1. AS-Level Physical Education
Examining Body: OCR
Mr Walker

2. 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.

3. 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!

4. 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!

5. 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.

6. 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

7. 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

8. 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!

9. 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)

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

11. 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.

12. 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!

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

14. Classification of Motor Skills
Environmental Influence and Pacing Continuum’s

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

16. 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.

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

18. 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

19. 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

20. 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

21. Self Paced – Externally Paced
Pacing Continuum
Self Paced – Externally Paced

22. 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.

23. 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.

24. 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

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

26. Exam Style Question

28. 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!

29. Discrete – Serial - Continuous
Continuity Continuum
Discrete – Serial - Continuous

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

31. 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?

32. 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?

33. 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.

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

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

36. Difficulty Continuum
Simple – Complex

37. 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

38. 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)

39. 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!

40. 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.

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

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

43. Organisational Continuum
Low - High

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

45. 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.

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

47. 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