1. 3.4.2 – Testing, training and lifestyle choices to assess and improve performance
Learning objectives
To understand what is meant by skill acquisition. To be able to explain the techniques of imagery, breathing and focusing as a mental preparation strategy. To describe the characteristics of a skilful and unskilful performance. To understand the different types of skill, learning and feedback. To describe the methods of practice used by a coach.

2. How to evaluate the results:
Methods of testing fitness
Completing fitness tests can help build up a performers fitness profile. The first tests will act as baseline data and subsequent tests will show any improvements made.
Why are you testing?:
To highlight strengths and weaknesses.
Motivate the performer.
How do you test?:
Each test will focus on 1 fitness component.
Testing should be straightforward.
The test should be carried out the same time on each occasion.
How to evaluate the results:
what does the work out results imply.
Compare to last sessions data.
Make adjustments to training programme.
Fitness testing

3. Preparing a performer in skill acquisition
When an athlete is trained to acquire skill they will be shown the correct technique and over time will adopt the right mental state.
Correct technique:
Listening to expert instruction and watching video clips of elite performers will all help improve an individuals technique.
Photo by: © alastairduncan on flickr. This image is reproduced under the terms of the Creative Commons License

4. Preparing a performer in skill acquisition
Correct physical state:
Athletes should make sure that they are fully prepared for action. This can include:
Warm up
Practice and train hard
Fulfil role within team
Correct mental state:
Mental strength is important for all athletes. This can often be the difference between a good player and a great one. There are many mental preparation techniques that can be used in sport:

5. Preparing a performer in skill acquisition
Relaxation:
Deep breathing can redirect attention and release tension. The performer will relax the chest and shoulder muscles to calm the body down.
Photo: © Stock.xchng.

6. Preparing a performer in skill acquisition
Imagery:
This is the formation of mental pictures of successful performances. Performers will go through a mental rehearsal prior to a race or competition.
Specific sporting situations can use imagery more readily than others. i.e. penalty kick
Photo by: © roubicek on Flickr. This image is reproduced under the terms of the Creative Commons License

7. Preparing a performer in skill acquisition
Focusing:
This involves recognising that the athlete has started worrying about a performance. Use of a ‘trigger’ word will hopefully refocus and work on positive thoughts. The aim is to concentrate on the technique or skills to be used.
i.e. Netball player tells herself ‘focus’
Photo (Cycling): © Numerius on Flickr. This image is reproduced under the terms of the Creative Commons License 3.0.
Photo (Team Lineup): © jbagley on Flickr. This image is reproduced under the terms of the Creative Commons License

8. How skills are acquired and developed
Developing a new skill can be difficult depending on the individual and the complexity of the task. Natural ability will always help a person accomplish a skill.
TASK: What is meant by a skill?
A skill is: “a learnt ability to bring about the result you want”
Some skills are more complex than others, and require many components to the overall skill. i.e. Butterfly Stroke
Photo: © Stock.xchng.

9. Characteristics of a skilful performance
TASK: What is characteristics would you expect from a skilled performance?
Photo (Basketball): © Gopher Jump Shot to Stan Oleson. This image is reproduced under the terms of the Creative Commons License
Photo (Usain Bolt): © rich115 on Flickr. This image is reproduced under the terms of the Creative Commons License

10. Characteristics of a skilful performance
Game skills/actions have a successful outcome.
The performance looks good and is aesthetically pleasing.
Shots are accurate and on target.
Skilful performance
The player is confident.
Passing is weighted correctly.
Skilled performers can adapted to changing situations.

11. Characteristics of a UNskilled performance
Poor at reading and anticipating play.
Become tired easily.
Give away possession easily.
Unskilled performance
The player lacks some confidence.
Makes the wrong decisions. i.e. Skill or pass to be executed.
Poor at positional play.

12. How skills are learnt
Skills and actions are learnt in a variety of ways. Performers will usually learn through one or more of the following ways:
Practice- repeating actions over and over. As individuals get better at the skill opposition can be added.
Copying- In the initial stages of learning it is easier to observe and copy an actions.
Trial and error- Attempting the skill until successful is a lengthy process. This method of learning is best with a highly motivated athlete.
Role models- Watching an elite performer execute the skill we intend to learn can provide some feedback about how to complete it.

13. Types of skill
Skills can be divided into ones that are outcome based and others that have an unpredictable outcome.
Closed Skills:
These are skills that are performed in the same situation and have no variation. The skills are unaffected by the environment. The actions involved in closed skills follow a set routine or pattern of movement.
TASK: Name 3 other closed skills?
Photo by: © bk1bennett on Flickr. This image is reproduced under the terms of the Creative Commons License

14. Types of skill Open Skills:
These are performed in a changing environment. This can include:
Opponents movements
Pace of the ball
Height and distance from the ball
Open skills require adaptability from the performer.
TASK: Name 3 other open skills?
Photo by: © paddynapper on Flickr. This image is reproduced under the terms of the Creative Commons License 2.0.

