Skills and Techniques Standard Grade Wednesday 12 th September 2012

Skill Has a purpose – it allows you to achieve what you want to do shooting to score a goal dribble to find space or go past someone attacking shot badminton – to win point vault – to cross a bit of apparatus

Technique Allows you achieve your purpose in a way that suits the situation Skill Technique shooting – layup, set, jump, hook, dunk Dribbling – Attacking shot - Vault -

Skills can be classified in various ways Importance of classifying skills - so you can identify the best way to learn/relearn the skill - so you can identify the best way to practice the skill So you can identify key elements within the skill

Complex Simple Complex skills are physically demanding Have lots of parts (subroutines) Needs high levels of coordination Needs timing Complicated/changing/challenging environment Need to make judgements

Simple skills Few parts (subroutines) Physically undemanding Little coordination needed Few judgements Simple movements Stable environment -

Wednesday 3 rd October 2012 Go over homework – New work Open – Closed skills Discrete, Serial and Continuous Skills Breaking skills into parts Homework -

Open Closed Open skills take place in a changing environment – people are moving, you are on the move, the unexpected happens and you have to react, speed changes and you are not in control of the timing Closed skills take place at the same pace, in an environment that stays constant. It is a skill that remains constant.

Discrete-Continuous-Serial Discrete – skills that stand alone – they do not follow another skill or have a skill comes after – high jump. Continuous – skills that are repeated – running, cycling, front crawl Serial – skills that are done as part of a series, overhead clear, drop shot, underarm clear smash

In your jotters 1. Draw a line simple at one end complex at the other. 2. Draw another line with open at one end and closed at the other 3. Write the headings Continuous Discrete Serial For all the lines place the following skills at the appropriate point.

For example Simple ________________ layup ____ Complex Open _ Layup _____________________ Closed Continuous Discrete Serial Lay up

High Jump Front Crawl Dribbling Overhead clear 400m 100m Hurdles Defensive header Chest Past Volley in Football Net shot Forward roll

Wednesday 31 st October 2012 Go over homework Breaking down skills Learning new skills Homework – questions 59 – 66 for Monday 5th November.

Breaking down a skill A skill can be broken in 3 parts P – preparation A – action R - recovery

Preparation What happens when you know what skill you have to play - get into position/move to position - get weight on the correct foot/part of the body - grip with hands

Action Performance of the skill Hitting, kicking, pushing, throwing, pulling etc -contact point - timing -transfer of weight -direction/height/

Recovery How the action is completed and you get into a position where you can react to the next situation. - follow through – direction to skill/power to skill

For the overhead clear give 2 points for preparation, action, recovery that you need to perform effectively. Preparation 1 2 Action 1 2 Recovery 1 2

Choose another skill Give 2 points for preparation, action, recovery that you need to perform effectively. Activity Skill Preparation 1 2 Action 1 2 Recovery 1 2

Wednesday 7 th Nov 2012 Peer marking of homework New work – Learning skills - Methods of practice

Learning New Skills Whole – Part – Whole Skills need to be known Skills must have parts An example would be learning a stroke in swimming. -Practice body position -Whole stroke -Practice arm action -Whole stroke

Whole – part – whole Where the skill is less dangerous Where the skill has not got easy to divide parts Some experience of the skill is necessary Swimming – practice the part – leg action and then put it into the whole action. High jump practice arch of back, practice run up and arch, practice landing, practice whole skill

Gradual build up Skills can be added to starting with simple actions then building up the difficulty Skills could be dangerous so you would need to gain confidence An example would be lay – up in Basketball Start under the basket just shooting, take 2 steps and shoot, dribble in 2 steps and shoot.

Learning new skills Gradual build up- lay up –break the skill into parts (very like P.A.R.) add a bit on each time. If the action is complex then you can break it down into small bits. Can be used with dangerous skills Can build up the difficulty bit by bit to make more demanding Builds confidence Joining skills in routines – trampoline/gymnastics/triple jump

Methods of Practice Way we practice to get the most for our session. Initial practices – make skills simple to allow everyone to practice at own level. Then practices get more challenging. To challenge – faster, less room, more people (team mates and defenders)

Methods of Practice Shadow – To feel the movement, get the muscles, joints and nerves ready for action To prepare mentally for the activity. Advantages – can slow down movement - can stop movement - do not need to judge flight of shuttle - do not need to think of outcome or next shot Give an example from badminton:

Feeder Drill Feeder drill – can perform skills in real time so more game like. - can speed up practice and add pressure by making 2 feeders or feeding to different areas/speeds etc Give an example from football:

Continuous Drills Can be used to work a group of muscles - - fitness Can be used to practice the same skill repeatedly – Can be used to memorise skill patterns Give an example from volleyball:

Adapted Games Adapt -rules, equipment, facilities, scoring or team – size. Allows performer to perform at own level Allows performer to play in a less formal setting Allows performer to practice a specific skill Allows performer to get lots of involvement in the activity

Adapted Games Give an adaption for Pitch size: Rules: No in a team: Equipment: Scoring:

Monday 12 th November 2012 Self assess homework New work – feedback - stages of learning

Feedback Information you receive about your performance. Best given immediately after Best given in small bits Best given in different ways Best given on one aspect of the skill at a time

Feedback Internal – kinaesthetic – feel of the movement. Can be achieved through shadowing practices, manipulation to place in the correct position. External – visual – someone showing you - verbal – someone telling you - written – someone writing something down - knowledge of results

Stages of Learning 3 stages of learning 1 st stage Cognitive – at this stage you are learning and trying to understand what is needed. Lots of errors Most people pass through this stage very quickly but it depends on age, fitness levels, complexity of skill. Need lots of general, positive feedback, in small bits.

2 nd stage Practice or Associative This stage is characterised by linking together of the subroutines, less errors will be made and movement will be refined. Less errors made More specific feedback – Less motivation needed as internal motivation takes over You may stay in this stage and not move into the final stage.

3 rd Stage Automatic – in this stage the skill has become automatic to perform and you are now thinking of the outcome of the shot. No or little external feedback on performance but more feedback on the outcome of skill Less errors You can go back to the practice stage and relearn skills.

Homework For Monday You have questions prep of body, skill and techniques Questions from today finished I want everybody to write about a practice where they made the skill more closed and then another practice which opened up the skill.

Mechanical Principles Centre of gravity -