1. Skill related factors of fitness

2. Lesson Objectives
What - Consider the ways in which skill-related factors contribute to fitness and effective performance.
How – by considering specific skill – related factors. Be aware of how these factors interrelate with each other and also with the components of fitness.
Why – so that you know how to improve skill.

3. Starter http://www.youtube.com/watch?v=O_iQ5q8qPZ0
Includes a few (components of fitness)

4. Agility
Balance
Skill Related Fitness
Coordination
Reaction Time
Power

5. Agility
The ability of a sports player to move and change direction quickly and under control
E.g. a basketball player has to change direction quickly to dodge other players when dribbling towards the goal.
It is a combination of flexibility and speed.
This can be improved with practice.

6. Test for Agility Illinois agility test
This is done using cones, measuring tape and a timing gate. The performer has to lie down on their stomach with their hands by their shoulders.
You have a set course to run around. The course is 10m x 5m.
You compare your score
against a national ratings
table.

7. Balance
The ability to maintain a given posture in static and dynamic situations and to stay level and stable.
E.g. Handstands and cartwheels
It is important to a degree in all sports and not just gymnastics.
Balance cannot be trained but certain balances can be practised, e.g. a headstand.
Balance is very closely linked to agility as you have to be in a stable position before you can change direction quickly.

8. Balance test The Stork Test
Start by standing on both feet with hands on hips and lift one leg.
Place the toes of that foot against the knee of the other.
Then you have to raise the heel of your standing leg, standing on your toes for as long as possible.

9. Coordination
This is the ability to link all the parts of a movement into one efficient smooth movement and the ability to be able to control the body through physical activity.
It is important to have good hand-eye co-ordination as this the ability to synchronise the movement so that you can catch a ball, use a hockey stick / tennis racquet etc.
Most sports people have better co-ordination on their dominant side.
Coordination can be improved through practice

10. Co-ordination test. Alternate hand throw
A mark 2m from the wall – performer stands behind this line facing the wall.
The ball is thrown from one hand in an underarm action against the wall and caught by the opposite hand. \the ball is then thrown back against the wall and caught again by the initial hand.

11. Reaction Time
The time it takes the body, or part of the body to respond to a stimulus – this is divided into two specific cases:
SIMPLE reaction time – this is where someone must react to something as it happens. E.g. a sprinter at the start of the race reacts to the gun.
CHOICE reaction time –this occurs when someone is able to size up a situation and then decide when they are going to react. E.g. a footballer deciding the best time to make a tackle.
The factor of speed is obviously important so improving speed is likely to help improve reaction time.

12. Reaction Time Test
Ruler drop test – one metre ruler held by an assistant between the outstretched index finger and thumb of the performers dominant hand.
The performers thumb should be level with the 0 centimetre line of the ruler.
The performer has to catch the ruler as soon as possible after it was dropped.

13. Timing
Timing is the ability to coincide movements in relation to external Factors. It combines decision making, reaction time and co-ordination to be able to perform some action. Making contact with any sort of ball or object requires very good timing if the contact and end result are to be the best possible.

14. Key Terms
Synchronise: an adjustment that causes something to occur at the same time.
Ambidextrous: the ability to use both hands with equal levels of skill.

15. Examiners Tips
Being able to define these skill related factors is important, as well as making the link between the various factors and giving examples of when they would be an advantage to a performer.