1. Factors affecting participation and Performance
SKILL
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2. Physical Education Department
A common definition
Skill is A learned ability to perform in a physical activity, efficiently,successfully and consistently
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3. Physical Education Department
In other words:
Efficiently – “you do not waste time or energy”
Successfully – “you improve and perform to the best of your ability”
Consistently – “you can rely on performing well on most days”
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4. The different types of skill
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5. SKILL IS THE LEARNED ABILITY TO PERFORM
KEY POINT
SKILL IS THE LEARNED ABILITY TO PERFORM
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6. Physical Education Department
Closed Skills
Skills that are fixed and don’t require adjustment.
They are closed because the performer is in control of most of the factors in the environment they are working in - ie. Trampolining no change to environment or equipment.
Takes hours to perfect them.
Some skills like javelin have to be altered slightly because of wind for example. Also run up in pole vault maybe altered.
Need to be practised over and over again.
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7. Physical Education Department
Open Skills
Skills that are constantly adapted or modified during play.
Environment of play or performance is not under the performer’s control, there are other people involved.
Basketball – there are different lengths of passing and shooting. Performer can not control what may happen next.
Hockey – receiving a ball – depends on the speed of the ball, proximity of team mates and likelihood of being challenged.
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8. OPEN AND CLOSED SKILLS Which of these are open and closed skills?1 2 3 4 5
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9. OPEN AND CLOSED SKILLS Which are open and which are closed skills?6 7 8 10 9
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10. sports and skills continuum
An OPEN to CLOSED
sports and skills continuum
Soccer
Cricket
Golf
OPENC
OPEN
OPEN
CLOSED
Pass or shot.
Can’t say what is
going to happen next.
BOWLING
Open – depends on
left right hand
batsman.
Bounce of ball –
Wicket.
Closed – same technique.
Practice technique over
and over again.
Golf Swing.
Environment is
generally the same –
sometimes windy.
You have control
over equipment –
choose club.
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11. THERE ARE TWO TYPES OF PERFORMERS
THE NOVICE AND THE EXPERT
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12. Physical Education Department
THE NOVICE PERFORMER
Will be very inconsistent in how they perform a new skill
Will put a lot of effort in but will produce a less effective performance
Will not produce the skill as quickly or as efficiently
Will not be able to adopt the skill quickly when necessary or may not possess the experience to do so
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THE EXPERT PERFORMER
Will develop a high level of consistency with each performance
Will perform the skill with apparently little effort or expenditure of energy
Will perform the skill quickly and efficiently
Will be capable of adapting the skill to meet precise situations as they arise
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14. LEARNING SKILLS – INFORMATION PROCESSING
ACTIVITY: TENNIS
Seeing opponent play
shot –where is the ball
going to land/how fast
is the ball travelling?
What shot is it best to
play in situation?
Playing the shot.
Evaluating whether the
shot was successful –
‘Good shot – but could
have played it more
accurately.
Input
Decision making
Output
How successful was the
shot?
Where did the ball
land? – or ‘must hit
through the ball next
time.
Feedback
Task: Use a different skill in an activity and write down the information processing that a player would use.
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15. Evaluation and Analysis
Evaluation means –
Being able to see what is good and bad about a performance.
Analysis means –
Breaking down a performance in order to evaluate it.
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16. Intrinsic and Extrinsic Feedback
Recognising faults in your own performance.
Beginners struggle to evaluate their own faults as they don’t have the experience.
Extrinsic
Feedback comes from someone else rather then yourself.
Can be general encouragement or specific information about the performance.
Usually only one or two comments about the performance.
Examples – teachers, coaches, spectators.
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17. Physical Education Department
Types of Knowledge
Knowledge of Performance (KP)
Tells you how you have performed irrespective of result.
Can come from a coach, fellow players, spectators or video.
Can also sense how well you have performed yourself.
Can also analyse performance and how it can be improved.
Knowledge of Results (KR)
Tells you whether you have achieved your result irrespective of performance.
Comes from external sources
Examples – distance in javelin
result in a game
Was your serve an ace?
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18. PRACTICING AND DEVELOPING SKILLS
PART PRACTICE
Breaking a skill down into separate manageable parts.
Practice each of the skills individually.
Example – serving in tennis – learn how to grip the racket, your stance, how to throw up the ball and the swing of the racket.
VARIABLE PRACTICE
This type of practice is important when learning an open skill.
You practice the skill in lots of different settings.
Example – a cricketer plays his shots according to the type and speed of delivery.
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WHOLE PRACTICE
Repeat the skill over and over again.
Activities which don’t lend themselves to being split into parts.
Example – dribbling in football.
FIXED PRACTICE
This type of practice is used to learn a closed skill.
The skill is repeated under the same environmental conditions.
Example – golfer will practice his shots repeatedly. The setting of the skill doesn’t change.
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20. LEARNING AND DEVELOPING SKILLS
Demonstration and Copying
Skills are learnt by copying others – teachers, trainer. Teacher will demonstrate how a skills should be performed and then feedback on student’s performance until its done correctly.
Film or footage could also be used.
Practice
Skills become established through practice ‘practice makes perfect’.
Initial demonstrations must be technically correct.
Feedback – intrinsic and extrinsic also essential for skills to be practised effectively.
Practice can be based on the ‘whole skill’ or in some cases ‘part skill’
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Trial and Error
Practicing and learning a skill until you start to make it work.
Problems occur if a person gets into a bad habit or learns the skill incorrectly.
Role Models
Have to be good technically.
Can be useful to learn skills from.
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22. Physical Education Department
MOTOR SKILLS
Gross Motor Skills
Involves large movements of large muscles.
Examples – javelin throw, dancers when they jump.
Fine Motor Skills
Involves small movements of small muscles.
Examples – wrist movement in producing spin on a tennis ball, wrist movements in badminton.
WRITE AT BOTTOM OF PAGE
Both sets of motor skills need to be performed consistently. They often work together to produce both large movements and fine control when performing a skill.
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23. Physical Education Department
FINE AND GROSS MOTOR SKILLS Which of these are fine and which are gross motor skills? 1 2 3 4
Hit in hockey
Flick shot
Drive Shot 5 6 7
Top spin on a tennis a shot
Use of wrist in a set shot
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24. Physical Education Department
DECISION MAKING
Perception
Is how you see something – separates important information from unimportant information so you can make decisions.
Examples of different interpretations of situations can be a reason for arguments between players and officials.
Memory
Making a decision based upon memories and experiences from previous situations.
There are two types of ‘memory’ :-
Short Term Memory
Something you learn quickly, but can forget easily.
When learning a new skill it is organised in short term memory then passed onto long term
Long Term Memory
A skill learnt over a period of time is stored in long term memory.
Has a lifetime capacity – never forget skill.
Examples – riding a bike, swimming.
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Limited Channel Capacity
You can only absorb a certain amount of information.
Skills are therefore learnt one at a time.
Overload and Selective Attention
Too much information at any one time causes overload of information. So selective attention occurs – ie. Remembering only 2 teaching points out of 3 or 4.
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26. Task: Watch the 4 sports clips
1) List as many words as you can for each sport that describes the action of the performers
2) Complete the table in full
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