AS-Level Physical Education Examining Body: OCR Mr Walker

What's the Point? Increase your physical competence. Develop your involvement and effectiveness in physical activity. Enables you to become informed and discerning decision-makers in relation to your and others’ involvement in physical activity.

Course Structure 80% Theory! 20% Practical! Section A: Anatomy and Physiology Section B: Acquiring Movement Skills Section C: Socio-Cultural Studies relating to participation in physical activity 80% Theory! 20% Practical!

Remember: stay organised! Independent Task... Please download and print the OCR Physical Education specification for all three units. Familiarise yourself with the OCR website (its really useful!). Ensure these are at the front of your files as we will refer to these throughout the year. Remember: stay organised!

Today’s Objectives To understand the difference between Skills and Abilities. To understand the classification Muscular Involvement. To be able to apply this theory to practical examples and explain their reason for choice.

Starter: Skill vs Ability! Write down 5 words your associate with Skills. Write down 5 words you associate with Abilities. Explain the difference! 3 minutes

Skills Learned: You are not born with these! “Skills are said to be gained through learning. Skill is said to be learned behaviour” (B.Knapp) Learned: You are not born with these! Permanent changes in behaviour Goal Directed: Used to achieve something Fluent Aesthetically pleasing

Classification of Motor Skills Motor skills are essential to sporting success. By understanding motor skills, we increase our knowledge of how to best learn and teach skills. Classifying movement skills is not simple or an exact science! It can be difficult to be specific about the characteristic of a skill as many of these change depending on the situation. For this reason we use a continuum!

Classification of Motor Skills You need to know the following classification continua: Muscular Involvement (Gross – Fine) Environmental Influence (Open – Closed) Continuity (Discrete – Serial – Continuous) Pacing (Externally Paced – Self Paced) Difficulty (Simple – Complex) Organisation (Low – High)

Muscular Involvement Gross – Fine Continuum This classification refers to the precision of movement.

Muscular Involvement Gross Motor Skills Fine Motor Skills Involve more intricate movements using small muscle groups. Usually involve accuracy and emphasise hand-eye co-ordination. Involve large muscle movements where there is little concern for precision. Include any movement patterns involving the majority of the major muscle groups such as walking, running and jumping.

Remember to justify your answers! Muscular Involvement... Using the white boards, place these sports along the continuum. Hammer Throw Free style swimming Snooker Darts Spin bowling (cricket) Olympic weight lifting (Clean and Jerk) Remember to justify your answers!

Exam Style Question Giving an example for each, describe what is meant be a gross or fine movement skill. 4 marks

Classification of Motor Skills Environmental Influence and Pacing Continuum’s

Starter Giving an example for each, describe what is meant be a gross or fine movement skill. 4 marks

Todays Objectives To understand; Environmental Influence and Pacing Continuums. To be able to apply these theories to practical examples and explain their reason for choice. Apply this knowledge to an exam style question.

Environmental Influence This classification concerns itself with how environmental conditions affect the movement of a skill. Open skills – Closed skills

Open Skills Movement skills that are affected by an ever changing, unpredictable environment. Predominantly perceptual - needs perception, judgement, interpretation or decision making Externally paced - the speed or timing of the skill is dictated or controlled by others Movements need to be adapted to suit the situation

Closed Skills Movement skills that are not affected by the environment. The environment is more stable and less unpredictable Set Technical Model - Patterns of movement similar each time skill performed Predominantly habitual Self Paced - the performer controls the speed of the skill

Examples… In small groups, discuss some specific examples for both Open and Closed skills Lets place them on the continuum! Open Closed Pass in Rugby Tennis serve Tackle in Hockey Free throw in Basketball Shooting in Netball Vaulting in Gymnastics

Self Paced – Externally Paced Pacing Continuum Self Paced – Externally Paced

Pacing Continuum (Self-Paced or Externally Paced) This classification concerns itself with the level of control the performer has over the timing of the movement skill. This control can relate to both when the movement is started as well as the rate at which it is performed.

Pacing Continuum Self Paced Externally Paced The performer determines when the movement skill starts. The performer has control over the rate that the skill proceeds. Usually closed skills. The control of the movement skill is not determined by the performer but the environment. The performer usually will be facing an opponent to whom they will have to react. Usually open skills.

Can you think of any examples? Self Paced Externally Paced High Jump Passing in rugby Tennis Serve Windsurfing Triple Jump Receiving a serve in Badminton

Choose any 4 skills you wish. Place each sport on each continuum! Challenge! Gross Fine Open Closed Externally Paced Self Paced

Exam Style Question

Independent Task Working in pairs please research one of the following; Continuity (Discrete – Serial – Continuous) Difficulty (Simple – Complex) Organisation (Low – High) Please prepare to present back to the group. You need to become the Master of the Classification!

Discrete – Serial - Continuous Continuity Continuum Discrete – Serial - Continuous

Continuity Continuum This classification concerns itself with how clearly defined the beginning and the end of the movement skills are.

Discrete Skills These skills have a clear beginning and end. Usually brief in nature – a single specific skill. If this single skill it is to be repeated, it must start again from the beginning. Examples?

Serial Skills A number of discrete skills put together to make a sequence or series. The order in which these distinct elements are put together is very important. Examples?

Continuous These skills have no definitive beginning or end. Activity continues for an unspecified amount of time. The end of one cycle of the movement is the start of the next. The movement skill is usually repeated several times for it to be meaningful.

Examples Discrete Serial Continuous Basketball Free Throw Catching a ball Penalty in football. Triple Jump Gymnastics floor routine Trampolining sequence Running Cycling Swimming

Place the skills on the continuum! Serial Discrete Continuous Choose 3 skills of your choice!

Difficulty Continuum Simple – Complex

Difficulty Continuum This classification is concerned with how complex the movement skill is determined by 6 aspects. Perceptual load with the degree of decision making. Time available to carry out the perceptual and decision making tasks. Quantity of sub-routines together with their speed and timing. Speed/power needed Accuracy needed Use of Feedback

Key Terms! Perceptual Load – the amount of information that the performer has to process. Sub Routine – movement skills are usually comprised of several parts that are referred to as sub-routines. These sub-routines make up the movement skill. (example – vault in gymnastics)

These skills may still be tricky to learn and perform! Simple Skills Not affected by the environment Fewer sub-routines Little information to process Time to evaluate the situation Feedback is not essential These skills may still be tricky to learn and perform!

Complex Skills Numerous sub-routines which must be performed in the correct sequence and at the right time. Large amount of information to process. Short amount of time to evaluate the situation. Feedback aids performance. Would be affected by the unstable, changing environment.

Complex Skills Simple Skills Complex Skills Swimming Sprinting Cycling Gymnastics Routine Tennis Serve Somersault

Place your skills on the continuum! Simple Complex Choose 5 skills of your choice!

Organisational Continuum Low - High

Organisational Continuum This continuum concerns itself with how closely linked the sub-routines of the movement skill are.

Organisational Continuum Low Organisational Skills High Organisational Skills Sub-routines can be identified easily and isolated from the overall movement. Sub-routines can be practised and developed to improve overall performance (whole – part – whole). Sub-routines are difficult to identify and isolate from the overall movement. Sub-routines have to be practised as part of the whole movement.

Organisational Continuum Low Organisational Skills High Organisational Skills Swimming Trampolining sequence Cartwheel Golf Swing Somersaults

Pick 2 skills – place them on the continuums! Fine Gross Open Closed Externally Paced Self Paced Serial Discrete Continuous Simple Complex Low Organisation High Organisation