1. Standard Grade PE Thursday 28 th February Skills and Techniques

2. Breaking Down a Skill Each skill can be broken down in to three parts. Preparation, Action and Recovery. (P.A.R) Example: Hockey - Push Pass P - Side on, weight on back foot, stick and ball together A- Transfer weight to front foot, push ball to target R- Follow through with stick in direction of pass, bring feet together.

3. Task: Watch Roger Federer: http://www.youtube.com/watch?v=Mx vRtP7C42o http://www.youtube.com/watch?v=Mx vRtP7C42o What skill is he performing?What skill is he performing? Describe the skill, referring to PARDescribe the skill, referring to PAR

4. Task: Select a different skill and break in down into the three parts. Preparation, Action and Recovery.

5. Learning Skills WHOLE - PART - WHOLE: This method involves performing the whole skill, then breaking the skill into parts and concentrating on only one part of the skill at a time, before performing the whole skill again. WHY? Difficult parts can be practised in isolation Each part of the skill can be mastered Then the skill can be performed successfully in full.

6. PROGRESSION/GRADUAL BUILD-UP This method involves learning a skill progressively or ‘bit by bit’. Each part of the skill is mastered, before a new part is introduced.

7. Task Describe how you have used each of the methods : whole-part- whole/progression to learn a skill.

8. SKILLS AND TECHNIQUES Adapting activities and equipment

9. ADAPTING ACTIVITIES Activities can be adapted to make them easier or harder. This can be down by adapting; THE AREA THE EQUIPMENT THE NO. OF PLAYERS THE RULES

10. ADAPTING THE AREA Making the area smaller: Making the area smaller: less demanding on young players fitness. more demanding on their control. For example in Football- 4 v 4 on a 20m x 20m area requires control and effective use of space. Making the area larger: Making the area larger: easier for pupils as they have more space for control and errors more demanding on players fitness

11. ADAPTING THE EQUIPMENT The equipment can also be adapted: The equipment can also be adapted: Smaller- a smaller badminton/tennis racket makes it easier for the performer Larger- a larger ball in softball makes it easier for a performer to catch or hit. Lower- a basketball basket could be lower to suit younger players. Wider- football/hockey goals could be made wider to make the target more achievable for beginners Lighter- there are lighter hockey balls to avoid injury to beginners and allow them to control the ball easily.

12. ADAPTING NO. OF PLAYERS The number of players can be reduced or increased: The number of players can be reduced or increased: Reduced- reducing the number of players means that each player then get more touches of the ball e.g. 2v2 basketball. It also make the game less complicated as there are fewer options to think about. Increasing- by increasing the number of players you can then work on overloading the defence or offence.

13. ADAPTING THE RULES Rules can be changed in order to encourage players to perform specific skills. This can also be know as a conditioned game. Rules can be changed in order to encourage players to perform specific skills. This can also be know as a conditioned game. Basketball- 4 points for every lay-up scored. This encourages performer to try and perform the lay-up more often. Football- One touch- this encourage the performer to make quick decisions as well as working on their control of the ball.

14. TASK ADAPTING ACTIVITIES Activities can be adapted to make them easier or harder. Describe how you adapted the following 4 aspects to make the game A) easier and B) harder. THE AREA THE EQUIPMENT THE NO. OF PLAYERS THE RULES