The innovative model of motor skills development describes motor skill as a coordinated movement of the human body with the intention of achieving a specific movement goal that is performed with high skill. It is based on the motor and cognitive abilities, motor skill and knowledge (experience) of the individual.
This chapter introduces the innovative model of motor skills development, namely the progressive stages of variability in motor skill development. The first stage focuses on learning basic movement and emphasises various coordination tasks to build a solid foundation of motor skills through simple exercises such as rolls, jumps and turns. The second level introduces more complex movements and encourages participants to learn through variability and corrections, improving adaptability and precision with targeted exercises and tasks in an enriched environment. The third stage moves on to sport-specific, targeted exercises in challenging and variable environments, preparing athletes for high performance scenarios. This structured approach ensures gradual progression, emphasising safety and skill acquisition.
The first level explains the concept and importance of movement learning through development of young athletes. The exercises are presented in a way to adopt diverse coordination patterns in different movement tasks. The goal of children at the beginning is to experience as many movement tasks as possible. At the same time we have to take into consideration the principles of safety and other gradual measures.The exercise programme is focused on gymnastics which is considered a base of motor skill learning and could be applied as a supplement of training processes in various sports activities with principles of experience less to more complex movements with rollings, jumps and rotations.
The second level of variability is intended for the children who already passed first level or have previous motor skill experience which enable them to make more complex movements. In this stage the learning process is based on large variability of exercises with a possibility of making mistakes, recognizing the movements with the consequence of corrections of speed, height and shape. All exercises are goal oriented with a strong connection with their sport discipline.
The third level of variability is based on sport-specific exercises where we teach a single element in a variable environment. At this stage, some distractions are built into the training process that make the athletes’ performance even more difficult. This stage is preparation for a high level competition where the athletes demonstrate a high level of movement performance. All exercises are goal oriented and strongly related to their sport discipline, but there is also the added element of an unpredictable environment or high cognitive load.
In all levels we must take into consideration the steps and the following contents such as;
- Space (human levels an axis),
- Time (tempo – frequency/speed of movement, rhythm – timing of successive movements, timing – at the right time in the right place),
- Adapting the availability and reliability of sensory input (interoception/exteroception),
- Cognitive complexity in connection with the realisation of a goal-oriented movement task (e.g. less time for the realisation of a movement response, maintaining attention on the goal despite disturbing factors, recognition of a wrong movement, making a quick decision based on the current situations.
Presentation of exercises
Introduction
In sports, the theory of variability across three levels of motor skill development outlines the progression from simple exercises to highly complex, integrated movements involving external objects. This approach is particularly useful for coaches, as it provides a structured method for building motor skills in a way that enhances coordination, strength, and adaptability. Let us explore these levels in detail:
LEVEL 1: BASIC EXERCISES – LESS COMPLEX
The first level focuses on basic exercises that are less complex and emphasise foundational motor skills. At this stage, gymnasts and athletes work on core movements that build stability, balance, coordination, and strength. Basic exercises typically include simple movements such as squats, lunges, planks, and basic rolls or cartwheels. These exercises do not require complex coordination or high levels of spatial awareness but rather emphasise body control, fundamental muscle engagement, and proper alignment.
In motor skill development, for example, a first-level exercise might be a forward roll or basic balance hold on a beam. These movements allow learners to gain confidence in controlling their bodies and understanding their movements. Similarly, in other sports, this stage could include the involvement of gymnastic exercises that boost and upgrade motor skills development enabling a better performance of agility, in grassroots sports like football, handball and basketball. The key goal is to build a strong foundation, ensuring that each athlete has control over their movements and can perform them with stability and accuracy before progressing.
LEVEL 2: INCREASED COMPLEXITY
The second level of motor skill development increases the complexity of exercises by introducing elements that require more coordination, timing, and spatial awareness. At this stage, exercises become more demanding, combining various movement patterns and requiring the athlete to adjust their body in response to more dynamic challenges.
In gymnastics, the second level might involve movements such as handstands, back rolls, or transition sequences on apparatuses like the uneven bars or rings. These exercises demand higher levels of strength and flexibility, as well as greater control over body movement. Practising these more complex skills also begins to enhance proprioception (the body’s awareness of itself in space), which is essential for executing advanced gymnastics moves and maintaining balance.
In sports such as soccer, handball, and basketball, this level will boost passing, dribbling, or shooting with opposition or under time constraints. Athletes can combine the process of gymnastic exercieses of handling more dynamic challenges while maintaining control and coordination. For instance, a basketball player can combine a basic motorkill training with practice dribbling around defenders or a football player may engage in passing drills with teammates moving in various directions. This level builds the ability to handle more demanding situations, preparing the athlete for real game environments.
LEVEL 3: COMBINING EXERCISES WITH EXTERNAL DISTRACTIONS
The third level of variability in motor skill development involves combining learned movements with the additional complexity of handling an external object—specifically, a ball in sports like football, handball, and basketball. This is where motor skills are tested at their highest level, as athletes must maintain coordination, balance, and control while also managing a separate object that moves independently of their body.
In gymnastics, the third level of motor skill variability focuses on combining complex body movements and transitions across different apparatuses, emphasising coordination, strength, and control under challenging conditions. At this level, gymnasts are required to perform advanced skills on multiple apparatuses such as the bars, beam, vault, or floor, often linking skills together in dynamic sequences.In sports, this level might involve dribbling a ball in soccer while evading defenders, shooting in handball with defensive pressure, or performing complex passing plays in basketball. Each skill combines prior movements with the challenge of tracking, controlling, and using a ball, often while adapting to an unpredictable, fast-paced environment. This level emphasises multi-tasking, quick decision-making, and adaptability—skills essential for high-level performance in team sports.
The progression through these three levels of motor skill variability teaches athletes to build a foundation of simple skills, progress to more complex body movements, and eventually integrate external objects and more unpredictable conditions. For coaches, understanding this progression helps them design effective training programs that scaffold skills appropriately, enabling athletes to achieve mastery over both their bodies and any external objects they may interact with in their sport. This structured approach develops not only physical capabilities but also mental focus, adaptability, and spatial awareness, which are essential for success in gymnastics and other sports.