Higher skills + tech ppt
- 1. Higher/Intermediate 2 PE Area: Skills + Techniques Forrester High School PE Dept
- 2. Remember, in Standard Grade PE we learned: The term ‘Skill’ describes the purpose of linked sequences of movements. ( OR ‘a skill is a movement with a purpose’.) The term ‘ Technique’ means a way of completing/ executing a skill. For example: a skill in basketball is shooting , but there are different techniques of shooting, such as the lay-up , the set-shot and the jump shot .
- 3. In SGPE we also discovered: Skills and Techniques vary in difficulty according to their requirements, your ability and your previous experience. TASK: In your jotter describe the reasons why taking a direct free kick in football is more complex (or difficult) than taking a penalty.
- 4. Finally, in SGPE we also learned: that ‘Preparation - Action – Recovery’ (PAR) is an effective way of analysing Skills and Techniques. Preparation deals with the beginning of the action. Eg: in badminton, how the performer gets into position to play the shot. Action deals with the middle of the action. Eg: in badminton, how the performer’s body moves when striking the shuttle. Recovery deals with the finish of the action. Eg: in badminton, how the performer follows through and recovers from playing the shot.
- 5. Key Concept 1: The Concept of Skill and Skilled Performance In this Key Concept you will examine in detail: - what makes a skilled performance; - how skills are performed through an information processing model; - how skills and techniques are performed for effective, consistent performance - how model performance can be used to enhance and develop performance.
- 6. What makes a skilled performance? Watch the following clip of top level tennis action: http://www.youtube.com/watch?v=cvdj033A8jw TASK: Using your own words , write in your jotter what you feel makes the performance a skilled one. TASK: As a class , discuss the word which best describes the performance of the two players.
- 7. What makes a skilled performance? Hopefully, as a class you will have discussed words such as ‘Efficient’, ‘Controlled’, ‘Fluent’, ‘Effortless’ and ‘Dynamic’. These are very important ingredients of a skilful performance. TASK: Read page 58 of the Leckie & Leckie textbook. In your jotter, write down the 3 characteristics of a Skilful Performance. Do these 3 statements reflect what you saw in the tennis clip?
- 8. Processing Information when learning skills TASK: Read page 59 of the Leckie & Leckie book. The Information Processing Model or ‘ Learning Loop’ can be applied to any skill or technique in sport. The more often you perform a skill or technique, the better your decision making will be. ie: an experienced performer can immediately recognise relevant information in the input stage; they can then make a more informed, quicker decision ; they will then have a more efficient output ; finally they will use the feedback from this performance of the skill to their advantage the next time they perform the skill. TASK: As a class, discuss the following statement: ‘ The Information Processing Model relates closely to the 3 characteristics of a skilled performance.’
- 9. TASK: Put the following statements under the correct headings (Input, Decision Making, Output, Feedback): A) The Golfer decides to play a 3 iron, off a low tee, down the right hand side of the fairway. The Golfer gauges the distance from the tee to the green, takes note of the obstacles on the hole and assesses the weather conditions. The Golfer notes that by choosing the 3 iron he hit the ball too far. He decides that in future, if in similar conditions, a 4 iron would be a better choice. He plays his tee shot as planned, but the ball runs down the sloping fairway and into the rough on the right hand side. Processing Information when learning skills
- 10. Classification of Skills Open/Closed Skills: Open skills are those which are unpredictable. ie: they differ each time they are performed. An example of an open skill is a tackle in hockey . Each tackle is very different because each players’ speed, angles of running/ dribbling and behaviour can be altered at any time.
- 11. Classification of Skills Closed skills are predictable. ie: the performer is in control of how they are carried out. Closed skills can be performed exactly the same way every time. An example of a closed skill is a balance in gymnastics. The gymnast is in complete control of her own actions.
- 12. TASK: Read page 60 (Leckie & Leckie) In your jotter draw the Closed ↔ Open Continuum and add the following skills in order to your diagram. Drop Goal 1 hand balance Baseball Hit Bunker Shot (Rugby) (Gymnastics) (Golf) Classification of Skills
- 13. Classification of Skills Skills can also be described as being predominantly simple or complex . TASK: Read page 61 (Leckie & Leckie) Choose 5 skills from one activity on your course. Decide where the skills would exist on a simple ↔ complex continuum. Draw the diagram and write an explanation for each.
