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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

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

17. 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

18. 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

19. 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