The Circus

1. The Circus Achievement Standard 2.4 2 Credits Examine skill-learning principles and psychological skills in relation to physical activity

2. Assessment Task One Pre Test (baseline data) Set Goals using the goal setting staircase Select skill learning principles & psychological skill you will apply during practice sessions Task Two Complete at least 10 X 15 minute practice sessions Must be recorded on data recording sheet Task Three 1 hour test

3. Task One (a) Pre Test – 10 minutes Juggle with as many juggling balls as you can If you have mastered this, try with different objects and/or parts of your body eg soccer ball juggling Record your result YouTube - FIRE JUGGLE YouTube - Basketball / Juggling Trick Shots - bobjasonben.com

4. Goal Setting • Is the process where a person sets targets to achieve over a certain period of time • It allows people to concentrate on areas of performance • Gives people motivation to improve • It reduces anxiety and improves confidence as it focuses the person on their own performance rather than on winning the game • Goal can be arranged into short-term goals that work towards long-term goals, (goal-setting staircase technique)

5. SMARTER Goals • Specific • Needs to be clearly defined • Measurable • Must be able to be measured • Attainable • Make sure you can reach them • Realistic • Must be something that you are willing and able to work towards • Time based • Needs to have time-frame in which to accomplish goal • Exciting • Must personally motivate you • Recorded • Must be written down – so progress can be seen

6. Set Goals Set a SMARTER long-term goal What do you think you can achieve after 10 practice sessions (15 min. duration each). Break this goal down into interim goals that should occur every second practice session

7. Motor Skill Learning Classification Phases of Learning Practice and Learning

8. What is a skill? • A motor skill is a learned, co-ordinated activity which achieves a goal Think about a person who is learning a golf stroke • What things do we see people doing when learning this new skill? • How can we tell a skilled performer from a novice?

9. Classification Motor skills are classified into 4 main types • Fine or gross skills (the amount of movement required) • Discrete, continuous or serial skills (whether the skill has a defined beginning and end point) • Open or closed skills (the environment the skills are performed in) • Self-paced and externally paced skills (who determines how the skill movement is initiated)

10. Fine or Gross skills Classified according to the amount of movement required • A fine skill involves performing small and precise movements using the small muscles of the body Example • A gross skill involves performing large movements using the major muscles of the body Example • Many skills are a combination of large and precise movements and therefore can be classified as both fine and gross skills

11. Discrete or Continuous skills Classified according to whether the skill has a defined beginning and end point • A discrete skill has clearly defined start and end points • A continuous skill has no defined start or end point • The skill is performed over and over again without stopping • The performer decides when to start and finish

12. Serial skills Classified according to whether the skill has a defined beginning and end point • A serial skill is made up of a series of discrete skills performed one after the other in a sequence to perform an apparently continuous skill • Examples • Floor routine in gymnastics • _________ • _________ • _________

13. Closed or Open Skills Classified according to the environment the skills are performed in • Closed skill is performed in an environment which doesn’t change • No external factors interfere with the skill performance • Internally paced Open skill is performed in a constantly changing environment • Open skills cannot be performed exactly the same way each time, as the situation in which they are being performed is always changing • Externally paced Environment Closed Open

14. Self and Externally paced skills Classified according to who determines how the skill movement is initiated and at what pace the skill proceeds • Self Paced: the performer determines when a skill is initiated and at what pace it will proceed • Tennis serve • Throwing a soccer ball in from sideline • Externally Paced: the skill is initiated by outside influence and the pace of the skill is determined by external factors • Playing a forehand shot in tennis • Reacting to a soccer ball thrown in from sideline • Reacting to the starting gun

15. Questions skill classification

16. Phases of motor-skill learning • When someone learns a new skill, they usually go through clearly defined stages • Cognitive stage • Associative stage • Autonomous stage • Depend on the experience they have had • To make learning more effective a learner and coach must have an understanding of each phase

17. 1. Cognitive stage • The learner develops an understanding of how to perform the skill • The individual attempts to put the skill together with all its parts (subroutines) in correct order • The learner needs: • Have knowledge of how skill is performed • Immediate and detailed feedback • To see skill performed • Lots of encouragement • Simple and clear instructions

