Higher/Int 2/Int 1

Physical Education

Skills and Techniques

Skill

• Has a purpose – • - shooting to score a goal• - dribble to find space or go past

someone• - attacking shot badminton – to get

opponent away from the net• - vault – to cross a bit of apparatus

Technique

• To achieve your purpose Skill Technique• shooting – layup, set, jump, hook, dunk• Dribbling – • Attacking shot• Vault -

Complex -----------Simple

Skills can be simple or complexComplex skills are physically demandingHave lots of parts (subroutines)Needs high levels of coordination Needs timingComplicated/changing/challenging

environmentNeed to make judgements

Simple skills

• Few parts (subroutines)• Physically undemanding• Little coordination needed• Few judgements• Simple movements• Stable environment -

Open -----------------Closed

• Open skills take place in a changing environment – people are moving, you are on the move, the unexpected happens and you have to react, speed changes and you are not in control of the timing

• Closed skills take place at the same pace, in an environment that stays constant. It is an skill that remains constant.

Discrete-Continuous-Serial

• Discrete – skills that stand alone – they do not follow another skill or have a skill comes after – high jump.

• Continuous – skills that are repeated – running, cycling, front crawl

• Serial – skills that are done as part of a series, overhead clear, drop shot, underarm clear smash

Home work for Wednesday-in jotter

1.Describe 2 skills in an activity.• One simple and one complex• Say why the skill was complex and why the skill was

simple.2.Take another 2 skills in an activity • One open and one closed.• Say why the skill was open and why it was closed3. Give 3 examples of discrete skills from 3 different

activities. 4. Give 3 examples of continuous skills from 3 different

activities. 5. Give 3 examples of serial skills from 3 different activities.

Breaking down a skill

• A skill can be broken in 3 parts• P – preparation • A – action• R - recovery

Preparation

• What happens when you know what skill you have to play

• - get into position/move to position• - get weight on the correct foot/part of the

body• - grip with hands

Action

• Performance of the skill• Hitting, kicking, pushing, throwing, pulling

etc• -contact point• - timing• -transfer of weight• -direction/height/

Recovery

• How the action is completed and you get into a position where you can react to the next situation.

• - follow through – direction to skill/power to skill

Learning new skills

• Gradual build up- lay up –break the skill into parts (very like P.A.R.) add a bit on each time.

• If the action is complex then you can break it down into small bits.

• Can be used with dangerous skills• Can build up the difficulty bit by bit to make more

demanding• Builds confidence• Joining skills in routines –

trampoline/gymnastics/triple jump

Whole – part – whole

• Where the skill is less dangerous• Where the skill has not got easy to divide

parts• Some experience of the skill is necessary• Swimming – practice the part – leg action

and then put it into the whole action.• High jump practice arch of back, practice

run up and arch, practice landing, practice whole skill

Stages of Learning

• There are three stages of learning new skills.

• The stages apply to everyone and to ever skill.

1st Stage

• Cognitive/learning – at this stage you are learning and trying to understand what is needed.

• Lots of errors • Most people pass through this stage very quickly

but it depends on age, fitness levels, complexity of skill.

• Need lots of general, positive feedback, in small bits.

2nd stage• Practice or Associative • This stage is characterised by linking together of

the subroutines, less errors will be made and movement will be refined.

• Less errors made• More specific feedback – • Less motivation needed as internal motivation

takes over• You may stay in this stage and not move into the

final stage.

3rd Stage

• Automatic – in this stage the skill has become automatic to perform and you are now thinking of the outcome of the shot.

• No or little external feedback on performance but more feedback on the outcome of skill

• Less errors• You can go back to the practice stage and

relearn skills.

Homework

1. Discuss your data collection. Are you happy that the data you collected is a true reflection of your performance. (Break your answer into discussing the collection of initial data whole performance and the collection of focused data – OHC)

Principles of effective practicethings to consider when setting up your

training programme• Practices are challenging but achievable• Practices are motivational• Practice do not go on too long – boredom• Practices do not go on too long – fatique• Practices should have rest sessions built in• Practices should progress and be specific to the

skills you want to improve• Practices must be enjoyable and interesting• Practices must be realistic

HomeworkDue Friday.

• Describe the stages of learning.

• Describe the stage of learning that you think your overhead clear is in. (use the statistics you gathered to support your answer.)

Wednesday 21st September 2011

• Go over homework.• Look at last weeks homework and mark

sample answer• New work – Methods of Practice• Homework.

Methods of Practice• Shadow – To feel the movement, • get the muscles, joints and nerves ready for

action• To prepare mentally for the activity.• Advantages – can slow down movement • - can stop movement• - do not need to judge flight of shuttle• - do not need to think of outcome or

next shot•

Feeder Drill Feeder drill – can play shots so more game like. Drills can get progressively more difficult - feed to mid court - feed to back court - feed to back hand - 2 feeders (pressure drill)You know what shot to expect so you can be ready

and get into position quickly.Muscular endurance a consideration, as is

boredom if practice goes on too long.

Continuous drills

• Continuous drills are where the shuttle is played in a more open situation

• Can be the same shot repeated (OHC – OHC)• Can be the shot played as part of a series of

shots (High serve, OHC, Drop shot, underarm clear and OHC repeat)

• You know what shot is coming so some of the decisions are made for you.

• Less tiring on one set of muscles, more variation, less change of getting bored, can practice for longer

Adapted games

• Can put a condition on the game so the shot you want to practice is used.

• E.g. can only win the point after you have played 4 OHC’s, ½ court games (force use of back court), only win point with a shot that lands in tramlines.

• Can practice for longer periods of time with boredom setting in.

Homework

• In badminton we have been practicing skills. • i) Name a skill you have been practicing. (2)

• ii) Describe the preparation, action and recovery for this shot. (2)

• iii) Describe 3 separate practices you have done to work on this shot. (3)

• iv) Describe why these practices were chosen.(2)

• v) What was the benefit to your overall performance in badminton. (2)

Homework

1) Give a detailed account of why the development of the overhead clear is important in developing your whole badminton performance. 4 marks

2) Discuss the data you collected on your overall performance. 2 marks

3) What did you discover were the weaknesses of your overhead clear and what impact was this having on your overall performance. 4 marks

Wednesday 28th September 2011

• Revision – • New work – Feedback• - Decision making• Homework

FeedbackInformation you receive about your performance.

• Must be positive• Best given immediately after • Best given in small bits• Best given in different ways – 3 is best• Best given on one aspect of the skill at a

time

Internal – kinaesthetic

• – Feel of the movement. • Can be achieved through shadowing

practices, physical manipulation to place in the correct position.

• Important to get the brain, nerves, muscles, joints all working together.

• To do with timing, mental preparation etc.• Can be felt – hitting the shot perfectly.

External Feedback• Visual – someone showing you• video, picture etc • Verbal – someone telling you• teacher, peer• Written – someone writing down• observation sheet, • movement analysis• Knowledge of results - what the outcome of that skill • is. Always get this feedback.

Decision Making

Select cues from the environmentVisualVerbal

Kinaesthetic

Make a decision based On past experience

On success rate

Experience gained in practicesThat are game like

Perform skill and evaluate

Homework

• Skills and Techniques• Question 5. – on wikispaces.