PE Chp4

• Skill


  Learned action behaviour with the intention of bringing about predetermined results with maximum certainty and minimum outlay of time and energy. They can be mental and physical.
• Ability


  Inherited traits that determine an individual's potential to learn or acquire skills. Abilities help performers learn new skills.
• Continua for classifying skills


  • Basic to complex
  • Open to closed
  • Gross to fine
  • Self-paced to externally-paced
• Basic skills


  • Walking/jumping
• Complex skills


  • High jump-running, bends, timed jump
• Open skills


  • Unstable environment, way of doing skill affected by people around you, may decide to do it differently due to environment, often externally paced
• Closed skills


  • Stable environment, way of doing skill not affected by people around you, aim to carry out the skill the same way each time
• Open skills


  • Football-pass may be executed differently to avoid defenders, Rugby- tackling may be different if player is behind you not in front
• Closed skills


  • Gymnastics somersault is the same way each time, doesn't change, Javelin nothing is affecting direction of throw
• Gross skills


  • Involving large movements of the body, using large muscle groups, movements do not tend to rely on accuracy
• Fine skills


  • Involving small, precise movements, using small muscle groups, movements tend to involve precision and accuracy
• Gross skills


  • Rugby tackle, kicking a ball, throwing a javelin
• Fine skills


  • Parts throw, snooker, net shot in badminton, topspin in cricket
• Self-paced skills


  • Start of movement is controlled by performer, speed, pace or rate is controlled by performer
• Externally-paced skills


  • Start of movement is controlled by external factors, speed, pace or rate is controlled by external factors
• Self-paced skills


  • Long distance- choose how fast to run, Long jump choose when to start run up
• Externally-paced skills


  • Badminton - receiving serve, start shot after opponent serve, Netball - marking whilst making to other players movement
• Performance goals


  Personal standards to be achieved, no comparison against others
• Outcome goals


  Focus on end result, sometimes have a comparison against others
• Performance goals


  • Midfielder in hockey might aim to achieve a 50% pass completion rate
• Outcome goals


  • Footballer aiming to win the match
• Basic information processing


  Gathering data from senses, prioritising most important stimuli, making a suitable decision, acting on the decision
• Input


  • Information received via the senses from the environment, performer has selective attention and must choose what to focus on
• Decision making


  • Data is analysed and response is selected, performer accesses memories of similar experiences, information is stored in short-term and long-term memory
• Output


  • The decision is acted on, information is sent from the brain to the working muscles
• Feedback


  • Data received in response to the output, can be extrinsic (from outside) or intrinsic (from the performer)
• Tennis serve


  • Inputs: Area serve goes, Type of serve, What happens to receiver, What player is doing/stood in

  Decision making: Where it goes, Skill check, Focus on serve

  Outputs: Serving

  Feedback: Press/TV, Crowd, Player level