely genetically
determined.’
• Bull:
• ‘Abilities are usually thought of as stable and enduring traits
that underpin skills and contribute to the speed with which
individuals learn psychomotor skills and to the quality of
their performance.’

6. Three parts to ability
According to the definitions, ability is:
Inherited/Genetic
Enduring/Stable
Supports or underlies psychomotor and motor
skills

7. Types of Ability
Fleishman (a psychologist) suggested:
Two types of ability;
Gross motor ability
Psychomotor ability
Gross motor abilities, also known as physical
proficiency abilities, usually involve movement and
are related to physical fitness.
There are nine of them:

8. Gross Motor
Abilities.
Static Strength. Max
force exerted against
an object.
Dynamic Strength.
Muscular endurance. E.g.
Pull up.
Stamina
Explosive strength.
E.g. Shot put
Trunk strength.
E.g. Sit ups
Extent Flexibility.
The ability to stretch
the back and trunk
muscles.
Gross Body
coordination. E.g.
Juggling.
Gross Body
Equilibrium. E.g.
Balancing without
visual clues.
Dynamic flexibility.
E.g. Dynamic
stretching.

9. Gross Motor Abilities
Dynamic strength (moving) – exerting muscular force
repeatedly E.G.?
 Press Ups
Static strength (still) – max strength exerted against an
external object E.G.?
 Lifting max weight
Explosive strength (quick) – energy used effectively for a short
burst E.G.?
 Vertical Jump

10. Gross Motor Abilities
Stamina (go for a long time) – capacity to sustain max effort
involving the CV system E.G.?
 A marathon
Extent Flexibility – Flexing or stretching the back and trunk
muscles E.G.?
 High Jump
Dynamic Flexibility – Making several rapid flexing movements
E.G.?
 Triple Jump
Gross Body Co-ordination -Organisation actions of several
parts of the body, whilst moving

11. Gross Motor Abilities
 Gross Body Equilibrium – Maintain balance, using the
internal senses E.G.?
 Balancing on one leg
Trunk Strength – Strength of abdominal muscles
 Lifting an object, also needed for most movements in sport
There are also some other gross motor abilities, that
Fleishman didn’t identify:
Static Balance, Dynamic Balance, Eye-Hand-Co-oridnation and
Eye-Foot-Co-ordination.

12. Task
For each gross motor ability, think of a skill or activity
that it supports. (Think of a different one to the
E.G.s)

13. Gross Motor Abilities
Ability Sporting example
Dynamic strength
Static strength
Explosive strength
Stamina
Extent Flexibility
Dynamic Flexibility
Gross Body Co-ordination
Gross Body Equilibrium
Trunk Strength

14. Psychomotor Abilities
Psychomotor abilities, what are they?
Processing of information, making decisions and putting
them into action (usually movements) [TO DO WITH
YOUR BRAIN]
Fleishman identified 11 psychomotor abilities, you need to
know 8 of these:
Multi-limb co-ordination – Able to organise the
movement of several limbs
 Throwing a tennis ball and catching with the other hand
Response orientation – Choosing quickly how an action
should be done
 Deciding on what shot to play when someone bowls to you in cricket

15. Reaction Time – Responding quickly to a stimulus
 Sprint start
Speed of movement – Making gross rapid movements
 Sprint action for legs
Finger dexterity – Working with tiny objects with your
fingers
 Spin bowling in cricket
Manual dexterity – making accurate arm/hand
movements involving an object, at speed
 Whilst sprinting, catching a pass

16. Psychomotor Abilities
Rate Control – Change the speed and direction of
responses quickly
 Throwing a ball at a moving target
Aiming – Aiming accurately at a small object
 Throwing a cricket ball at the wickets

17. Task
For each psychomotor ability, think of a skill or
activity that it supports. (Think of a different one to
the E.G.s if you can)

18. Psychomotor Abilities
Ability Sporting example
Multi Limb coordination.
Response Orientation
Reaction time
Speed of movement
Finger Dexterity
Manual Dexterity
Rate control
Aiming

19. Task
Define gross motor ability.
Define psychomotor ability.
Give a practical example of a psychomotor ability
Give an example of a gross motor ability

20. Abilities
Psychologists have devised tests to measure some
abilities (We will have a go at some of them)
A skill will rely on several abilities to support,
underlie or underpin it.
Does a performer that has these abilities
automatically guarantee success?
No – Learn to apply and co-ordinate the abilities
through practice.

21. Abilities
Are there ‘natural’ athletes, or ‘games’ players? (good at
everything?)
This suggests that there is one ability that supports all the
activities.
Present research does not support this...
It suggests that specific skills require particular abilities. So
the correct combination of abilities will allow a good chance
of success.
You may well be able to transfer similar abilities to do other
skills. (badminton – tennis)

22. Developing Abilities
Some psychologists think you can develop ability. So
how can you do this?
During early childhood: exposure to many different
experiences and given opportunities to practice them.
Also, receiving expert teaching/coaching and have
good facilities and equipment to use
Support from families and friends as role models tend
to enhance their abilities.

23. Task
Flashcards

24. FLASHCARDS
A revision tool

25. Task
Identify the abilities that underpin the activities you
have chosen or may choose to be assessed in.
For each one, explain how they underpin your
activity.
In your own words write a paragraph about why
current research doesn’t support the idea that there
are people that possess a ‘sporting ability’ and are
expert at several sports.

26. Practical
Tests of you own ability:
Static Balance
Multi-limb co-oridnation
Aiming
Explosive strength