Skills and Techniques

1. Skills and Techniques Lesson 6

2. Stages of Learning There are three stages in learning and developing a skill: 1. The Planning Stage 2. The Practice Stage 3. The Automatic Stage

3. Task • Match the statements with the Stages of Learning. • High success rate. Little thought required when performing. • Work out what the skill involves. Lots of errors made. • Learner can link parts of the skill together but errors are still made.

4. Stages of Learning There are three stages in learning and developing a skill: 1. The Planning Stage - Work out what the skill involves. Lots of errors made. 2. The Practice Stage - Learner can link parts of the skill together but errors are still made. 3. The Automatic Stage - High success rate. Little thought required when performing.

5. Why do we want to improve our Handstand Forward Roll? The handstand forward roll is a complex skill. My routine now contains more complex skills with high tariffs that are performed with controland fluency allowing me to gain a higher mark. Being able to perform the skill automatically allows me to perform it to a high level without thinking about it. This allows me to focus on forthcoming skills to ensure they are executed with control and fluency.

6. Question 1: Describe how you gathered data on your performance. (4) • I completed 2 observation schedules. The first was a skills check list. This is a general analysis on my whole performance. When doing this I was observed by a partner performing each of the flight, balance, inversion and rotation skills in Gymnastics. I performed each skill 5 times. My partner then assessed my performance and rated me 1-5. 1 was the best and 5 was the worst. This was a good way to be assessed as doing each skill 5 times gave me a true reflection of my performance level. I identified the handstand forward roll as my weakness. To analyse this I completed a model performer observation schedule. This is a focussed observation schedule. I watched my performance back and put a tick, cross or question mark beside each part of the skill.

7. Missing Information • Model performance observation schedule • What were the smaller parts that the skill was broken down into called? • How many times did they perform the skill? • When did they put a tick, cross or question mark? • 3/4

8. Correct Answer • I completed a Model Performer observation schedule. The skill was broken down into subroutines. After performing the skill a number of times I watched my performance back and put a tick, cross or question mark beside each subroutine depending on whether i did it, didn’t do it or it needed some improvement. (4)

9. Question 2: Describe a skill that was a weakness in your performance. (3) • My handstand forward roll was a weakness. I started standing up, lunged forward, kicked my legs up, locked my arms, back straight, head tucked in and legs straight with toes pointed. I then overbalanced and rolled out of the handstand.

10. Missing Information • Score 1.5 / 3

11. Correct Answer • My handstand forward roll was a weakness. In the preparation phase I started standing up, lunged forward, took my weight on my hands. In the action phase I kicked my legs up, locked my arms, kept my back straight, head tucked in and legs straight with toes pointed. In the recovery phase I then overbalanced, tucked my head in, arched my back and rolled out of the handstand to a finishing position.

12. Question 3: Describe a method of practice you used to develop your weakness (4) • My method of practice is Gradual Build up • In gradual build up I completed a series of practices which got gradually more like the full skill. • I did 5 practices. First, I did donkey kicks. This was to allow me take weight on hands. Kicking feet up to get hands, shoulders and hips aligned with my elbows locked. • Then I walked my feet up the wall, then handstand against the wall. Starting in press up position I slowly walk feet up wall until in handstand position. Hands should be shoulder width apart, legs together and straight and toes pointed. To get back down I overbalance and roll out. • Stage 3 was a Handstand against the wall – handstand against crash mat looking for legs to snap up one after the other. • I then did a handstand with support and finally handstand forward roll. • I didn’t move on until I was ready. I had to do each stage successfully 3 times before I was allowed to progress.

13. Question 4: Why were these practices appropriate for developing your weakness? (3) • The practices were appropriate because • It breaks the complex (difficult) skills down into smaller parts which are easier to learn than the whole skill at once. • Each stage is challenging yet achievable. As it progresses from the last stage. • It builds the performers confidence. • It makes this skill safe to learn.

14. Correct Answer • The practices were appropriate because they broke the skill down and they got harder as we went along. This meant the practices were challenging yet achievable. Gaining success built my confidence.Breaking the skill down meant I didn’t hurt myself when I first started. Having to successfully perform the skill 3 times before moving on meant I was always working at the correct level.(3)

15. Question 5: What affect did improving your chosen skill have on your overall performance? (2) • Improving my handstand forward roll meant I could put a complex skill into my routine. This meant I got more marks because it was more difficult than the skill I had in my routine before. Being able to perform the skill automatically meant I could think about other skills coming up in my routine and maintain control and fluency in my performance. (2)

16. Today’s Task • Create a spider diagram/mind map for everything you have learned in Skills and Techniques so far. • Try to do as much with out your jotter and then use it to help you.

17. To get you started...

18. Homework • Complete a god copy of your spidergram • Try to colour code the different information