- 14. Classification of Skills Finally, skills are either predominately discrete/serial or continuous. TASK: Read page 62 (Leckie & Leckie) Decide which picture below is: A) Discrete B) Serial C) Continuous In your jotter, write down one more example for each category of skill.
- 15. Key Concept 2: Skill/technique improvement through mechanical analysis or movement analysis or consideration of quality This Key Concept is concerned with how we collect information on our performance of skills and techniques and why we use certain methods. We will examine 3 different methods of analysis: mechanical analysis movement analysis consideration of quality We will then consider how information collected from these approaches can create a plan for performance improvement and monitoring performance improvement.
- 16. Mechanical Analysis TASK: Read page 63 & 64 (Leckie & Leckie) Mechanical Analysis focuses on the mechanics of the body during the performance of a skill. These include: the forces present (both against and produced by the performer) use of levers (* longer = more power, shorter = more control + accuracy *) planes of movement (think of the 3 axes of rotation: frontal, sagittal, transverse) centre of gravity action/reaction TASK: Complete the sentence below in your jotter. “ Mechanical Analysis is particularly useful for analysing skills where…”
- 17. Movement Analysis Movement Analysis is particularly useful for analysing the effectiveness of specific details of particular techniques. Movement Analysis is usually completed in comparison with a model performer . Rather than viewing the whole skill at once (which is often too complex to analyse effectively) movement analysis sheets break the skill down into ‘ Preparation’, ‘Action’ and ‘Recovery’ . TASK: In your jotter, draw out a Movement Analysis sheet you have used to analyse a skill or technique from your course.
- 18. Consideration of Quality Consideration of Quality is often the chosen method of analysing technique in dance and gymnastics. It is concerned with aspects of performance such as: Technical qualities (the quality of the performance) Physical Qualities (eg: the strength, speed of flexibility required) Personal Qualities (eg: courage, determination) Special Qualities (invention, composition, creativity, choreography, design) TASK: With a partner, have a go at designing a Consideration of Quality sheet which could be used to analyse a gymnastics routine.
- 19. Key Concept 3: The development of skill and the refinement of technique This Key Concept examines closely: Stages of Learning Practice Methods Principles of Effective Practice Motivation, Concentration and Feedback The study of these key features should help you to plan an effective Skill Improvement Programme for one of the skills or techniques on your course.
- 20. Stages of Learning TASK: Read Page 67 (Leckie & Leckie) TASK: Watch the following clips, decide which stage of learning (Preparation, Practice or Automatic) each of the performers is at. A: http://www.youtube.com/watch?v=XR6ImQfFGDM B: http:// www.youtube.com/watch?v =gJiktQ5YeRM C: http:// www.youtube.com/watch?v =7-dqnOX4cpo TASK: Choose a skill/technique from your course. Explain whether you are at the Preparation , Practice or Automatic stage of learning for that skill. Justify your answer.
- 21. Practice Methods In SGPE we learned 2 main methods of practice: ‘Whole-part-whole’ and ‘Gradual Build-Up’. TASK: In your jotter describe a skill/technique you learned or practised using one of the above. Explain why this was the appropriate method of practice for that specific skill. In Higher PE we study all of these practice methods: Solo/shadow/partner/group Opposed/Unopposed Gradual Build-up Repetition/drills practices Massed/distributed Conditioned Games/Small-sided Games/Coached Games Whole-part whole By classifying a skill as complex or simple , open or closed , discrete/serial or continuous we are able to determine which method of practice is most likely to improve it.
- 22. Practice Methods Solo/shadow/partner /group These types of practice allow for progression . They are particularly useful for those at the Preparation stage of learning. TASK: In your jotter, choose a skill which you learned/practised using one of the above methods. Describe the practice. Opposed/Unopposed Practice can be catered to the needs of the individual by varying the degree of opposition (ie: a beginner could practise unopposed , but as they improve opposition can be increased from passive to active .) TASK: In your jotter, choose a skill which you practised using varying degrees of opposition.