1. Unit 1: Factors Affecting Performance
1. Skill
Ningbo International School
IGCSE Physical Education

2. Definition of Skill
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3. Definition of Skill
"A learned ability to bring about the result you want, with maximum certainty and efficiency“ (
“When a predetermined objective is accomplished with a minimum outlay of energy” (Revise for GCSE PE, Kirk Bizley)

4. In other words, a skill…. Is learned Has an end result
Should be performed under control
Should use the minimum amount of energy required

5. Ways to Categorize Skills
Skills can be categorized in a number of ways.
Basic or Complex
Open or Closed
Fine or Gross

6. Types of Skills Basic Skills Complex Skills
Skills can be placed in one of two categories:
Basic Skills
Simple
Complex Skills
These take a longer time to learn as they involve higher levels of coordination and control.
They are often more sport specific.

7. Basic Skills We learn a lot of basic skills at an early age
Basic skills are transferable between lots of different sports and situations
You have to master the basic skills before moving on to the complex skills
Examples of basic skills are running, hopping, walking, jumping, catching.

8. Complex Skills These require more coordination and control
They tend to be specific to a particular sport (i.e. non-transferable)
They take a lot of practice to master
Examples of complex skills include a smash shot in badminton, a tennis serve, performing pole vault or running hurdles.

9. Types of Skills Open Skills Closed Skills
Skills can be placed in one of two categories:
Open Skills
These occur in situations which are constantly changing, such as any invasion game or activity where the environment around the performer is such that skills may have to be adapted according to the demands of the game.
Closed Skills
These occur in situations that are constant and unchanging so they are not affected by the sporting environment such as performing a trampoline or gymnastics routine.

10. Open Skills An open skill is affected by external factors
For example a football pass will be affected by your position, the position of your opponents and your team mates as well as playing conditions e.g. wind/wet pitch etc

11. Closed Skills
A closed skill is not really affected by the environment, or other people
For example in darts, the aim a lot of the time is for a triple 20 and there are few environmental factors to consider

12. Open versus Closed - Continuum
In reality, most skills fall somewhere between open and closed. They can be shown as a continuum, with open at one end, closed at the other and everything else in between. An example of a skill in the middle is a badminton net shot. This is only affected by the position of your opponent and the shuttle when you reach it.
Throwing a dart at a dartboard
A lay-up shot during a basketball match
Badminton net shot
CLOSED SKILLS
OPEN SKILLS

13. Types of Motor Skills Fine Motor Skills Gross Motor Skills
Skills can be placed in one of two categories:
Fine Motor Skills
Involve small movements.
E.g. writing with a pencil, cutting with scissors.
Gross Motor Skills
Involve large movements.
E.g. Shooting a basketball, kicking a ball, walking, running and jumping.

14. Information Processing
When we are learning a new skill our brain must take in, process and use a lot of information about the skill and environment.
The following model demonstrates what is happening when we are performing a skill.

15. Simple Information Processing Model
1. Input: All of the information your brain receives e.g. what you see, hear and feel.
2. Decision Making: Your brain processes this information and decides how to react.
3. Output: This is what happens as a result of your decision.
4. Feedback: This is the most important part of the learning process as you see what happened last time and learn how to make it better next time.

16. Feedback
The information given to a performer about how a skill has been performed is called feedback.
Feedback is used to help a performer set further goals for the level of performance (also the level of skill) they wish to achieve.

17. There are several types of feedback:
Intrinsic feedback – feedback sensed, or felt, by you while performing.
Extrinsic feedback - feedback from outside sources like coaches, team mates and parents, sounds or things you can see.

18. Types of Feedback continued…
Knowledge of Results - you can see how effective the performance was, for example, did the ball go where you meant it to? This is also extrinsic or external feedback.
Knowledge of Performance – how well you performed, rather than just the end result. This is also extrinsic or external feedback.

19. The importance of feedback…
Feedback is the most important part in the learning process as the brain considers the outcome of the performance so the performance can be modified next time.

20. How you learn a new skill
When learning a new skill, there are several factors that need to be taken into consideration.
We will look at these over the following slides.

21. Considerations for skill learning
Memory
The brain searches really quickly through all of it’s stuff about sport and remembers similar situations that might help you transfer your learning to this new skill.
Perception
Is when your brain interprets what the information (input) means.

22. Considerations for skill learning
Limited Channel Capacity
We are able to channel both auditory and visual information, but have a limited capacity to interpret this information at any time.
Too much information at once will result in overload and we will not be able to process and apply the information.

23. Considerations for skill learning
Selective Attention
To enable us to focus on the skill being learned, the brain has to filter out all of the extra information it receives and only process the information relevant to performing the skill. This is called selective attention.

24. Considerations for skill learning…
Instructions should be simple (auditory)
This is to enable the learner to process the information and attempt the skill.
Demonstration should be simple (visual)
This is to enable the learner to remember and them mimic performing the skill.

25. Considerations for skill learning…
Short Term Memory
As you first do the movement it will go in to your short term memory.
Long Term Memory
As you practice the movement it will progress in to your long term memory.
Feedback plays an important part when practicing a skill so that you can learn it correctly.