Skills and Techniques

1. Skills and Techniques Key Concept 1 - The concept of skill and skilled performance

2. The Concept of Skill and Skilled Performance in Hockey… • Watch the following video… • Note down words to describe the performance • What skills are used in hockey? • What makes a skilled performance in hockey? • Hockey - Skilled Performance

3. Carouselling task • 5 stations: • List all the skills used in hockey and describe the benefit of each skill. • Which features are needed to make a skilled performance? • How are skills learned and performed using Information Processing Model? • Different ways of classifying skills (skill classification)? • How can skilled performance be used to improve overall performance? • Write down all you know at each station in 2 minutes. • Give examples from Hockey in each if you can. • When you go to the next station TICK or CROSS if you agree with each statement on the sheet.

4. What are the skills used in hockey? • Shooting • Passing • Running • Elimination • Hitting • Tackling • Stick handling • Receiving • Dribbling

5. What makes a skilled performance…? (KF1) Control Fluency Economy of movement Physical Qualities Personal Qualities CRE – last the game Strength – compete in tackles – hold off Speed – beat players to ball Agility – lose markers, eliminate effectively Concentration – focused for whole game Determination – work through challenges Motivation – desire to succeed Confidence – to apply skills under pressure SKILLED PERFORMANCE Special qualities Technical Qualities Creative – adapt skills to get out of difficult conditions Unexpected – unique to create an advantage Control over subroutines Accuracy in movements Make the correct decisions at the right time Consistency Wide repertoire of skills Passing, Dribbling, Tackling, Eliminating, Shooting

6. Example Answer “What makes a skilled performance in hockey?”… • In the activity of hockey a skilled performer shows a broad repertoire of skills during play. They pass, dribble, eliminate, tackle, shoot and control the ball with control and fluency in movements. They are able to adapt each skill by applying different techniques to suit the situation within the game, for example, using a reverse stick dribble when on the right hand side of the pitch and an open stick dribble when on the left hand side of the pitch to protect the ball from opponents who are attempting to tackle. • A skilled performer will be able to apply each skill on a consistent basis throughout the game and apply them at the correct time. Showing a good level of CRE assists a skilled performer to maintain a high skill level at all stages in the game. They will have high percentage success rate when applying skills and contribute to the success of the team performance. A skilled performer is effective throughout the game. Demonstrating effective use of speed and agility makes the performer look as if they are moving effortlessly throughout the game and have plenty of time to make decisions and perform skills. • Performing skills while under pressure in a game, having the self confidence to be creative eg using an adapted elimination skill to get out of a tight situation and being determined to work through challenging phases of the game all demonstrate features recognisable in a skilled performance.

7. How are Skills learned and performed? Data collection KP / KR KP / KR Remediation Filter information Progression Selective attention Strengths / Weaknesses Relevant Information Ability Complete practice programme Select suitable practices Practise effectively Plan the programme

8. Information Processing Model… • This is a CONTINUOUS cycle that is part of developing a skill • This is linked closely to your stage of learning • The higher the level you are performing at, the greater the depth of your ability to process information because of prior experience. • Important so you can consider relevant practises for your stage for progression. • Used on a broader scale in terms of the whole training programme but also on a more specific scale – every practise/ training session. • Impact on performance: • Remediation (step back/repeat) OR • Progression (to move on/build up) is used for next cycle.

9. Information Processing Model… • Also used every time you perform a skill in a game/ practise: • Push pass in hockey • Input – where are you on the pitch? What speed/direction is the ball coming at? Where are my team mates? • DM – Who is the best option to pass to? Dependant on stage of learning – is it realistic that I can successfully make that pass • Output – the action of the push pass to a team mate • Feedback – was the pass successful/unsuccessful? Why? • lack of accuracy – what do I need to improve for increased success in future? (NEW INPUT INFORMATION!!) •  start over…

10. IPM – Analysing and Developing Performance… • INPUT • Information received about your performance through: • Analysis – Match and Movement • Feedback – Kinaesthetic, Visual and Verbal • Knowledge of Results

11. IPM – After Analysis… • Decision Making – Identifying strengths and weaknesses and prioritise what to work on. Decide practices to do. • Output – Implement your programme of work ensuring practice is progressive. • Evaluation – Review each practice – remediation or progressions? Depends on progress made.

12. Skill Classification (KF2): • Open/closed skills (continuum) • Simple/ complex skills (continuum) • Fine/Gross skills (continuum) • Open skill = less control, externally paced • Closed skill = more control, self-paced • Fine skill = precise movements using smaller muscle groups, good hand-eye coordination • Gross skill = large muscle movements, not precise e.g. shot putt • Simple skill = straightforward, little concentration or cognitive thought • Complex skill = large attention span, complicated and involve subroutines.

13. TASK (5 minutes): • In Draw a three continuum lines in your jotter: • Simple---------------------------------------------Complex • Closed-----------------------------------------------Open • Gross-------------------------------------------------Fine • Pick 3 skills (ONE OF WHICH BEING ELIMINATION) needed in hockey and on each continuum consider where you think they are • For ELIMINATION skill - write down in bullet form your JUSTIFICATION for playing the skill where you have on each continuum • E.g. Shot Putt – is a fairly simple skill as it is straightforward with however there is some coordination needed in the turning action before release, the skill is closed as it is in a stable, predictable environment which is not affected by others. The skill is gross as it requires large muscle groups e.g. my quadriceps (legs), core muscles in my stomach and back and large arm muscles e.g. biceps to work explosively to produce the power needed.

14. How does a skilled performance/action improve overall performance? (KF3) • A skilled performance will improve: • Consistency– reliable/accurate/less errors and therefore success rate will go. This will improve the team’s chance of keeping possession/scoring/winning games. • Possess Economy of movement – perform skills more efficently/using less effort - save energy, get less tired, so can sustain better level of performance later in the game. • Select the right options at the right time e.g. effective decision making under pressure to win games/more chance of creating chances. • Be able to select a wide range of skills and use a variation of these – less predictable in the game to make it harder for my opponent. • Possess the appropriate physical, technical, personal and special qualities needed to help perform the skill well.

15. Exam Question (KF3) … (10minutes) • Start now…. using content from previous slide apply to a skill in hockey. Consider a plan (1 minute) of how you will answer. Use examples and DISCUSS in depth – give examples of benefit on whole performance. • Higher 2007 Q5(d): • Choose an activity and skill/technique. • Having developed this skill/technique, discuss the effect that this has had on your whole performance. (4 marks) • Int 2 2007 Q6 (b): • Choose an activity and skill/technique you performed well in this activity. • What effect did the skill or technique you performed well have on your whole performance? (4 marks)