There are a number of ways to classify skills

1. Skill Classification There are a number of ways to classify skills Simple Fine Types of motor skills Complex Gross Closed Open

2. Skill Classification • Fine: Motor skill require small body parts and muscles to be involved • Gross: Motor skill require most of the body to be involved (i.e. large muscle groups) • Simple: Basic movements require little learning • Complex: Combine basic skills into a more developed activity • Open: Motor skills are performed in an environment where there are changing variables • Closed: Motor skills are performed in an environment where there are few variables

3. Subroutines • An entire or whole skill, such as throwing a javelin, can be broken down into parts. The whole skill is called the motor programme. The parts are called sub-routines. Sub routines Grip Run up Arm withdrawal Release angle Follow through

4. Subroutines • What do you think the subroutines are for the following activities: • Lay up in basketball • Freestyle • Driving a car

5. Subroutines • TASK • In small groups, you must create a poster for a particular volleyball skill. • Posters must include: -all the possible subroutines -key points for each subroutine -prettycolours!!!

6. Types of Practice • Whole: the whole skill is practiced/taught in it’s entirety. Ideally, all movements should be taught as a whole as this method allows the learner to experience the feel of the skill. • Part: the skill can be broken down into separate subroutines. Part Practice involves working on an isolated subroutine with the intention of perfecting it. • Whole– Part-Whole: this practice involves practicing the whole skill, then concentrating on a set subroutine and then concluding with the whole skill again

7. Types of Practice • Mass : performing a skill over and over again without rest until it is achieved. The risks are:fatigue, poor technique, boredom, injury, frustration. Mass practice suits people that are highly motivated, low energy demand tasks and simple skills. • Distributed: performing the skill with rest sessions in between until the skill is learned. Distributed practice is often the preferred method when in the early stages of learning, energy demands are high, skill is complex, performer is not motivated, task is boring. • Drill: learning a skill through repetition (best suited for closed skills)

8. Types of Practice • Problem Solving: learning through investigation, experience or discovery (best for practicing open skills). • Mental Practice: performing the skill in your mind without physical movement. It is good in the rest phases of distributed practice. Mental practice can include watching a video, mental imagery and reading and listening to instruction. • Physical Practice: the skill is performed by active/physical involvement.

9. SPIKE: SET: DIG: SERVE: Subroutines

10. Feedback • Feedback comes in many different forms and tells the learner how to improve their performance by comparing their current performance with the desired one. • Good feedback is: -given straight away -provides useful information -is precise -motivates the learner to make changes to performance -reinforces good performances

11. Main Purposes of Feedback • Feedback serves three main functions: 1. Motivation: to help lead a change in performance 2. Change performance: next time you will know what to do 3. Reinforce learning: feedback tells you if you were right or wrong

12. Feedback • Feedback Sources: Feedback can come from the following sources: -Eyes -Ears -Coach -Spectators -Team members -Parents -Yourself -Referee -Successes/mistakes -The ball -Proprioception (touch)

13. Types of Feedback • Internal: provided by how you feel the performance went (i.e. comes from receptors within the body (e.g. muscles). e.g. you can feel if the spike was performed correctly • External: comes from verbal, audible or visual sources. e.g. Hear the sound of your hand on the ball, see a goal/serve go in, coach, teacher, video or other player telling you about your performance • Knowledge of results: information received about the outcome of your performance. This information comes from external sources such as the coach, crowd, you see it… e.g. Jumped 8m in the long jump, the ball was in • Knowledge of performance: Information received about the actual performance of a skill. This information can come from either an internal or external source. e.g. Taking off on the wrong foot or not enough drive with the take off foot when doing a long-jump

14. Types of Feedback • Positive Based on your knowledge of results and performance. e.g. consider the situation of spiking the volleyball to an area on court when no member of the opposition team is (an ace!!!). This is positive feedback as it was a successful spike as your team won the point and your teammates praise you for the shot  • Negative Based on your knowledge of results and performance. e.g. consider the situation of spiking four spikes out or into the net. This is negative feedback as you are aware of your errors and have lost four points for your team. You know you need to correct your action (i.e. jump sooner, be more prepared for spike, choose best spiking option for set height…)

15. Types of Feedback • Continuous That provided during skill performance. e.g. the feel of shooting a goal in hockey, scoring a try in rugby • Terminal Also known as discrete feedback. It comes after a skill has been performed. e.g. someone telling you that was well served in volleyball