15. Types of skill Open/Closed Continuum:
This continuum represents the degree with which a skill is open or closed.
Open skill ____________________________ Closed skill
Photo (Golfer): © Stock.xchng.
Photo (Skater) on flickr.
Photo by: © Thomas Link on Flickr. This image is reproduced under the terms of the Creative Commons License
TASK: Where would you place the following sports?

16. Types of guidance
When learning any new skills different forms of guidance are required. Coaches and teachers normally give this support. Methods of teaching/guidance include:
Visual
Verbal
Manual
What is meant by visual guidance?
Photo by: © chrisbrooks on Flickr. This image is reproduced under the terms of the Creative Commons License

17. Types of guidance Visual guidance:
This is often used when a performer is just starting out in the learning process. Learners can see the whole action and interpret it for themselves.
Forms of visual guidance includes:
Demonstration
Playback of a video clip
Observe technique from images or stills.
Photo: © Stock.xchng.

18. Types of guidance Verbal guidance:
Terminology and phrases associated to certain skills can be made simple and straightforward in a clear verbal explanation.
Difficulty with verbal guidance:
Players must understand the basic terminology used
Remember the instructions
Interpret the words into actions
Photo: © Stock.xchng.

19. Types of guidance Manual or Mechanical guidance:
This method is used when the skills learnt are dangerous or are complex. Coaches or teachers will uses a ‘hands on’ approach to ensure safety.
i.e. Trampolining sommersault support.
TASK: Can you think of other manual guidance uses? What other sport may a coach use this method?
Photo: © Stock.xchng.

20. Types of feedback Intrinsic feedback:
This type of feedback happens within the performer. They know the skill was not executed correctly or the technique did not feel good.
Accurately performed technique give internal feelings of satisfaction and confidence.
How many different sporting examples can you think of where intrinsic feedback happens.
Photo: © Stock.xchng.

21. Types of feedback Extrinsic feedback:
This feedback comes from results and match analysis. There are 2 lines of extrinsic feedback:
Knowledge of results – the outcome
Knowledge of performance – how well the performer played.
The following are all examples of extrinsic feedback:
Watching a performance back from video
Listening to a coaches comments
Final score in a game

22. Feedback
Comments on a performers strengths and weakness is vital to their development. Feedback should also be:
Easy to understand
Not too much and enough to get improvements
Concise
Feedback should be...
Constructive – focus on a weakness and how to improve
Specific to the athletes sport
Positive and highlight strengths

23. Types of practice
The type of practice used will depend on the skills to be improved. Coaches will use a practice method that suits the performers personality and their learning needs.
Whole practice:
This practice involves repeating the whole series of actions. Gymnastic skills and games activities are easier to perform as a whole. The actions can be performed over and over to perfect them.
Photo by: © The U.S. army on Flickr. This image is reproduced under the terms of the Creative Commons License 2.0.

24. Types of practice Part practice:
This practice involves learning and practicing different elements of the whole skill. The full action can then be ‘pieced’ together.
i.e. A tennis serves can be broken down into a number of parts:
Ball toss
Racket preparation
Serve action + contact
Follow through
Photo by: © Toga on Flickr. This image is reproduced under the terms of the Creative Commons License 2.0.

25. Types of practice Whole – Part – Whole practice:
This method involves using both types of practice in combination. Firstly, the action is performed as a full then elements of the skill are practiced. Finally, the whole action is tried again.
Fixed practice is suitable for closed skills where the environment is predictable.
Variable practice is aimed towards open skills. Performing skills in the type of environment players would be faced with in a real competition best prepares them for all situations.
Photo by: © Paddynapper on Flickr. This image is reproduced under the terms of the Creative Commons License 2.0.

26. Lifestyle and activity choices
The reasons for choice of activity can be vast. They may be physical, mental or social.
TASK: What are some reasons for choice of activity?
Here are some reasons:
Enjoyment
Maintain/improve fitness
Relaxation
Excitement
Photo by: © Lytfyre on Flickr. This image is reproduced under the terms of the Creative Commons License

27. Summary Questions: 1. Describe the imagery technique.
2. How would a performer use the focusing technique?
3. How would you describe a skilful performance?
4. What is visual guidance?
5. Explain what is meant by whole-part-whole practice.
6. What is the difference between intrinsic and extrinsic feedback?