SKILLS &

1. Catching Shooting Dribbling A skill is a movement with a purpose Marking Passing SKILLS & TECHNIQUES A technique is a way of performing a skill Skill: Set Lay-up Shooting Shot Jump Shot

4. Skills Skills should be carried out with maximum efficiency and performed with minimum effort. A skilful performer is one who can control physical movement and can anticipate what is going to happen next as different skills and techniques are completed. 1) Write down some major skills and techniques involved in the activities in your course. 2) Write down a sports person that you think is the best in the world in their activity. Explain why you think they are so skilful.

5. e.g. Set Shot Few Sub-routines Few judgments to be made Physically EASY/SIMPLE SKILLS Undemanding Simple order of movements Little co-ordination Easy Environment e.g. needed One movement at a Indoors time Simple Skills

6. Simple Skills HIGH SERVE CHEST PASS PUSH PASS SIMPLE SKILLS SET SHOT HEADING HEAD- STAND

7. e.g. Lay-up in Basketball Physically Demanding Many Sub-routines Many judgements COMPLEX to be made SKILLS Co-ordination is vital Many movements at the same time Complex Skills

8. High jump Basketball lay-up Volley Goal Keeper save Butterfly stroke Complex Skills

9. Effects of Skills & Techniques on Performance Simple skills are made up of physical actions which are common to many activities such as kicking, jumping, striking, throwing, stretching and rotating. You learn these basic skills (moves) as you develop. Your skill level will affect how well you can refine skills through practice, use skills at the correct time, and make decisions about when to use basic and complex skills.

10. Effects of Skills & Techniques on Performance (EXAMPLE) When drawn to the net in badminton, a basic skill is to return the shuttle high to back of the opponent’s court with an underarm clear. A complex skill would be a tight net shot. Choose one skill from one activity. Explain how you refined the skill through practice.

11. What makes a skilled performance? A skilled performance shows three characteristics: • Sequences of movements are carried out in a fluent, controlled way often with minimum effort • Correct options are selected • Skills & techniques are used which reflect the performer’s ability and experience

12. Skill Learning • Learning skills involves considering: • Safe practice • Methods of practice • How best to practise with a partner and in a group

13. Safe Practice This involves ensuring practice is at the right level for your ability and completing a warm up before practice and a cool down after practice. It also involves understanding and abiding by the safety rules. E.g. Swimming * Class rules set by the teacher * Swimming pool rules * Working co-operatively with your partner or class

14. Gradual Build Up is when you learn a skill bit by bit Shadowing is when you shadow your partner and e.g. Diving copy what they are doing. 1. Seated Dive 2. Kneeling Dive e.g. Movements in 3. Crouched Dive Badminton 4. Full Dive Whole Part Whole is when you try the whole Learning skill, then, break it down Conditioned and concentrate on part, Skills Games before putting it all together again Solo/Partner/Group Repetition Drills Learning Skills

15. Methods of Practice • There are four main methods of practice that you need to know for physical education: • GRADUAL BUILD UP • WHOLE PART WHOLE • PASSIVE/ACTIVE PRACTICES • REPETIITIVE PRACTICES

16. Gradual Build Up Gradual build up is a useful practice method for learning complex skills. You learn the skill bit by bit. You build the skill up in stages. Often used when the skill is too difficult or dangerous to try. Gradual build up is a useful practice method as it allows you to: • Make practices more demanding in small steps • Develop confidence • Make practices challenging but achievable • Gear practices to your stage of learning

17. Gradual Build Up The best example for using the gradual build up method for an individual activity is the flight dive. Describe three different stages of building up to a flight dive in swimming

18. Gradual Build Up Gradual build up practice method can also be used in team activities. E.g. Stage 1: In indoor hockey you are working on attack. 4 v 1. The object of the practice is to get past the defender. You must describe how you would gradually build up this practice to make it more challenging.

