Factors affecting participation and Performance

1. Physical Education Department Factors affecting participation and Performance SKILL

2. Physical Education Department A common definition Skill is. . . . A learned ability to perform in a physical activity, efficiently,successfully and consistently

3. Physical Education Department In other words: Efficiently – “you do not waste time or energy” Successfully – “you improve and perform to the best of your ability” Consistently – “you can rely on performing well on most days” 

4. Physical Education Department The different types of skill

5. Physical Education Department KEY POINT SKILL IS THE LEARNED ABILITY TO PERFORM

6. Physical Education Department Closed Skills Skills that are fixed and don’t require adjustment. They are closed because the performer is in control of most of the factors in the environment they are working in - ie. Trampolining no change to environment or equipment. Takes hours to perfect them. Some skills like javelin have to be altered slightly because of wind for example. Also run up in pole vault maybe altered. Need to be practised over and over again.

7. Physical Education Department Open Skills Skills that are constantly adapted or modified during play. Environment of play or performance is not under the performer’s control, there are other people involved. Basketball – there are different lengths of passing and shooting. Performer can not control what may happen next. Hockey – receiving a ball – depends on the speed of the ball, proximity of team mates and likelihood of being challenged.

8. Physical Education Department OPEN AND CLOSED SKILLSWhich of these are open and closed skills?

9. Physical Education Department OPEN AND CLOSED SKILLSWhich are open and which are closed skills?

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11. Physical Education Department THERE ARE TWO TYPES OF PERFORMERS THE NOVICE AND THE EXPERT

12. Physical Education Department THE NOVICE PERFORMER Will be very inconsistent in how they perform a new skill Will put a lot of effort in but will produce a less effective performance Will not produce the skill as quickly or as efficiently Will not be able to adopt the skill quickly when necessary or may not possess the experience to do so

13. Physical Education Department THE EXPERT PERFORMER Will develop a high level of consistency with each performance Will perform the skill with apparently little effort or expenditure of energy Will perform the skill quickly and efficiently Will be capable of adapting the skill to meet precise situations as they arise

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15. Physical Education Department Evaluation and Analysis Evaluation means – Being able to see what is good and bad about a performance. Analysis means – Breaking down a performance in order to evaluate it.

16. Physical Education Department Intrinsic and Extrinsic Feedback Intrinsic Recognising faults in your own performance. Beginners struggle to evaluate their own faults as they don’t have the experience. Extrinsic Feedback comes from someone else rather then yourself. Can be general encouragement or specific information about the performance. Usually only one or two comments about the performance. Examples – teachers, coaches, spectators.

17. Physical Education Department Types of Knowledge Knowledge of Performance (KP) Tells you how you have performed irrespective of result. Can come from a coach, fellow players, spectators or video. Can also sense how well you have performed yourself. Can also analyse performance and how it can be improved. Knowledge of Results (KR) Tells you whether you have achieved your result irrespective of performance. Comes from external sources Examples – distance in javelin result in a game Was your serve an ace?

18. Physical Education Department PRACTICING AND DEVELOPING SKILLS PART PRACTICE Breaking a skill down into separate manageable parts. Practice each of the skills individually. Example – serving in tennis – learn how to grip the racket, your stance, how to throw up the ball and the swing of the racket. VARIABLE PRACTICE This type of practice is important when learning an open skill. You practice the skill in lots of different settings. Example – a cricketer plays his shots according to the type and speed of delivery.

19. Physical Education Department WHOLE PRACTICE Repeat the skill over and over again. Activities which don’t lend themselves to being split into parts. Example – dribbling in football. FIXED PRACTICE This type of practice is used to learn a closed skill. The skill is repeated under the same environmental conditions. Example – golfer will practice his shots repeatedly. The setting of the skill doesn’t change.

20. Physical Education Department LEARNING AND DEVELOPING SKILLS Demonstration and Copying Skills are learnt by copying others – teachers, trainer. Teacher will demonstrate how a skills should be performed and then feedback on student’s performance until its done correctly. Film or footage could also be used. Practice Skills become established through practice ‘practice makes perfect’. Initial demonstrations must be technically correct. Feedback – intrinsic and extrinsic also essential for skills to be practised effectively. Practice can be based on the ‘whole skill’ or in some cases ‘part skill’

21. Physical Education Department Trial and Error Practicing and learning a skill until you start to make it work. Problems occur if a person gets into a bad habit or learns the skill incorrectly. Role Models Have to be good technically. Can be useful to learn skills from.

22. Physical Education Department MOTOR SKILLS Gross Motor Skills Involves large movements of large muscles. Examples – javelin throw, dancers when they jump. Fine Motor Skills Involves small movements of small muscles. Examples – wrist movement in producing spin on a tennis ball, wrist movements in badminton. WRITE AT BOTTOM OF PAGE Both sets of motor skills need to be performed consistently. They often work together to produce both large movements and fine control when performing a skill.

23. Physical Education Department FINE AND GROSS MOTOR SKILLSWhich of these are fine and which are gross motor skills?

24. Physical Education Department DECISION MAKING Perception Is how you see something – separates important information from unimportant information so you can make decisions. Examples of different interpretations of situations can be a reason for arguments between players and officials. Memory Making a decision based upon memories and experiences from previous situations. There are two types of ‘memory’ :- Short Term Memory Something you learn quickly, but can forget easily. When learning a new skill it is organised in short term memory then passed onto long term Long Term Memory A skill learnt over a period of time is stored in long term memory. Has a lifetime capacity – never forget skill. Examples – riding a bike, swimming.

25. Physical Education Department Limited Channel Capacity You can only absorb a certain amount of information. Skills are therefore learnt one at a time. Overload and Selective Attention Too much information at any one time causes overload of information. So selective attention occurs – ie. Remembering only 2 teaching points out of 3 or 4.

26. Physical Education Department Task: Watch the 4 sports clips 1) List as many words as you can for each sport that describes the action of the performers 2) Complete the table in full