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Rock Climbing Achievement Standard 2.4 Examine skill-learning principles and psychological skills in relation to physical activity Achievement Standard 2.8 Demonstrate knowledge of safety issues and apply safety management procedures in a physical activity Achievement Standard 2.5 Perform a physical activity to meet the Physical Education Performance Standards for Level 2
Safety in the Outdoors Rock Climbing Achievement Standard 2.8 2 Credits Demonstrate knowledge of safety issues and apply safety management procedures in a physical activity.
Assessment • Task 1 – Demonstrate Knowledge of Safety issues • Involves completion of the risk management matrix identifying: • what could go wrong in your chosen outdoor adventure activity • why these things happen • what you can do to manage them safely or to deal with emergency situations. • Detail on how you will manage the risks (chose 5 aspects to discuss)
Assessment Continued • Task 2 – Putting safety management procedures into action • Involves you demonstrating safe behaviour in rock climbing • You are required to complete three self-reflection sheets commenting on your safety during rock climbing • Summary of your safety throughout rock climbing • Note: I will assess you on your safety during this time
Brain Storm • In groups, brain storm any risks associated with Rock Climbing at Long Beach • What could go wrong? (think about physical, and emotional factors) • e.g. concussion, panic attack
Task 1a – Risk Management Matrix • Using the information gathered in your group discussion, fill in Task 1a in your handout.
Causal Factors • The causal factors that the risks relate to can be split into 3 categories • People • Environment • Equipment
People • People involved in physical activities can sometimes be the greatest risk to themselves or others • Risk factors involving people can be broken into 4 categories: • Supervision – Leader-student ratio, informing significant others, gaining permission, etc • Medical – Medical conditions are known, allergies, asthma, diabetes • Individual differences – previous experience, fitness levels, personality, cultural differences • Behaviour – Following instructions and safety rules that have been put in place, team/group morale
Environment • Environment • Weather – conditions, temperature • Landscape – unfamiliar terrain, natural hazards • Accessibility – for emergency services, cell phone coverage
Equipment • Equipment • Clothing – suitable for conditions, backpack with suitable items • Food and drink • Safety equipment – first aid kit, cell phone, medication, • Navigational equipment
In groups, split your A3 paper into 3 columns. • Column 1 heading = Risks • Column 2 heading = Casual Factors • Column 3 heading = Risk Management
Using the 3 risk you have been given, write down the causal factors in relation to: • People • Environment • Equipment • Example: • Hyperthermia • People – unsuitable supervision, reckless behaviour • Environment – cold weather • Equipment – unsuitable clothing worn or brought
Task 1a Continued • Using the information you have gathered in your groups, fill in the next part of Task 1a – Why can these things happen, what are the causes?
In groups, in column 3, write down how you can stop these things from happening? How can you manage the risks?
Tuesday 20th April • Learning Intentions • Term plan • Revision from yesterday • How can we reduce risks? • What do we do in an emergency? • What skills do individuals require? • Complete Task 1a
Revision from yesterday • Risks – what could go wrong? • Causal factors – what causes the risks? • Categorised under People, Environment and Equipment
Week 1 Revision • Risks associated with Rock climbing • Causal factors – people, environment, equipment • Prevention • how can we reduce/prevent risks from occuring? • Putting on a harness correctly • Tying a figure 8 Knot
Learning Intentions- Mon 26th April • Emergency Action • What would you do? • Skills • What skills are required by people who are Rock Climbing • Complete Task 1 • Homework • A.S. results & Resubs
Emergency • In an emergency, what would you do?
Answer these questions in your group • Example: • A member of your group is messing around and climbs up the wall face without being harnessed or roped in. They climb up 5m and then jump off wall. When they land you hear a big crack, they broke their ankle. What would you do? • What actions need to be taken? • What equipment is necessary to have?
Skills • What skills are needed by people to lead rock climbing? • Think about personal skills, social skills, activity skills, experience
Task 1a • Using the information gathered over the past 2 weeks, complete the tables in your achievement standard workbook
Homework • www.misscalnan.wikispaces.com
10 Rules for Rock Climbing in School gym • Here are the 10 Rules developed by the class last week: • Respect Other Limits • Support and Encourage others in the class • Perform safety checks, including harness, ropes, etc • Have a spotter or belayer when bouldering or climbing • Pay attention at all times • No unsafe behavior, including standing under climber and mucking around • No standing under climbers • Communicate with others in class – correct calls to maintain safety • No climbing above white line without being harnessed in • Correct equipment, including footwear, hair tied up and no jewellery
Performance in Rock Climbing Achievement Standard 2.5 4 Credits Perform a physical activity to meet the Physical Education Performance Standards for level 2
Motor Skill LearningRock Climbing Achievement Standard 2.4 2 Credits Examine skill-learning principles and psychological skills in relation to physical activity
Monday 10th May • Change in Timetable – Test date • www.misscalnan.wikispaces.com • Motor Skill Learning • Achievement Standard Criteria • Skills • Goal Setting
Assessment Task One Pre Test (baseline data - bouldering) Set Goals using the goal setting staircase Select two 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
Task One (a) Pre Test – Bouldering The rock climbing wall will be set up from easy to difficult You will climb around the wall as far as you can until you fall off You will get 3 chances The pre-test will be over 1-2 periods
Task One (b) • From your pre-test you will set a short term and long term goal using the goal setting staircase as a guide
Goal Setting Task • In groups, answer these questions: • What is a goal? • What do you need to consider when setting a goal?
Goal Setting • A goal is… • What needs to be considered when setting a goal?
Goal Setting • Is the process where a person sets targets to achieve over a certain period of time • Gives something to focus on • Gives people motivation to improve • Allows focus to be on individual performance rather than outcome • Can help reduce anxiety or stress during a performance
SMARTER Goals • S_________ • Needs to be clearly defined • M_________ • Must be able to be measured • A__________ • Make sure you can reach them • R__________ • Must be something that you are willing and able to work towards • T__________ • Needs to have time-frame in which to accomplish goal • E__________ • Must personally motivate you • R__________ • Must be written down – so progress can be seen
Task 1(b) • Set a SMART long term goal using the goal setting staircase • Consider the steps (short term goals) that will help you achieve your long term goal • Pair, share – share your goals with a partner, who will give you feedback on whether it is suitable
Motor Skill Learning Classification Phases of Learning Practice and Learning
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?
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)
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
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
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 • _________ • _________
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
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 • Passing in netball or basketball • Reacting to the starting gun