Throwing for distance and accuracy with your non-dominant handAchievement Standard: 91328

Credits 5

Movements at JointsThrowing for distance and accuracy

Flexion

Refers to movement where the angle between two bones decreases.

Flexion is commonly known as bending.

Example: Bicep Curl

Extension

Refers to movement where the angle between two bones increases.

Extension is otherwise known as straightening.

Example: Tricep Extension

Adduction

Is movement of a body segment toward the midline of the body.

Example: bringing legs together in a star jump

Abduction

Is movement of a body segment away from the midline of the body.

Example: moving legs/arms away in star jump

Circumduction

This is a movement where the joint is the pivot and the body segment moves in a combination of flexion, extension, adduction and abduction

Example: Butterfly in swimming

Rotation

Refers to a pivoting or ‘twisting’ movement. Rotation is broken down further into medial and lateral rotation.

Example: Head rotating on vertebrae

Supination

Pronation

Movement so the palm of the hand faces down

Example: Wrist pronation – rotating hand from a supinated to a pronated position

Inversion

Is the movement of the foot to bring the sole of the foot to face inward.

Eversion

Is the movement of the foot to bring the sole of the foot to face outward.

Dorsiflexion

Is moving the top of the foot toward the shin or ‘raising’ the toes.

Plantarflexion

Is moving the top of the foot away from the shin or ‘pointing’ the toes.

Types of Joints

Gliding - Carpals

Hinge - knee

Pivot – atlas and axis of neck

Condyloid/Ellipsoid – carpal and radius

Saddle – metacarpal of thumb

Ball & Socket – shoulder & hip

BIOMECHANICAL PRINCIPLESThrowing for distance and accuracy

Inertia

An object as rests tends to remain at rest unless acted upon by some external force

An object’s resistance to movement

Momentum

An object that is moving will continue to move in the direction the force was applied until another force is applied

Stability

The ability to hold or maintain a position in space

Balance

An ability to maintain the line of gravity of a body within the base of support

Centre of Mass/Gravity

The point in the body at which all parts of the body are in balance OR at which gravity is centred

Force

Force is defined as a PUSH or a Pull

Kicking a ball, leg applies force to the ball

Force Summation/Kinetic Linking

The production of large forces by the body is dependent upon using each joint in the correct order, and using each joint at its most appropriate time.

Levers

A rigid structure, hinged at some part and to which forces are applied at two other points

3 Parts: Force, Load, Pivot

Projectile Motion

A projectile is any object released into the air. Once an object is in the air its flight path is governed by factors prior to its release.

Speed, Height, Angle of Release

Basic Performance Appraisal

Where do I ‘stack up’ compared to where I should be?

Skill LearningThrowing for distance and accuracy

Skill Classification: Fine

Involves small muscle groups, intricate precise movements.

High level of hand-eye co-ordination

Darts, Snooker

Skill Classification: Gross

Involves large muscle groups and/or the whole body

Shot Put, Swimming

Skill Classification: Open

The timing depends on external forces

Skills are perceptual and externally paced

Football pass

Skill Classification: Closed

Skills take place in a stable, predictable environment.

Skills are not affected by the environment

Movements follow set patterns

Free throw in Basketball

Skill Classification: Discrete

Single, specific skills that are well defined actions with clear beginning and end

Hockey penalty flick

Skill Classification: Continuous

No obvious beginning or end

Skill is repeated like a cycle

Running, Swimming

Skill Classification: Serial

A group of discrete skills strung together to make a new and complex movement.

The sequence of skills for the triple jump.

Phases of Learning

Cognitive or Understanding Phase

Performances are inconsistent and success is not guaranteed.

Process of trial and error with a success rate of 2-3 out of 10 attempts.

Needs of Cognitive Phase:

Requires all of your attention and rely on the external cues – teacher/coach

Correct performances must be reinforced through external feedback.

Phases of Learning: Associative

Performances more consistent as motor programmes are being formed.

