Skills and abilities and skill classification 2014
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This document discusses skills and abilities in sport. It defines skills as learned behaviors that are goal directed, efficient and fluent. Abilities are innate traits like strength, coordination and speed. Skills require combinations of abilities to perform. Skills are classified on continua including precision, discrete vs continuous movement, internal vs external pace, and open vs closed environment. The document provides examples of placing various skills like long jump and shooting on these continua. It emphasizes learning is needed to develop skills from underlying abilities.
![ 1 (i) Identify a
specific target from
your chosen
sporting activity
and explain how
you would apply
SMART factors to
make the setting of
this target effective.
[3]
Use of SMART. Marks are only to be awarded if the
answer is directly linked to a target within the
chosen activity. -Target must be specific - improve
shooting X - run for longer X - more accurate passes
Specific - Directly related to their
sport/activity/outcome they want to achieve
Measurable - Objective aspect that can be
measured e.g. KG's, seconds etc.
Achievable -Within reach/attainable
Relevant -At the correct level for the
performer, challenging
Time-Phased - Set time to achieve the goal
including short and long term objectives
Evaluated - Self assessment and review of
goals either during or at the end of the time
agreed
Recorded - Records kept of training to monitor
goals, enables accountability
Agreed - Shared with other parties e.g. coach,
other team members
Positive - Motivational/exciting and not
negative in any way
3 x 1 marks * must have example](https://image.slidesharecdn.com/skillsandabilitiesandskillclassification2014-150519082041-lva1-app6892/85/Skills-and-abilities-and-skill-classification-2014-1-320.jpg)
![ (ii)What are the
benefits of goal
setting in
developing sporting
performance? [4]
a. Improve motivation
b. Improve self confidence / s elf
esteem
c. Help control arousal levels
d. Focus on specific aspects of
performance e.g. weaker areas
e. Specific
technical/tactical/physical
aspects can be focussed upon
f. Feeling of
success/achievement can be
experienced
g. Can regulate effort on specific
aspects of performance
h. Comparisons with previous
goals be made.
i. Monitor performance.](https://image.slidesharecdn.com/skillsandabilitiesandskillclassification2014-150519082041-lva1-app6892/85/Skills-and-abilities-and-skill-classification-2014-2-320.jpg)
Skills and abilities and skill classification 2014
- 1. 1 (i) Identify a specific target from your chosen sporting activity and explain how you would apply SMART factors to make the setting of this target effective. [3] Use of SMART. Marks are only to be awarded if the answer is directly linked to a target within the chosen activity. -Target must be specific - improve shooting X - run for longer X - more accurate passes Specific - Directly related to their sport/activity/outcome they want to achieve Measurable - Objective aspect that can be measured e.g. KG's, seconds etc. Achievable -Within reach/attainable Relevant -At the correct level for the performer, challenging Time-Phased - Set time to achieve the goal including short and long term objectives Evaluated - Self assessment and review of goals either during or at the end of the time agreed Recorded - Records kept of training to monitor goals, enables accountability Agreed - Shared with other parties e.g. coach, other team members Positive - Motivational/exciting and not negative in any way 3 x 1 marks * must have example
- 2. (ii)What are the benefits of goal setting in developing sporting performance? [4] a. Improve motivation b. Improve self confidence / s elf esteem c. Help control arousal levels d. Focus on specific aspects of performance e.g. weaker areas e. Specific technical/tactical/physical aspects can be focussed upon f. Feeling of success/achievement can be experienced g. Can regulate effort on specific aspects of performance h. Comparisons with previous goals be made. i. Monitor performance.
- 4. In this section we investigate: Technical Development •What is a skill and how skills differ from abilities •How the brain learns movement Skills •Theories involved with learning Skills •How we can best teach different sorts of skills
- 5. State the characteristics of skills and abilities Describe the difference between a skill and abilities Be able to confidently classify 1 skill on 6 continua Be able to justify why you have placed a skill on a continua Be able to apply an exam mark scheme on skill classification to an answer
- 6. Understand the role skill acquisition plays in participating in physical activity
- 7. From what you have found out in the ALZ : – Write down 5 words your associate with skills and 5 you associate with abilities What’s the difference?
