SKILL
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SKILL. Technique. Economic. Efficient. Aesthetically Pleasing. Skilled Performance. Consistently. Lesson Objectives. WE ARE LEARNING TO. Be able to define and characterise skill. Understand the difference between motor and perceptual abilities and the difference between skill and ability.

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SKILL

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Skill

SKILL

Technique

Economic

Efficient

Aesthetically Pleasing

Skilled Performance

Consistently


Skill

Lesson Objectives

WE ARE LEARNING TO...

Be able to define and characterise skill

Understand the difference between motor and perceptual abilities and the difference between skill and ability

Understand the different types of skill – cognitive, perceptual and psychomotor

Be able to classify skills using different types of continums


Skill

Starter Activity

  • With the person next to you, create a mind map. Write down as many words as you can think of which you think constitutes a skilled performance?

EFFICIENT

SKILLED PERFORMANCE


Skill

Characteristics &

Definitions of Skill

“ The Learned ability to bring about a predetermined Result with maximum certainty and efficiency , often with the minimum outlay of time, energy or both as a result of evaluating information and decision making”

Skilled actions have an objective – they are goal directed and predetermined

Skill is learned – It is not innate, nor is it the result purely of maturation – the process of growing up

Skilled movements are economic and efficient – they do not waste energy


Skill

Characteristics &

Definitions of Skill

Continued.....

Skilled action maybe described as the use of a technique at the right time or place

Skilled actions are consistently successful – they regularly achieve the objective or copy the technical model

Skilled actions are often the result of receiving and evaluating information (perception) and then making the correct decision (cognition)


Skill

Skill & Ability

What does it mean to be skilful?

What does it mean to have ability?

Why are these two terms different?


Skill

Exam Questions

You and a friend are watching Basketball being played on the school playground.

1. Describe three criteria that you would use to decide if the players are performing skilfully

(3 marks)

2. Using examples from sport, explain the fundamental differences between ability and skill

(4 marks)

(Please write your answer in full sentences)


Skill

Conclusion

  • You should now be able to....

  • Define skill and be able to list the characteristics of a skilful performance

  • Define ability and understand the difference between skill and ability


Skill

SKILL

Technique

Economic

Efficient

Aesthetically Pleasing

Skilled Performance

Consistently


Skill

Lesson Objectives

WE ARE LEARNING TO...

Understand the difference between motor and perceptual abilities

Identify the different types of skills

Be able to understand the difference between Cognitive, perceptual and psychomotor skills


Starter activity

Starter Activity

RECAPPING ON PREVIOUS KNOWLEDGE

Using the key word bank provided can you fill in the missing gaps in the text.

If possible you can attempt to fill in the gaps without using the word bank. This is a more challenging task. If you decide to do this your answers might not necessarily be the same as the key word bank.

I encourage you to use the key word bank as a guide


Skill

Motor & Perceptual

Abilities


Skill

Perceptual

Abilities

Watch the following video extract. In your small groups record the following information onto your whiteboards

What information is the defender being presented with?

Is all the information useful and necessary?

Which information is most necessary?

What questions might the defenders ask themselves before deciding upon a course of action?


Skill

Cognitive Skills

Selecting what to do, choosing which action to use and when, decision making, reasoning

Our cognitive skill develops as we learn from experience

EXAMPLE

Tennis player makes better decisions if they have played them before. They can evaluate their strengths and weaknesses

EXAMPLE

A performer is able to give more attention to more tactical and decision making elements if the technique is grooved or habitual

Tactically outwitting an opponent


Skill

PerceptualSkills

How well we select, organise and recognise information gained from our senses

This will be built on perceptual abilities and is developed as a result of maturation and practice

EXAMPLE

The Tennis player attends to the call of his team mates despite all background noise

Attending to ‘where to place the ball’


Skill

Psycho-MotorSkills

Our physical movements controlled by the brain towards a predetermined goal or objective

EXAMPLE

Being able to combine the muscle contractions and relaxations to control movement such as a Badminton overhead clear


Skill

Skills Task

Stop! Write down all the things that you have heard, seen, smelt tasted or felt over the last 60 seconds!!!

How many things could you remember?

Were some things more memorable than others?

Were things fro different senses more difficult to remember

How does this task link directly to the different skills we have looked at?


Skill

Conclusion

  • You should now be able to....

  • Understand the difference between motor and perceptual abilities

  • Identify and understand the difference between Cognitive, Perceptual and Psychomotor skills


Skill

Classification of Skills

Open

Closed

Gross

Fine

Externally- Paced

Self-Paced

Serial

Discrete

Continuous


Skill

Lesson Objectives

WE ARE LEARNING TO...

Be able to understand what a continuum is and why they are useful in sport

Identify the different types of continuums and successfully apply them to sporting situations


Starter activity1

Starter Activity

RECAPPING ON PREVIOUS KNOWLEDGE

Complete the following worksheet. You are required to match up the correct definitions with the correct key words

There is new vocabulary in there also to make it more challenging


Continuums contextualised

Continuums Contextualised

  • A continuum is a link between two extremes that blend from one to the other gradually.

  • We classify skills so that we can plan training and practices. It helps us to know how to teach different skills

  • Classifying maybe described as ‘categorising’ or placing in a ‘class or group’


Skill

Classification of Skills


Skill

Classification of Skills

Gross

Fine


Skill

Classification of Skills

Externally- Paced

Self-Paced


Skill

Classification of Skills

Serial

Discrete

Continuous


Skill

Classification of Skills

Complete the following worksheets based on the four continuums. They will examine your understanding of how we classify different skills in sport

Homework

Complete exam questions sheet


Skill

Conclusion

  • You should now be able to....

  • Understand why we use continuums to classify activities in sport

  • Successfully classify different activities and sporting actions on the four continuums studied


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