IM-PE PAPER 2

• skill -

  a learned action or behaviour with the intention of brining about pre-determined results with maximum certainty and minimum outlay of time and energy.
• ability -

  an inherited, stable trait that determines an individual's potential to learn or acquire a skill.
• trait -

  distinguishing qualities or characteristics belonging to a person.
• basic skill-

  requires less concentration and coordination to perform : throwing and catching.
• complex skill -

  takes longer to learn because they involve a high level of coordination and concentration : pole vault and discus
• open skill -

  affected by the environment where the performer must react and adjust to a changing situation : dribble and rugby tackle
• closed skill -

  not affected by the environment or the performers within it : dive, hitting a golf ball
• self paced skill -

  started when the performer decides to start them, they control speed, rate or pace : javelin, vault, corner
• externally paced skill -

  started in response to an external factor, speed, rate or pace is controlled by opponent or environment : rugby tackle, returning a serve
• gross movement skill -

  involve large muscle groups to perform big, strong, powerful movements, involves arms, legs, feet or entire body : triple jump, tackle in rugby, swimming
• fine movement skill -

  small and precise movements that require high levels of accuracy and coordination, involves a small groups of muscles : spin bowl, throwing a dart, catching a ball
• goals -

  performance goals: personal standards to be achieved.

  outcome goals: goals that focus on the end result, on winning.
• SMART targets -

  Specific: to the demands of the sport, muscles or movements used.

  Measurable: whether target has been met.

  Accepted: by performer, others involved in training and competition.

  Realistic: possible to complete and attain.

  Time-bound: covers a set period of time, performer knows if target is achieved.
• information processing -

  • input : sight, sound, touch, intuition.
  • decision-making : selected data is analysed and an appropriate response is selected.
  • output : decision is acted on.
  • feedback : intrinsic, kinaesthetic and extrinsic.
• 1. input

  sight, sound, touch and intuition.

  the performer will receive lots of information from their senses, so they have to have selective attention.
• 2. decision-making

  selected data is analysed and an appropriate response is selected.

  short term memory can store about 7 pieces of info for up to 60 seconds.

  if rehearsed it can be stored in the performer's long term memory, if not it is lost, long term memory has unlimited capacity.
• 3. output

  decision is acted on

  information is sent from the performer's brain to the working muscles to carry out the required response.
• 4. feedback

  intrinsic feedback - received from the performer themselves, from thoughts or emotions.

  kinaesthetic feedback - received by receptors in the muscles.

  extrinsic feedback - received from outside the performer. (coach, spectators, video replay)
• visual guidance -

  • presented in a form you can see. demonstration, video, chart.
  • useful for all levels.
  • vision is your most dominant sense.
  • see what is required.
  • specific.
  • copy what you see.
  • must be good quality
  • could be to complex to demo
  • not effective if not paying attention
• verbal guidance -

  • describes how
  • highlight key techniques
  • share basic info
  • questioning can make performer think
  • information overload
  • boring
  • arenas are noisy
  • complex things are often hard to explain
• manual guidance -

  • physically moving performer into correct position
  • good for beginners
  • develop correct feel
  • movement can feel different compared to doing it without assistance
  • may not think they are actually doing it
• mechanical guidance -

  • objects/aids used to assist coach
  • safe
  • build confidence
  • gain feel without fear
  • expensive
  • might completely rely on the aid
• positive feedback -

  • what was correct or good about the performance
  • motivates, feel successful aspect to performance
  • can emphasise positive aspect too highly and suggest an overall better performance
• negative feedback -

  • what was incorrect or bad
  • allows improvements
  • prioritise specific skills to work on
  • coach can provide guidance
  • can be demoralising
  • performer may struggle to know how to respond
• knowledge of results -

  • placing or timing
  • quick measure of success
  • demotivating for other performers in situations where there can only be one winner
• knowledge of performance -

  • about their performance generally and about technique more specifically
  • very detailed
  • focus on one or two aspects
  • challenging to break a performance down in order to provide detailed feedback
• extrinsic feedback -

  • outside themselves, coach
  • gain full picture of performance
  • coaches can be made aware
  • can be difficult to get the advice and help of a qualified coach
• intrinsic feedback -

  • from within
  • make immediate adjustments
  • requires high level of knowledge about the particular activity to identify precisely what needs to be done to improve
• arousal -

  physical (physiological) and mental (psychological) state of alertness/readiness, varying from deep sleep to intense excitement or alertness.
• the inverted-'U' theory

  • at any one moment in time a person is on a continuum from very aroused to very low arousal.
  • an optimal performance occurs when a performer reaches an optimal level of arousal. you are more likely to perform at your best when you are in the best possible physical and mental state.
• linking skills to optimal levels of arousal -

  gross movement - require higher levels of arousal. the mind and body need to be very alert to ensure that the strength, endurance and speed required to perform gross skills are available.

  fine movement - require lower levels of arousal. the mind and body need to be calm to ensure that the coordination and concentration required to perform the small, precise movements are present.
• managing arousal -

  It is important to be able to control levels of arousal to ensure it is as close to the optimal level as possible.

  • deep breathing
  • mental rehearsal, visualisation and imagery
  • positive self talk
• Deep breathing -

  • When people are very aroused their breathing can become rapid and erratic.
  • taking slow deep breaths can help calm breathing and return it to its regular rhythm
  • slower deeper breathing increases the supply of oxygen to the brain, helping to limit arousal caused by anxiety and stress
• Mental rehearsal, visualisation and imagery -

  • cognitive techniques
  • helps the performer relax and focus so they don’t become too aroused.
  • mental rehearsal - rehearsing a successful performance in your mind
  • visualisation- imagining a positive outcome; standing on the podium
  • calming the nerves immediately before performance of a skill is attempted
• Positive self talk -

  • Cognitive technique
  • turning each negative thought into a far more positive thought
  • reduces arousal caused by anxiety and stress and puts a person in a far more positive frame of mind
• Direct aggression -

  Aimed directly at other players or participants and involves physical contact

  • as long as the act is within the rules of the game then it can be used to improve performance and to be successful
  • rugby tackle, punch in boxing
• Indirect aggression -

  No physical contact

  • taken out on an object in order to gain an advantage
  • hitting a tennis ball or shuttlecock very hard to win a point
  • bowling a fast bouncer to intimidate the batsman
• Introverts -

  • Quiet, shy, passive and reserved and usually prefer taking part in individual sports.
  • thoughtful and enjoy being on there own
  • sports they take part in require high levels of concentration and precision making use of fine movements where low levels of arousal is required
• Extroverts -

  • Sociable, active, talkative, outgoing
  • usually prefer team sports
  • enjoy interacting with others, high levels of enthusiasm, prone to boredom if they are isolated or by themselves
  • fast pace, gross movement skills are required and the levels of concentration might be quite low
• Intrinsic motivation -

  Drive that comes from within

  success gives them a sense of personal pride, accomplishment or satisfaction

  higher levels of personal achievement

  more effective, more likely to keep going