- 9. ‘Skill is said to be gained through learning. Skill is said to be learned behaviour’ (B.Knapp)
- 10. Skills are: •Learned: You are not born with them •Permanent Changes in Behaviour • Goal Directed: Used to achieve something •Efficient: Minimum effort •Fluent •Aesthetic
- 11. Little Pinky Green Expensive Ferrari Admirer
- 12. The word ‘Skill’ can be used in two main ways: •To relate to an act or task (taking a penalty kick) •As an indicator of the quality of a performance (a well executed shot may be said to be skilful) Skills usually need to bring together a number of our Abilities
- 14. We are not born with the skills of catching, kicking and throwing etc they have to be learned But we are born with underlying factors that allow us to perform those tasks
- 15. Natural Innate or inherited Tend to be enduring traits E.g. Strength Co-ordination Quick thinking Agility Speed
- 17. Catch a ball? Hand eye coordination Accuracy Balance Fine motor control Combinations of abilities are needed to perform most skills
- 18. What are psychomotor abilities? Give examples Movement controlled by the brain (psycho…brain; motor…movement Accuracy, precision, co-ordination and control, multi-limb co-ordination, control precision, aiming, rate control (changing speed and direction), speed of arm movement, arm hand steadiness, wrist and finger speed
- 19. generally related to athletic and gross physical performance i.e. physical fitness abilities (muscular composition, lung volume, heart efficiency, levers etc) e.g. stamina, speed and strength
- 21. Despite her early performances being unsuccessful or needing her coaches support she has: Learned to do the skill and can now do this every time, Would gain a good mark in a competition Performs with minimum effort and so efficiently Performs the movement fluently and with confidence Looks good in the performance and generally is close to the technical model When we say a Gymnast has performed a skilful back somersault we mean that:
- 23. There are 3 different Types of Skill Intellectual Skills or Cognitive Skills Skills that involve the use of a persons mental powers like problem solving and verbal reasoning Perceptive Skills Interpreting and making use of information coming in via the senses. eg. where to pass the ball or which shot to play in Golf Motor Skills Smoothly executing physical movements and responses (Voluntary Movements – eg. writing your name)
- 24. Cognitive Knowing Perceptive (Affective) Feeling Motor Doing Psychomotor/ Perceptual Motor Skills: when decisions are applied to an action so often using all 3 types of skill
- 25. Perceptual Skill :What canYou See?
- 27. Classification of Movement Skills Skills have been classified on a variety of continuum. A continuum is a line with two opposing ends and gradual changes in characteristics in between
- 29. There are 4 main Continuum Fine (Snooker Shot) Gross (Shot Putt) 1) Precision of the Movement 2) Is there a Definite Beginning and End? Continuous Serial Discrete Running Triple Jump Badminton Serve
- 30. 3) Who Controls the timing of the movement? 4) Does the Environment affect the skill? Internal Pace (Tennis Serve) External Pace (Return of Serve) OPEN (Hockey pass in Game) CLOSED (Hockey pass in Practice
- 31. Two others could be: SIMPLE COMPLEX Organisational Continuum LOW HIGH
- 32. Place each of the following 8 skills on the first 4 continua (use an X and a letter to identify the skill Long jump Cycling Basketball dribble Basketball lay up Taking a penalty in football Gymnastic vault Rifle range shooting Receiving a serve in badminton
- 37. List the abilities important in your sport List 10 skills for your sport and classify them
- 38. State the characteristics of skills and abilities Describe the difference between a skill and abilities Be able to confidently classify 1 skill on 6 continua Be able to justify why you have placed a skill on a continua Be able to apply an exam mark scheme on skill classification to an answer