UNIT 1 - Information

1. LEARNING 1) A permanent change in performance as a result of practice and/ or experience. 2) The act of gaining knowledge or acquiring skill. For learning to take place there has to be practice, guidance, feedback and motivation, as most physical activities require a number of different skills. Before you can perform a skill you have to learn it. Skill and Ability are essential for improving performance and succeeding in physical activity. UNIT 1 - Information

2. ABILITY An innate physical characteristic which facilitates movement. Ability is inherited e.g. to be a good golfer you need to have been born with basic natural capacity – coordination, balance and flexibility. Ability can be improved through practice – lays a foundation for future skills development. Ability can be PHYSICAL e.g. strength needed for a tackle in rugby, or PERCEPTUAL e.g. interpreting information – centre midfield in Hockey assessing what is in front of him/her before making a pass. UNIT 1 - Information

3. SKILL A learned ability to bring about pre-determined results with maximum certainty and efficiency Skills are the complex, critical and intricate movements performed during physical activity Effective performance Skills have to be practised. Skills are used to achieve targets e.g. scoring a century in cricket. Skills make the performance more effective and efficient. UNIT 1 - Information

4. TECHNIQUE The Basic movements in sport, when put together form a pattern of movement – skill e.g. receiving, dribbling, making a pass in Hockey. PERFORMANCE Taking part in physical activity: how a skill is carried out. Standards of performance can vary. How well you perform a skill is a reflection of your ability level. UNIT 1 - Information

5. Start with developing a skill with a group e.g. lay-up in Basketball. A skill that needs co-ordination, agility, flexibility and power. Guidance – demonstration and accompanying verbal. Video each member of the group. Discussion – ‘Are there any in the group better than others?’ Why? Establish ability identity. Practise the skill of lay-up with guidance over a period of time. Video again and compare with footage of initial attempts. Intimate discussion – ‘Have all of the group improved and learned the skill of ‘lay-up’ in Basketball?’ UNIT 1 – Practical Application

6. This is the time to theorise:- ‘Ability’, ‘Skill’, ‘Technique’, ‘Performance’, using individuals in the group to identify the differences in skilful performance. ‘Have those with less ability initially improved with guidance and practice to become more skilful and reach certain targets?’ – scoring 90% of the time. ‘Have those with better ability improved with guidance and practice to become more skilful and reach certain targets?’ – scoring 90% of the time. UNIT 1 – Practical Application

7. LEARNING Types of Skill – basic/ complex – open/ closed Skill continuum Guidance Practice Stages of learning Characteristics of a skilled performance UNIT 1 - Links

8. There is an opportunity here to show a skill being taught and persons attempting the skill – at initial stage and after a period of time – only skill). UNIT 1 – Diagrams and tables

9. What is the difference between a SKILL and a TECHNIQUE? Match the ability which is important for performing the following activities well: UNIT 1 - Activity Speed Agility Power Balance Co-ordination Reaction time

10. 3. Match the following terms to the correct definitions: UNIT 1 - Activity An innate physical characteristic which facilitates movement Basic movement pattern A learned ability How a skill is carried out The act of gaining knowledge or acquiring skill

11. APPLIED Name an ability and explain its importance in a physical activity of your choice. UNIT 1 - Activity

12. UNIT 1 – Key Facts/Glossary LINKS LEARNING SKILL, ABILITY, TECHNIQUE PERFORMANCE DEFINITIONS PRACTICAL EXAMPLES PRACTICAL EXAMPLES