16. TASKS!!!! • Improving Performance In order to improve your own or your peers performance, appropriate key words need to be spoken. In the groups you are sitting in, complete the final column of the table on page 28. Refer to the sub-routine sheets you should have stapled to help you  • Practical Drills Find a partner that you would like to work with in class tomorrow and spend a few minutes jotting down some drills that will allow you to provide pertinent feedback to each other  (e.g. watching each other set or serve the ball…)

17. TASKS!!!! • Log Entry Complete a log entry for the practical session you have just completed  Remember, you need to state exactly WHAT each station involved including the skill, type of practice you did and type of feedback received (first column) before stating how these aspects helped or hindered your performance (second column). You may also wish to jot down specific examples of what others told you to use as examples in the written assessment 

18. Goal Setting • Why Should We Set Goals? As a class, brainstorm answers to this question. Record your answer in the gap provided on page 31. • What are long and short term goals useful for? As per above, discuss and record answers. • What do the letters in SMART stand for? If anyone in the class can get it right without cheating, I will bring them a prize!!!

19. SMART GOALS • SMART GOALS: Whenever you set goals, in order to experience success SMART goals must be set. Copy the information on the next slide into the table on page 31 to aid your understanding of what this concept means  Feel free to just note the key ideas (i.e. you do not have to copy word for word!!!!)

20. SMART GOALS Specific: make sure goal is clearly defined. Measurable: Establish criteria for measuring your progress as you work towards your goal. This helps you ‘stay on track’. Attainable: When you identify goals that are personally important to you, you begin to figure out ways to attain them. Realistic: The goal must represent something that you are willing and able to work towards. It cannot be outside your personal capabilities. Time-Based: You must have a time-frame in mind in which to accomplish your goal. This improves focus and motivation.

21. Personal Goals • Individual Challenge: Using the information you have just learnt, you are to set two SMART goals that you are going to try to achieve in the next practical session. Record on page 33. (You will be doing this on Thursday). To increase your chance of success, it is a good idea to set two performance based goals. (i.e. serving at least 80% of my serves in the set area; spiking 7/10 spikes into the court dimensions…) After you have set your goals. You must write up how you are going to try to achieve these goals by writing a practice session. You must include: -the type(s) of practice you are going to use -the type(s) of feedback you want your partner to give you (e.g. knowledge of performance, external…)

22. Barriers • Barriers to Achieving Goals: As a class brainstorm, all the possible barriers to achieving goals (unrealistic…). Record in your book on page 32 and then choose three and complete the table.

23. Psychological Skills There are a number of different psychological skills that can help to improve skill learning and performance Self Talk Concentration Goal Setting Types of Psychological Skills Confidence Motivation Arousal

24. Arousal • What is arousal? means how mentally ready a person is to perform in a game or event (drill/practice session) (i.e. the level of attention, that is, how awake or receptive to learning or performing a person is). • It is possible to be in three states of arousal: -under-arousal, -optimal level of arousal, -over-aroused • Illustrated by the inverted “U” hypothesis.

25. Inverted 'U' Hypothesis

26. Optimal Level of Arousal An athlete will be : Focused / Attentive Confident Perform better  Under-aroused state: An athlete will be: Bored, Not motivated, Tired, Inattentive / Distracted Over-aroused state: An athlete will be: Nervous, Anxious, Worried, Scared

27. Confidence • What does confidence mean? It is a person’s belief in themselves to complete the skill/task  • If you have confidence, you are more likely to: -remain calm and relaxed -focus on the task at hand (not worried about how you are doing or how others think you are doing) -increase your level of effort and persist with learning the skill as you believe you can achieve the goals you have set -to succeed

28. Concentration • What is concentration? Thinking about the right things at the right time Feeling of being in complete control • Techniques to help concentration Focus: Preplanned focus Focus on the things that you need to do to perform well Focus on things that you can control Focus on the basics Concentrate in the present: Don’t be distracted by the “what ifs” There is nothing you can do about mistakes or what has happened in the past

29. Concentration • Self Talk is: -conscious or intentional thinking, or an inner conversation -can help to focus attention and calm nerves  • Types of cue words range from: focus words to mood words to positive statements. • All self-talk words need to be brief, precise and positive Examples: -Point foot, follow-through (to help volleyball serve) -Keep going (to control effort) -Focus (to aid concentration)

30. Concentration • Routines • We all have routines that we use naturally e.g. getting ready in the morning • Doing the same things before we perform helps us to concentrate, calm nerves… • Mental and physical routines are a way to get your concentration back after losing it. E.g. Volleyball Serve – hitting ball twice and taking a deep breath before serving ball

31. Concentration Homework • Explain in detail how you have used the psychological factor of concentration to improve your softball skill performance.