Skill in Sport - Physical Education - Lecture Slides, Slides of Physical Education and Motor Learning

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Skill and Technique

• Techniques are the basic movements in sport, such as a netball pass or a golf swing. In sport we combine a number of techniques into a movement pattern, which we call skill.
• Skill can be defined as

‘our ability to choose and perform the right Technique at the right time, successfully and regularly With minimum effort.’

A skilled basketball player is able to combine the techniques of shooting, passing and dribbling at the right time during the game.

Types of Skill

• We can put skills into groups by using different systems. Skills can be placed on a continuum of OPEN or CLOSED Using this continuum we can look at the influence that the environment, such things as weather, surface and other players has on the skill.

Open skills are affected dramatically by the environment.

Closed skills take place in a fixed environment where there is limited effect from the environment.

Information Processing

The information processing model is a theory about how we perform skills. In this theory the brain is thought of as a computer. It works as follows:-

INPUT- Information comes to us from our senses

DECISION MAKING- We use the information, together with our experience, to help make a decision.

OUTPUT – The nervous system and muscles put the movement into action.

Feed back – This is the information which tells us whether we have been successful.

Input

• During the input stage of the information processing model we get information from our senses. Information is received from our sense organs:-
• Our eyes
• Our ears
• Our proprioceptors.
• In basketball our eyes tell us the position of other players and the ball, our ears tell us what the coach is saying, and messages from our body tell us about our movement and body position. The more experience we are the easier the process.

Decision Making

• The decision making stage of the process is when we make sense of what is happening by using our memory and perception. We can then decide on our action and form a plan for our next movement.
• Our perception is the way we sort out the information we receive. We need to use our memory to remind us of our previous experience.

Feedback

• Feedback is vital information about our performance. By using feedback we are able to analyse our performance and then improve it. The four forms of feedback are:-

1. EXTERNAL FEEDBACK – coming to us from outside sources such as a coach, teacher or parent.
2. INTERNAL FEEDBACK – coming from inside the body, senses inside the body tell us how the movement felt.
3. KNOWLEDGE OF RESULTS – telling us the outcome of our performance, e.g. if we scored the goal
4. KNOWLEDGE OF PERFORMANCE – concentrating on how well the movement was performed, rather than the result.

Motivation

• Our motivation comes from the many different reasons we have for taking part in sport. Our motivation affects the standard of our performance. Highly motivated sports people will work very hard to improve their fitness and skill levels in training. In competition they will be determined to defeat their opponents. There are two types of motivation.
• Intrinsic – Or self motivation that

comes from our own inner drive.

• Extrinsic – Motivation comes from

outside, such as medals or money.

Most motivation is a bit of both.

GOAL SETTING

• In order to achieve our long term ambitions in sport we need short term goals along the way. These goals help to motivate us. They can also give us confidence and help our performance. There are TWO types of goal.

1. OUTCOME GOALS –

Which are linked to a result of a competition, e.g. winning a race.

2. PERFROMANCE GOALS-

Which are concerned with the standard of performance, e.g. getting a better race time.

Setting Goals- SMARTER

• In order to set goals we use the SMARTER Principle.

pecific – to focus attention

easurable – to assess the process

ccepted – by both coach and performer

ealistic – Challenging but within performers capacity

ime phased – must have completion dates

xciting – for the performer to avoid boredom

ecorded – to evaluate the process

Aggression

• The amount of aggression seen in sport largely depends on the nature of the sport and the personality of the performer. The different types of aggression are:-

1. DIRECT AGGRESSION – We have to be aggressive to be successful. E.g. boxing, rugby, judo
2. LIMITED AGGRESSION – Players must be aggressive but stay within the rules. e.g. hockey, basketball
3. INDIRECT AGGRESSION – Being aggressive towards a performer, through playing. E.g. hitting a ball in tennis towards opponent.
4. OBJECT AGGRESSION – Object receives aggression not opponent. E.g. hitting a golf ball.

Phases of Learning

• There are three phase of learning. These phases are all linked. COGNITIVE PHASE- during this phase we are beginners. We need a clear mental picture of the movement. We often make errors and find it hard to correct them. ASSOCIATIVE PHASE- We improve our skill by practising. Our performance improves and we make fewer errors. AUTONOMOUS PHASE- We can perform skills almost automatically. We can pay more attention to tactics. We can often deal with our own errors.

Guidance

There are THREE forms of guidance.

VISUAL GUIDANCE – Demonstrations, video playback, pictures and diagrams show us a good idea of what we hope to do.

VERBAL GUIDANCE – Explanations of what to do, when to do it and what elements of the skill that need to be focused on. This can come from your teacher, coach, parent etc.

MANUAL GUIDANCE – Physical support from either a teacher , coach or pier. As well as support from a harness or mechanical aid to increase confidence.

Types of Practice

Type of Practice Explanation Example

WHOLE All parts of the action take place at the same time

Golf swing

PART The skill can be broken down into sub routines (sections)

Triple jump

MASSED The skill is practiced over and over again in mass

Basketball free throw DISTRIBUTED Having rest between short practice periods

Gymnastic vaulting FIXED During practice everything remains the same

Gymnastic vault VARIED During practice environment changes