GCSE Physical Education Revision Session

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GCSE Physical EducationRevision Session

• Skill in Performance

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You Should Understand the Following

• Skill Acquisition
• Definitions of Skill/Ability/Learning/Performance
• Types of skill Basic/complex Open/Closed
  continuum
• Information Processing
• Memory short term/long term
• Motivation intrinsic/extrinsic
• Goal Setting
• Methods of Guidance verbal/visual/mechanical
• Types of Practice
• Presentation

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SKILL

• Which hockey players look more skilful?
• Why?

From your observations can you come up with a
definition for skill?
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Characteristics of Skill
Skill is learned. It requires practice and has an
end result. It is

• Efficient no waste of energy effortless
• Co-ordinated flowing and fluid movement
• Controlled
• Good technique
• Consistent
• Learned
• Pre-determined

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TYPES OF SKILL

• BASIC SKILLS These are learned when we are
  young. They form the basis of more complex
  movements, e.g. running jumping. Basic skills
  are common to many sports.
• COMPLEX SKILLS These are usually specific to
  one sport, e.g. a tennis serve, the high jump.
  They are harder to learn.

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OPEN AND CLOSED SKILLS

• OPEN SKILLS here the movements are constantly
  changing depending on what is happening around
  the performer i.e. it is affected by the
  environment
• CLOSED SKILLS do not depend on the environment,
  so are usually pre-learned patterns of movements.
• Can you give an example of each type of skill?

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THE SKILL CONTINUUM Most skills are neither
completely open or closed but combinations of the
two. So a continuum is used to reflect this. Can
you place the following skills on the open/closed
skill continua?
open
closed
A cricket shot
open
closed
A goalkeeper saving a shot at goal
closed
open
An athlete performing a shot putt
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ABILITY

• What is ability?

It is a general characteristic of the performer
and can be used in a variety of skills. More
importantly it is the foundation for skill
learning. Ability is innate i.e. we are born
with our abilities they are inherited. For
example, some children can pick up skills such as
catching a ball, hitting a tennis ball or riding
a bike quicker than others
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LEARNING
Learning is a lifelong process. Even top class
sportspeople will claim that they are still
learning about their sport and aiming to
improve. When learning a new skill you pass
through three definite stages. STAGE 1
Cognitive Stage characterised by lots of
mistakes STAGE 2 Associative Stage the
practice phase where lots of improvements are
seen STAGE 3 Autonomous Stage the expert phase
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PERFORMANCE
Performance is a temporary measurement, which
alters from time to time. It differs from
learning, in that learning is relatively
permanent.
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INFORMATION PROCESSING
When you are learning are playing a sport, you
use your information processing system. This
system has FOUR parts. Your brain is in control
of it.
DECISION MAKING
OUTPUT
INPUT
FEEDBACK
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INFORMATION PROCESSING 2
Input is all the information you receive from
your senses.E.g. you hear how hard your opponent
Hits the ball you see it moving towards you
you feel the grip of your racket

• Your brain then processes this information
• and makes a decision.
• First it interprets information(perception)
• Next it decides on a response
• For this it has to search your memory
• Then it tells your muscles what to do

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Output is the action you take as a result of
your brains decision. If your memory is well
stocked with skills through coaching and
practice, your output is more likely to
be successful

• Feedback is the response you get to your
• output. It tells you whether it was
• successful. For example
• You may see your opponent miss the ball
• Your coach may tell you where you went
• wrong
• This feedback affects your next decision

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MEMORY

• Your memory has two parts short term and long
  term
• SHORT TERM MEMORY
• This is your work room
• All the information you receive goes in here.
• It stays only a short time, about 2 minutes at
  most. If you ignore it, it fades much quicker.
• To move information from short-term to long-term
  memory you need to rehearse it (practice or
  concentrate on it)
• Only stores small amounts of information 5 9
  pieces.

REHEARSAL
SHORT-TERM MEMORY
LONG-TERM MEMORY
RETRIEVAL
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LONG-TERM MEMORY

• This is your library. It holds images,tastes,
  sounds and smells.
• It also holds all the sports skills you have
  learned.
• It is able to hold limitless amounts of
  information permanently.
• To improve transfer of information from STM to
  LTM information should be meaningful and
  chunked.
• If you learn your sport well and practice a lot,
  your LTM will have everything the brain needs to
  make a good decision.

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PRACTICAL SITUATION OF INFORMATION PROCESSINGIn
badminton, the player who is to receive serve
uses his/her STM to remember the position of the
opposing player as the serve commences. This
information is retrieved from LTM. This enables
the player to read the game. The more
experienced you are the more information that is
stored in your LTM.
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MOTIVATION

• Motivation is the driving force that makes you
  decide what to do, and how much effort you put
  in.
• It is the personal drives to achieve a set
  goal.E.g. an athlete wanting to win a gold medal
• The more motivated you are the harder you work at
  an activity, and the more likely you are to
  succeed.

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MOTIVATION

• There are two types
• Intrinsic this comes from the activity itself
  e.g. enjoyment of the performance personal
  pride.
• Extrinsic comes from outside the activity e.g.
  rewards,prizes, trophies, praise from coaches.
• Which do you think is better Being
  intrinsically or extrinsically motivated?

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METHODS OF GUIDANCE

• When learning a skill, you need guidance from a
  teacher, coach or friend. There are THREE types.
• VISUAL Demonstrations by the coach or another
  performer, videos, wall charts etc. This is
  especially useful as you can see how the skill
  should look.

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VERBAL The instructions can be repeated as
often as you need, and can be changed to suit you.
MECHANICAL Where the coach or teacher takes
hold of you and guides you through movements e.g.
supporting a vault.or it can be a device that is
used to restrict your movements and keep you safe
e.g. ropes when climbing
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TYPES OF PRACTICE
The best way to practice a new skill depends on
the skill being learned. Where possible break a
complex skill into parts, and practice each part
separately. This is called PART PRACTICE. Then
put the parts together to make the WHOLE. With a
simple skill, or one that is difficult to break
down, practice the whole skill. This is called
WHOLE PRACTICE.
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TYPES OF PRACTICE
Practice OPEN skills in conditions that vary.
This is called VARIABLE PRACTICE. It matches the
changing situations found in games. You should
practice a CLOSED skill under the same conditions
every time. This is called FIXED PRACTICE.
Remember, closed skills do not change with the
environment.
E.g. skills practices for games
E.g. Gymnastics
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PRESENTATION

• To optimise skill learning teachers and coaches
  must create the best possible practice
  conditions. This means considering the following
  factors
• The type of skills to be taught
• How complex the skill is
• The environment
• The ability of the performer
• The motivation of the performer
• The previous experience of the performer

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GOAL SETTING
Goal setting is the setting of future performance
targets.

• Example
• A golfer sets a target of shots to be played
  around a course, this may well motivate him to
  play well.

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GOAL SETTING

• Goal setting can improve motivation and can
  control stress/anxiety
• Goals can be
• Short-term e.g. set over the period of a day or
  week or so, and lead on to
• Long-term-e.g. set over a period of a month, year
  or several years.
• What are your goals?

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Guidelines for Goal Setting
Goals appear to be most effective when they are

• Specific and clear
• Measurable
• Achievable but also challenging
• Relevant
• Timed they need to progress from short to long
  term and have target dates
• They should also be flexible, written down and
  evaluated.