Aesthetically Pleasing SKILL Technique Economic Efficient Aesthetically Pleasing Skilled Performance Consistently

Lesson Objectives WE ARE LEARNING TO... Be able to define and characterise skill Understand the difference between motor and perceptual abilities and the difference between skill and ability Understand the different types of skill – cognitive, perceptual and psychomotor Be able to classify skills using different types of continums

Starter Activity With the person next to you, create a mind map. Write down as many words as you can think of which you think constitutes a skilled performance? EFFICIENT SKILLED PERFORMANCE

Characteristics & Definitions of Skill “ The Learned ability to bring about a predetermined Result with maximum certainty and efficiency , often with the minimum outlay of time, energy or both as a result of evaluating information and decision making” Skilled actions have an objective – they are goal directed and predetermined Skill is learned – It is not innate, nor is it the result purely of maturation – the process of growing up Skilled movements are economic and efficient – they do not waste energy

Characteristics & Definitions of Skill Continued..... Skilled action maybe described as the use of a technique at the right time or place Skilled actions are consistently successful – they regularly achieve the objective or copy the technical model Skilled actions are often the result of receiving and evaluating information (perception) and then making the correct decision (cognition)

Skill & Ability What does it mean to be skilful? What does it mean to have ability? Why are these two terms different?

Exam Questions You and a friend are watching Basketball being played on the school playground. 1. Describe three criteria that you would use to decide if the players are performing skilfully (3 marks) 2. Using examples from sport, explain the fundamental differences between ability and skill (4 marks) (Please write your answer in full sentences)

Conclusion You should now be able to.... Define skill and be able to list the characteristics of a skilful performance Define ability and understand the difference between skill and ability

Aesthetically Pleasing SKILL Technique Economic Efficient Aesthetically Pleasing Skilled Performance Consistently

Lesson Objectives WE ARE LEARNING TO... Understand the difference between motor and perceptual abilities Identify the different types of skills Be able to understand the difference between Cognitive, perceptual and psychomotor skills

Starter Activity RECAPPING ON PREVIOUS KNOWLEDGE Using the key word bank provided can you fill in the missing gaps in the text. If possible you can attempt to fill in the gaps without using the word bank. This is a more challenging task. If you decide to do this your answers might not necessarily be the same as the key word bank. I encourage you to use the key word bank as a guide

Motor & Perceptual Abilities Motor Abilities A series of underlying characteristics that contribute to moving your limbs successfully. They link to physical fitness Perceptual Abilities Is related to the process of receiving, recognising selecting and organising information that we receive from our senses and putting these decisions into action via movement Explosive Strength Speed of perception – how fast can you make sense of the display Co-ordination Divide attention to more than one thing Balance Analysing movement – predicting future action Speed of Reactions Selection to filter out unwanted info

Perceptual Abilities Watch the following video extract. In your small groups record the following information onto your whiteboards What information is the defender being presented with? Is all the information useful and necessary? Which information is most necessary? What questions might the defenders ask themselves before deciding upon a course of action?

Cognitive Skills Selecting what to do, choosing which action to use and when, decision making, reasoning Our cognitive skill develops as we learn from experience EXAMPLE Tennis player makes better decisions if they have played them before. They can evaluate their strengths and weaknesses EXAMPLE A performer is able to give more attention to more tactical and decision making elements if the technique is grooved or habitual Tactically outwitting an opponent

Attending to ‘where to place the ball’ Perceptual Skills How well we select, organise and recognise information gained from our senses This will be built on perceptual abilities and is developed as a result of maturation and practice EXAMPLE The Tennis player attends to the call of his team mates despite all background noise Attending to ‘where to place the ball’

Psycho-Motor Skills Our physical movements controlled by the brain towards a predetermined goal or objective EXAMPLE Being able to combine the muscle contractions and relaxations to control movement such as a Badminton overhead clear

Skills Task How many things could you remember? Stop! Write down all the things that you have heard, seen, smelt tasted or felt over the last 60 seconds!!! How many things could you remember? Were some things more memorable than others? Were things fro different senses more difficult to remember How does this task link directly to the different skills we have looked at?

Conclusion You should now be able to.... Understand the difference between motor and perceptual abilities Identify and understand the difference between Cognitive, Perceptual and Psychomotor skills

Classification of Skills Open Closed Gross Fine Externally- Paced Self-Paced Serial Discrete Continuous

Lesson Objectives WE ARE LEARNING TO... Be able to understand what a continuum is and why they are useful in sport Identify the different types of continuums and successfully apply them to sporting situations

Starter Activity RECAPPING ON PREVIOUS KNOWLEDGE Complete the following worksheet. You are required to match up the correct definitions with the correct key words There is new vocabulary in there also to make it more challenging

Continuums Contextualised A continuum is a link between two extremes that blend from one to the other gradually. We classify skills so that we can plan training and practices. It helps us to know how to teach different skills Classifying maybe described as ‘categorising’ or placing in a ‘class or group’

Classification of Skills OPEN SKILLS - CLOSED SKILLS Affected by the environment (Unstable) Not affected by the environment Are unpredictable Predictable/habit Externally Paced Self paced (performer in control) Predominantly perceptual (Adaptations can occur) Has a pre-learned pattern of movement No definite beginning or ending Has a definite beginning and ending Movement patterns must be adapted to suit the demands of the situation Low level of cognitive/perceptual skill EXAMPLE – Responding to the flight of the ball in Tennis EXAMPLE – Throwing a shot put

Classification of Skills GROSS SKILLS FINE SKILLS Those involving large muscle movements Those using more intricate movements and small muscle groups Associated with power, strength and endurance Associated with accuracy and precision Little fine control required Requires good hand-eye co-ordination EXAMPLE – Kicking, throwing a shot put, jumping EXAMPLE – Archery, snooker Gross Fine

Classification of Skills SELF PACED EXTERNALLY PACED Performer is in control over the rate of the action Performer is not in control Performer decides when to initiate the action Controlled by the actions of others Not governed by the actions of others More open skills More closed skills EXAMPLE - Penalty EXAMPLE – Hockey defender reacting to an attacker Externally- Paced Self-Paced

Classification of Skills DISCRETE SERIAL CONTINUOUS Clear beginning and end Several discrete elements put together to make an integrated movement sequence No obvious beginning or ending A single skill The order of discrete elements is important The end of one cycle is the beginning of the next Repetition of the same skill or movement Serial Discrete Continuous

Complete exam questions sheet Classification of Skills Complete the following worksheets based on the four continuums. They will examine your understanding of how we classify different skills in sport Homework Complete exam questions sheet

Conclusion You should now be able to.... Understand why we use continuums to classify activities in sport Successfully classify different activities and sporting actions on the four continuums studied