1.1: Skill Unit 1: Factors affecting performance ? LS (Unit 1) Factors affecting performance 1.1. Skill ?

Learning Objectives By the end of these two lessons students should: What is meant by the term ‘skill’? The difference between the following types of skill: basic and complex skills fine and gross motor skills, open and closed skills Factors affecting skill such as age and maturity, motivation, anxiety and arousal, conditions, facilities and environment, teaching and coaching. How we learn a new skills, including; limited channel capacity, overload, only do a little, simple instructions, demonstration should be simple. When we learn a skill it first goes into a short-term memory, then we practice and it finally goes into a long-term memory. Simple information processing model: input, decision-making, output and feedback. The importance of feedback and different types; intrinsic, extrinsic, knowledge of performance, knowledge of results. Assessment: A*-C Grade = more in-depth answers and extension work D-G Grade = answer most questions at foundation level LS (Unit 1) Factors affecting performance 1. Skill

Task 1: Definition of Skill ‘A SKILL IS A LEARNED ABILITY TO BRING ABOUT THE RESULT YOU WANT WITH MAXIMUM CERTAINTY AND EFFICIENCY’ LS (Unit 1) Factors affecting performance 1. Skill

Smash shot in badminton Task 2: Types of Skill Basic Skill Complex skill Simple & straightforward. Usually learnt at a young age. Important to perform basic skills before attempting higher levels. Examples? Take a long time to learn. Involve high levels of co-ordination & control. Sport specific / non-transferable Running Dodging an opponent Smash shot in badminton Lay up in basketball LS (Unit 1) Factors affecting performance 1. Skill

Free throw in basketball Task 3: Types of Skill Open Skills Closed skills Constantly changing unstable environment Skills have to be adapted to the demands of the situation High level of cognitive skill Examples? Constant, unchanging environment Not affected by the sporting environment Low level of cognitive skill Catching a ball Cycling down a hill Throwing a dart Free throw in basketball LS (Unit 1) Factors affecting performance 1. Skill

Group Task: Discuss Is there a medium between Open and Closed Skills? Watch the video. 1. Does each sport clearly have open and/or closed skills? 2. What are those skills? 3. When are they used? PLAY CLIP LS (Unit 1) Factors affecting performance 1. Skill

Task 4: Types of Skill Fine Motor Skills Gross Motor Skills Involve the small muscles of the body that enable such functions as: Writing. Grasping small objects. Fastening clothing. Precise High levels of hand-eye coordination Examples? Involve the large muscles of the body that enable such functions as: Walking. Kicking. Sitting upright. Lifting. Throwing a ball. Not very precise but fundamental A person’s gross motor skills depends on both muscle tone and strength Archery Shooting Butterfly (swimming) Shot Putt LS (Unit 1) Factors affecting performance 1. Skill

Activity: Practical Choose a complex skill e.g. a Lay-up in Basketball, using video evidence or someone (ideally the teacher) to demonstrate the movement. Then ask students to have 6 attempts to replicate the movement. Then teach the movement by teaching different parts, with students practicing each part separately. Then perform the whole skilled movement. LS (Unit 1) Factors affecting performance 1. Skill

Task 5: Factors that affect skill level Reasons Age & Maturity Motivation Anxiety Arousal Conditions Facilities Environment Teaching and Coaching Physical maturation / body change Want to do it / don't want to do it? Level of fear/anticipation before an event. Boredom/apathy to anxiety / over-excited. Quality of items used. Weather. Opposition. Experience LS (Unit 1) Factors affecting performance 1. Skill

Activity: Discuss a range of skills, such as swimming, walking, cycling, doing a somersault etc and consider if age and maturity are factors in whether they can be performed. Draw a list and say whether these skills can be performed at 2, 10, 20, 40 and 65 years of age. Why are certain skills best learned at a particular ages? LS (Unit 1) Factors affecting performance 1. Skill

Simple Information Processing Model TASK 6: Write an example of four-stage process using a sport of your choice Simple Information Processing Model There are 4 stages Input Decision Making Output Feedback LS (Unit 1) Factors affecting performance 1. Skill

Task 7: Types of Feedback DEFINITION: Information received as a basis for improvement Intrinsic Extrinsic Comes from the performer: Examples: Comes from sources other than the performer. Come from the senses! Coach, teacher, manager, assessor, crowd, audience LS (Unit 1) Factors affecting performance 1. Skill

KNOWLEDGE OF PERFORMANCE Types of Feedback KNOWLEDGE OF PERFORMANCE Focuses solely on positive/negative aspects of performance. Does not take the result into consideration WHY IS THIS IMPORTANT? KNOWLEDGE OF RESULTS: Focuses solely on a positive/negative outcome of the final result. Does not take the level of performance into consideration All feedback can be given and received visually, verbally and/or manually LS (Unit 1) Factors affecting performance 1. Skill

It allows the performer to understand four things Feedback WHY IS THIS IMPORTANT? It allows the performer to understand four things The reason for positive outcomes of actions. The reason for negative outcomes of actions. The overall perspective of their performance. The methods to change future performances. LS (Unit 1) Factors affecting performance 1. Skill

Task 8: How do you learn a new skill? There are many ways to learn a new skill: Videos Photo sequences Diagrams Demonstrations Descriptions LS (Unit 1) Factors affecting performance 1. Skill

Group Task: Discuss Different activities require different forms of teaching / coaching. WHY? LS (Unit 1) Factors affecting performance 1. Skill

Task 8: How do you learn a new skill? There are many ways to learn a new skill: Considerations Limited channel capacity Overload Only do a little Simple instructions Simple demonstrations Skill Retention: First movement = short-term memory Continual practice = Long-term memory LS (Unit 1) Factors affecting performance 1. Skill

Homework Working in a group of 1 or 2 or 3, you can chose to do any question; you need to video your answer and upload it to Office 365 Explain how a skill is performed in terms of the simple information-processing model. Perform a safe skill (kicking a ball into a net) blindfolded. Only provide knowledge of result feedback e.g. whether the football went into the goal Or students devise their own situation to show how learning a new skill can be made difficult or easy under certain conditions. These should involve limited channel capacity, overload and little or vague instructions. Get students to explain their experiences. LS (Unit 1) Factors affecting performance 1. Skill

Learning Objectives By the end of these two lessons students should: What is meant by the term ‘skill’? The difference between the following types of skill: basic and complex skills fine and gross motor skills, open and closed skills Factors affecting skill such as age and maturity, motivation, anxiety and arousal, conditions, facilities and environment, teaching and coaching. How we learn a new skills, including; limited channel capacity, overload, only do a little, simple instructions, demonstration should be simple. When we learn a skill it first goes into a short-term memory, then we practice and it finally goes into a long-term memory. Simple information processing model: input, decision-making, output and feedback. The importance of feedback and different types; intrinsic, extrinsic, knowledge of performance, knowledge of results. Assessment: A*-C Grade = more in-depth answers and extension work D-G Grade = answer most questions at foundation level LS (Unit 1) Factors affecting performance 1. Skill