18. 2. Associative stage • This is the stage where the learner is practising the skill in order to eliminate mistakes • It usually takes place over a longer period of time than cognitive stage • Learner becomes familiar with sequence of different parts • Timing and accuracy of skill improves • The learner needs: • Quality feedback • Lots of amounts of concentration and perseverance • Variety of learning to keep motivation up

19. 3. Autonomous stage • In this stage the learner is automatically applying the skill in a competitive situation • Performer does not required conscious thought – think of other things i.e. strategy • The skill performed looks like it is effortless and controlled! • The learner: • Less likely to be distracted • Increased speed and efficiency • Can dictate to an opponent

20. Practice and learning • There are many different types of instruction and practice methods that can be used in skill-learning situations they are determined by; • Whether the practice is continuous (massed) or spread out (distributed) • Whether the skill is taught together as one sequence (whole learning) or broken down into different parts (part learning) • Whether the activities are structured towards repetition (drill) or discovery (problem solving)

21. Massed Practice • This is ‘practising a skill without a break’ • Activity is repeated continuously over a period of time with very little or no rest • Best suited to closed skills • Good for learning simple skills • Performer may become bored and frustrated • Requires large amount of concentration and motivation • Can cause fatigue or injury • Chest pass 5 mins • Having 30 shots at goal • Performing set play with team for 30 mins • 30sec practice trails with 3sec rest

22. Distributed Practice • This is ‘practising a skill with breaks in between activities’ • Good for continuous activities that may become tiring • Good to use in early stages of learning • Best suited for complex skills • Suited for low motivated people or boring tasks • Allows for recovery and ‘thinking’ time • May take longer to developed certain skills • Chest pass 30sec, rest 30sec • 4 station circuit, 2mi@ each station • Practise a set play for 3-4min, break

23. Whole learning • Whole learning occurs when the skill is taught together in ‘one piece’ • Gives learner idea of ‘how skill feels’ • Simple skills need to be taught as a whole as they cannot be broken down • Continuous skills may also use this type of learning as one part of the skill directly affects the performance of another part • Can be used to identify technical faults in skill

24. Part learning • Part learning occurs when the skill is broken down into parts (subroutines) • Good for learning complex skills • Learning by parts means ‘pieces’ more manageable to learn • Used to help correct technical faults in technique • Subroutines can be learned one after another, once each of these parts have been mastered then they can be put together correctly to perform skill • i.e. basketball layup – dribble, step and shot

25. Problem-solving activities • Learner finds solutions to problems set up by the coach • Learners investigate, experience or discover • Learner works out best option and makes a decision to complete activity • Allows experienced players to be involved in learning process • Best used with open skills as the learner has to take into account changeable factors

26. Drill-based activities • This involves performing the skills repetitively and usually directed by coach • Allow large amount of time spent performing movements to master skill • Best suited for closed skills where little change in environment • More suited to beginners • Allow instructor to give direct instruction and advice while learner performs

27. Factors affecting learning • Many factors affect how a skill is learnt • Feedback • Learning styles • Memory • Reaction time, response time and anticipation • Personal factors

28. Feedback • This is information a person receives about the performance of their skill • It compares current performance with an ideal outcome • The type of feedback will vary according to the stage of learning

29. Feedback cont.. • Comes from: • Ears • Eyes • Opposition • Coach • Team-members • Equipment • Your performance • Successes • Mistakes • Spectators • Functions: • Motivation • Change performance • Reinforce learning

30. Effective feedback - SPICE • Feedback comes from different sensations • Internal – how a movement feels • External – information received via eyes or ears • Feedback should be precise • Knowledge of performance – ‘leg wasn’t straight • Knowledge of results – time 35secs • Feedback should be immediate • Continuous – received as skill is performed (feeling of doing a good pass in rugby) • Discrete– information received when skill has been completed (“nice pass”) • Feedback should be constructive • Positive – successful performance means skill execution correct • Negative - unsuccessful performance means skill execution incorrect and changes need to be made • Feedback is encouraging and motivating • Encouragement – praise on positive points • Motivation – set a target for next activity

