P.E 4

• Continuum


  An imaginary scale between two extremes which shows a gradual increase/decrease in a number of characteristics
• Skills


  A learned action with the intention of bringing about predetermined results with maximum certainty and minimum outlay of time and energy
• Abilities


  Inherited from your parents, abilities are stable traits that determine an individual's potential to learn or acquire skills
• Environmental influence


  • How much the performance of the skill is affected by the environment (Open-Closed Continuum)
• Pacing


  • How much control the performer has over the rate and the timing of the action (Self-Paced – Externally-Paced Continuum)
• Muscular Involvement


  • The level of precision or fine control that the performer uses when performing the skill (Gross-Fine Continuum)
• Difficulty


  • How complex the movement skill is (Basic – Complex Continuum)
• Complex skills


  • High levels of above, sub-routines where speed and timings are critical. tennis serve, Somersault
• Open skills


  • Effected by the environment eg team mates, opponents, playing surface. Must adapt to others actions. Environment is unpredictable, Pass in rugby/netball
• Closed skills


  • Involves less decision making – habitual. Predictable environment. Always performed the same. Tennis serve, Through vault
• Self-paced skills


  • Performer controls when the movements start. Performer decides how to execute the (closed) skill High Jump, Tennis serve
• Externally paced skills


  • Rate of execution is outside the performers control. Needs to react to external conditions. Usually an open skill. Pass in football, receiving a tennis serve
• Gross skills


  • Large muscle movements, little concern for precision. Associated with strength, power and endurance. Running, Swimming, Hammer throwing
• Fine skills


  • Fine, delicate muscle movement. Associated with accuracy and precision – hand/eye co-ordination. Wrist/finger action of a spin bowler, Archery
• Goal setting


  In order to improve or provide motivation, sports performers often set themselves goals or have goals set by their coaches. Goal setting gives performers a target to aspire to and helps to prepare performers both physically and mentally
• Performance goal


  Personal standards to be achieved. The performer compares their performance against what they have already done or suggests what they are going to do. There is no comparison with other performers
• Performance goal examples


  • May hope for a better start than the previous race
  • May aim to time their 'dip' well when crossing the line
• Outcome goal


  Focus on the end result and usually involved being compared to other performers
• Outcome goal examples


  • May wish to win the match
  • May wish to score two goals to increase their team's goal difference
• Information processing


  In sporting situations, a good player often looks around before they attempt to play the game/do any skills/movements, they process the information before making a decision
• Input


  All the information the brain receives from inside and outside the body. Information will be received via a performer's senses, this is known as selective attention
• Input examples


  • Seeing - We see where our opponent is and we see where the ball is moving
  • Hearing - We hear where our opponent is and how hard the ball has been hit
  • Feeling - We feel the position of our body and our grip on the racket
• Short term memory (STM)

  • It can store about 7 pieces of information
  • It is stored for up to 60 seconds
  • If the information is rehearsed it can be stored in a performer's long term memory
  • If not rehearsed it is lost
• Long term memory (LTM)


  • It is a store of well learned past experiences
  • It has unlimited capacity for long periods of time
• Output


  The actual response, it is the action or skill, taken as a result of the brain's decision
• Intrinsic Feedback


  Received from the performer themselves, through thoughts, emotions, or kinaesthetic feedback received by receptors in the muscles
• Extrinsic Feedback


  Received from outside the performer, can come from a coach, spectators, or from video replays
• Direct aggression


  Aggression where there is actual physical contact between performers
• Direct aggression examples


  • High rugby tackle with force
  • A judo player throwing player on ground illegally with excessive force
  • A boxing punching opponent below the belt
• Indirect aggression


  Aggression that does not involve physical contact
• Indirect aggression examples


  • Smashing the badminton shuttle very hard to win a point when opponent had fallen over denting their confidence. Mentally harming them