19. Whole Part Whole Whole part whole is often used by performers who already have some experience of the activity. It works best when you can perform a version of the whole skill already. E.g. Front Crawl - Swimming Whole: Try the whole stroke i.e. using both arms and legs Part: With a float in hands, practise legs only to improve leg kick Whole: Return to the whole stroke again to see if stroke has improved.

20. PASSIVE/ACTIVE PRACTICES These are often useful to practise with a partner as they can vary the degree of opposition required to help you improve. E.g. Basketball– lay up shot 1. Solo practice ensuring foot pattern and ball placement is correct. 2. With a partner – receive pass from partner and perform lay-up shot. 3. Partner passes and then uses passive defence to mark you 4. Partner passes and then becomes an active defender who is trying to get ball.

21. Repetition Practices

22. Learning Skills Tasks 1. Choose one method of practice from list A and one from list B. Explain why you would use these methods of practice.(4) List A List B Shadow practice Passive/Active Practice Whole-part-whole Small sided games Cooperative practice Repetitive Practices 2. Choose two activities and describe, in detail, how you used these methods of practice to develop a skill. (Give specific details of a practice that you have used). (4)

23. Learning Skills Tasks 3. Gradual build up is one method of learning and developing skills. i) What is meant by gradual build up? /2 ii) Explain why you would use this method /2 4. Select two different skills where you used gradual build up. Choose an individual activity, a skill or technique. Describe how you learned to perform this skill or technique. Firstly I, /1 Then I, /1 Finally I, /1 5. Choose a Team activity, a skill or technique. Describe how you learned to perform this skill or technique. Firstly I, /1 Then I, /1 Finally I, /1

24. Learning Skills Exam Questions • Whole – part – whole and gradual build-up are two different methods of learning and developing skills. Explain why you used each method. (2)x2 • Choose an activity. Choose a skill/technique that could be improved using whole/part/whole. Describe what you did to improve this skill/technique using whole/part/whole. (2) ii) Now choose a different method of developing skills. (1) iii) Describe how you used this method to improve a skill/technique in an activity of your choice. (2) iv) Why was this an appropriate way to develop this skill/technique. (1)

25. Movement Analysis • One effective approach for breaking down a skill or technique is through analysing your: • Preparation is the first part of the movement • Action is the middle part of the movement • Recovery is the end of the movement • You would use an observation schedule to achieve this

26. Movement Analysis An observation schedule would be used to analyse your performance. E.g. Overhead Clear

27. Movement Analysis

28. Movement Analysis

29. Movement Analysis • Benefits of Using an Observation Schedule • Identifies Strengths & Weaknesses of a skill • Pinpoints specifically where weakness lies • Practice programme can be designed from the information received • You can use an observation schedule at the beginning and end of a training block to see if your technique has improved

30. Stages of Learning • There are three important stages in learning and developing skills: • Planning Stage (Cognitive) • Practice Stage (Associative) • Automatic Stage (Autonomous)

31. Planning Stage During the planning stage, you find out what the skill involves. You establish what the parts of the skill are and make your first attempts at learning each part. Errors are likely to be common at this stage in learning.

32. Practice Stage During the practice stage you link together all the required subroutines of the skill. Simple skills will require less practice than complex skills. Quality practice will reduce the number of mistakes made during performance.

33. Automatic Stage At this stage, most key subroutines have become automatic in the performance. At the automatic stage errors are less likely. You will be able to do it without thinking. Your success rate with an ‘automatic’ skill will be high and your mind will be free to concentrate on other aspects of the game. Choose one skill from an activity from the course. Explain, in detail, the characteristics of performance at each stage of skill learning.