Start to get a sense of internal 'kinesthetic' feedback.

Success rate 5-7 out of 10.

Needs of Associative Phase

Simpler parts of the skill look fluent and are well learned, however, the more complex elements require a lot of attention.

Begin to detect and correct own errors

Phases of Learning: Autonomous

Performances have become consistent, fluid and aesthetically pleasing.

The motor programmes involved are well learned and stored in the long-term memory.

Needs of Autonomous

Attention can be focused on opponents and tactics.

Retaining the new skill must be constantly practiced to reinforce the motor programmes.

Success is now 9 out of 10.

Types of Practice:

Mass

the skill is practiced until learnt without taking a break.

Mass Practice

Risks: If individual has a low level of fitness and motivation performance will suffer

Benefits: best for simple skills. A rally in badminton where the learner must repeatedly perform drop shots. This causes fatigue and therefore simulates the late stages of a game

Distributed

practice is interspersed with breaks that can either be rest or another skill.

Distributed Practice

Risks: boredom for individuals with a high level of fitness and highly motivated.

Benefits: allows for rest and mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals

Whole

When the skill is taught in its entirety; the whole movement.

Whole Practice

Risks:

Unsuitable for people with low attention spans, complex or dangerous skills

Benefits:

Good for simple skills that cannot be broken down into parts

Part

When skills are broken down into its associated parts or sub routines

E.g. volleyball serve – ball toss, stance, weight transfer, arm swing (contact and follow through).

Part Practice

Risks:

transfer of the skills from part to whole may not be effective and it may also reduce the kinesthetic awareness (feel) for the whole skill.

Benefits:

Can learn each key element and focus on an individual component as part of training

Drills

Learning a skill through repetition

Drills

Risks:

Not game like, or specific to sport

Benefits:

No external variables

Problem Solving

Learning through investigation

Problem Solving

Risks:

Skills best suited toward Open skills so Closed skills cannot be practiced

Benefits:

Creative solutions are required to perform

Mental

Performing the skill in your mind without physical movement

Mental Practice

Risks

Can over think things

You need to take a break in physical practice to perform mental tasks.

Benefits

Good in the resting phase of distributed practice

Physical

What we are familiar with. The skill is performed by active/physical movement.

Physical Practice

Risks

Fatigue, boredom

Benefits

Actively perform the skill

Factors effecting learning

Age – state of readiness

Gender – Differences in physique, interests and motivation

Mental State – Positive/Negative Self Talk

Skill Level – different levels of co-ordination, balance, speed and other skill-related fitness components that may contribute to faster learning.

Prior Knowledge – previous exposure to the skill being learnt will have both a cognitive and physical advantage.

Confidence – Mental State, Skill Level and Prior Knowledge combined

Sport PsychologyThrowing for distance and accuracy

Self-talk

Thoughts and words athletes and performers say to themselves

Self-talk phrases (or cues) are used to direct attention towards a particular thing in order to improve focus or are used alongside other techniques to facilitate their effectiveness

Visualisation

Visualization is the process of creating a mental image or intention of what you want to happen or feel

Mental Rehearsal

Involves the athlete imagining themselves in an environment performing a specific activity using all of their senses (sight, hear, feel and smell).

The images should have the athlete performing successfully and feeling satisfied with their performance.

Routines

Helps you organise a consistent and systematic psych-up period before a race or game, without becoming psyched-out.

Arousal Control

Arousal is a measure of how excited or ‘hyped up’ you are to perform a skill or task.

Under Aroused – bored, not motivated, tired, lethargic

Over Aroused – Nervous, anxious, worried, scared, frustrated

Optimal Arousal – Ability to control your arousal levels, stress levels, and your emotions during your performance of sport/skill.

Goal Setting

Gives direction - you can see success as you achieve your goals which:

Focuses attention

Maintains and enhances motivation.

Increases confidence

Confidence

How strongly you believe in your ability to achieve your goals.

Concentration

Your ability to maintain and completely focus attention for a period of time.