31. Learning Styles • Learning styles are the different ways a person can learn a skill • Hearing explanations • Performing activities • Watching demonstrations • Reading instructions

32. Memory • This is a person’s ability to store information using the brain • It allows people to remember from previous experience what is required to perform the skill • Short-term • Is important when remembering key parts of a skill • Ability to remember instructions and demonstrations key to success • Good coaches create different ways of repeating new information for learners • Only stored in brain for up to 1 min • Must be acted upon to allow transfer to LT • Long-term • Information stored permanently • Occurs due to practise over time

33. Reaction time • This is the speed as which the body can detect and process information then begin to make a movement in response to the situation that has occurred • Is very important for open skills

34. Response time • This is a combination of reaction time and movement time and makes up the total time it takes to detect information and complete a movement in response to it

35. Anticipation • Occurs when a person predicts what is going to happen • Improves reaction time

36. Personal factors • Differences in personal factors often mean one individual performs a skill much more easily than another

37. Sports Psychology • Psychological methods used to improve key areas of mental skill performance include arousal, concentration, confidence and motivation

38. Arousal Control • Arousal is the mental state of readiness a person is in before and during activity • It involves levels of stress and anxiety • Some nerves are necessary as it energies the person up to an optimal level of arousal • Too much stress interfere with performance • Inverted ‘U’ theory • Suggests there is an optimal state of mental function which will lead to good performance • Background and personality affect arousal level

39. Self-talk • This is what a person internally says to themselves • A person’s thoughts influence their feelings, which in turn influence their actions. If a person dwells on certain thoughts (positive or negative), this influences the way they think (positively or negatively) and then act.

40. Changing negative thoughts • Need to replace a negative thought with a positive cue word or statement • This decreases anxiety • Technical cues – used to focus person on the technical aspects of skill • “fingers spread”, “eyes on ball” • Focus words – used to control emotion and focus person on present situation • “concentrate’, “next point” • Action statements – used to create energy • “explode”, “personal best”

41. Concentration • Allows a person to focus their attention on what is necessary to successfully complete and activity • It is affected by arousal and motivation to perform • Wide focus • Concentrate on all information in environment • Selective focus • Concentrate on activity and others • Narrow focus • Concentrate solely on activity itself without consideration for others

42. Visualisation • Using the mind to create images of how certain skills and situations will be performed. • It allows a person to practise their skills without having to physically perform them • Can be used to reduce nerves and anxiety • Needs to be carried out in a relaxed state of mind • Allows a positive scenario to be rehearsed • Improves confidence • Provides opportunities to think about how to deal with difficult situations before they occur • Focus on parts that need improvement • Use vivid and clear images incorporating other senses (‘feeling’ parts move)

43. Mental Preparation • Used to organise a consistent and structured routine of mental plans that can be used before and during a activity • Players develop set patterns of behaviour which help them to focus • 3 phases: • Pre-match routines • Game plan • Stress management • Includes: • Visualisation • Self-talk • Routines • Relaxation

44. Confidence • Is a ‘person’s belief in themselves to complete a task’ • Someone lacking confidence tends to have negative thoughts and they doubt their ability • Can be increased: • by practise • Work at a level where they experience success • When people are encouraged to improve themselves rather than trying to compare their performance with others

45. Goal Setting • Is the process where a person sets targets to achieve over a certain period of time • It allows people to concentrate on areas of performance • Gives people motivation to improve • It reduces anxiety and improves confidence as it focuses the person on their own performance rather than on winning the game • Goal can be arranged into short-term goals that work towards long-term goals, (goal-setting staircase technique)

46. SMARTER Goals • Specific • Needs to be clearly defined • Measurable • Must be able to be measured • Attainable • Make sure you can reach them • Realistic • Must be something that you are willing and able to work towards • Time based • Needs to have time-frame in which to accomplish goal • Exciting • Must personally motivate you • Recorded • Must be written down – so progress can be seen