34. Overcoming Problems in Skill Learning • Identify your performance strengths and weaknesses • Compare with a classmate’s ability • Compare with a model performer • Highlights fitness needs of performance • Exact requirements of different skills • Effectiveness of decision making • Highlights specific practice to overcome skill weaknesses

35. Principles of Effective Practice • For your practice to be effective you should set clear objectives. This will enable you to refine performance. You must consider your existing level of ability and current strengths and weaknesses and what aspects of your performance you want to improve. You must also consider: • Work/Rest Ratio • Progression

36. WORK/REST RATIO IS ONE OF THE KEY ISSUES IN MAKING SKILL SPECIFIC TRAINING TO YOUR NEEDS WORK/ PHYSICAL PREVIOUS DEMANDS OF REST EXPERIENCE IN THE PRACTICE THAT ACTIVITY RATI O YOUR LEVEL OF PRACTICAL DIFFICULTY ABILITY OF THE SKILL INVOLVED Principles of Effective Practice

37. PRACTICES ARE MAKE PRACTICES LINKED TO MORE CHALLENGING YOUR CURRENT WHEN YOU ARE PERFORMANCE LEVEL READY PROGRESSION WORK AT A HIGH QUALITY SUITABLY PRACTICE FOR A DEMANDING LEVEL SHORT PERIOD AT ALL TIMES OF TIME PROGRESSION WILL ENSURE THAT YOUR PERFORMANCE DOES NOT SUFFER FROM THE BOREDOM EFFECTS OF FATIGUE AND Principles of Effective Practice

38. Principles of Effective Practice Practising Under Pressure With skills and techniques that you can complete with a high degree of control and fluency it is important to complete practice under pressure i.e. as you improve practices must become more challenging. This will make practice relate to performing in competition. In team activities this could involve increasing the demands of opponents.

39. Feedback • Feedback is information received by a performer about their performance. • Positive feedback helps your performance improvement • Effective feedback needs to be positive • Feedback needs to be precise and accurate • One or two points of feedback given at a time • Feedback should be given as soon as possible after performance

40. Is how you feel about your own performance. E.g. You took a shot that was unsuccessful because the ball hit the front of the ring. You would know that next time you shoot you would have to shoot with more power. INTERNAL FEEDBACK Feedback

41. Feedback Exam Questions • Choose an activity and a skill/technique. Select one type of feedback which helped you identify a problem. Describe how this feedback helped you to identify a problem. (2) ii) For the same skill choose a different type of feedback. Describe how this feedback helped you to identify a problem. (2) iii) Explain how feedback helped you to improve your performance in your chosen activity. (2) iv) Explain what is meant by internal feedback. (1) v) Explain what is meant by external feedback 2) Feedback is an important aspect of developing skills to an automatic stage. What is meant by feedback? (1) ii) How does feedback help you to develop a skill towards the automatic stage? (1)

42. Co-operation It is important that you can effectively co-operate with class mates. This involves practising together and talking about how best complete tasks. Co-operation also involves observing a partner and recording information. When participating as part of a team working co-operatively involves accepting responsibility and recognising you role within a team.

43. Mechanical Principles Learning Outcomes • What is balance, are there different types of balance? • Centre of gravity • Body tension • Transfer of Weight and benefits to performance if completed effectively • Force and the application of force. • Friction • Follow through

44. Balance • Balance is the ability to retain the centre of gravity over your base of support. There are two types of balances: • Static balances • 2) Dynamic balances

45. Centre of Gravity • Centre of gravity is to do with stability. • The heavier you are, the more stable you will be • To be balanced your centre of gravity should be inside your base • A low position with a wide base is more balanced

46. Centre of Gravity

48. Body Tension For technique to be effective it is helpful if the major muscles involved in balances have good body tension. In gymnastics explain how good body tension helped to improve the quality of your balances?

49. Transfer Of Weight The transfer of weight allows you to move your body from one place to another. How well you transfer your weight involves considering how well balanced you are when performing. To transfer your weight in any direction, you must apply a force in the opposite direction. The force is created when you contract your muscles. At times, this can be single actions such as throwing the javelin. At other times, for example when running, simple actions are repeated. Name 2 activities, describe one technique which requires a single transference of weight and describe another technique which requires repeated transference of weight

50. Application of Force When performing different skills and techniques different forces are applied and resisted. For every action there is an equal and opposite reaction (Newton’s third law)