STARTER ACTIVITY

Discuss with a partner then write 3 the cycle of analysis without your notes.Lesson Objectives:

To explain the information processing model to a partner (KC 1, KF 1).To review the classifications of skills with a partner (KC 1, KF 2).Lesson focus:What are key concepts and what are key features?

CYCLE OF ANALYSISSkills + TechniquePreparation of Body (+NAB)Structures and StrategiesDEVELOPANALYSEREVIEW/EVALUATEINVESTIGATE

describe and explain how different types of feedback in practice situationsimprove performance (intrinsic, extrinsic, knowledge of results)

describe and explain a range of advanced skills relating to their chosenpractical activities and distinguish between those which are open and closed

describe and explain what distinguishes the skills of a novice from a top level performer (consistency, energy, time, adaptable)

describe and explain how skill are learned, refined and adapted to variouspractical activities (practice, copying, trial and error, role models)

explain through the use of a simple information processing model how we learn physical skills, and the importance of feedback in evaluating, analysing and planning for improvement in performanceCANDIDATES SHOULD BE ABLE TO

The term skill can be used in 2 ways:A specific task to be carried outAn indicator of the quality of the performance

the learned ability to perform a specific task with greatest efficiency and with minimum amount of effort

Key Concept 1:

The concept of skill and skilled performance.Key Feature 1:How skills are performed through an information processing model:

Input informationSelecting informationMaking decisionsOutput actionReceiving feedback about performanceUsing received information as new input information.

INPUTOUTPUTDECISION-MAKINGFEEDBACKWhen you are learning and playing a sport, you use your information processing system The system is controlled by your brain It has four parts

Example:

A cricket ball could be bowled on a line to hit the stumps (input), the batsman decides to play a defensive shot (decision making), he then plays a defensive shot (output), but hears the ball has hit the stumps.

TASK:

In 2s now try and write an example for badminton.

INPUTOUTPUTDECISION-MAKINGFEEDBACKInformation your brain receives:See: the directionHear: other playersFeel: body position The brain processes the information The actual action you carry out(move your leg to kick the ball) Brain looks at the results of the output (did the ball go to its intended target?)

Feedback is used to improve performanceGives information on the effectiveness of a responseAllows learning to take placeAllows a performer to correct an incorrect movementReinforces a correct movementActs as a motivator

Information received during or following a movement

INTRINSIC Feedback from yourself Arising from the movement itself You know how it felt That felt right Proprioception feeling muscle tension

EXTRINSIC Motivational, reinforcing, informational External source E.g. Coach or team mate Can support intrinsic feedback Can correct intrinsic feedback

KNOWLEDGE OF RESULTS Information concerning the outcome.Did you get the result you wanted? Did the shuttle go where I intended? ProprioceptionYou know when you land correctly from a somersault

KNOWLEDGE OF PERFORMANCE Tells you how well or badly you did Can come from a coach, teacher or friend Can study a video of your performance

Use the information processing model.TASK IN 3S:

Using the equipment provided demonstrate the information processing model (input, decision making, output, feedback). 1 member of the group must explain this example to the rest of the class.

Key Concept 1:

The concept of skill and skilled performance.Key Feature 2:

How skills and techniques are performed for effective, consistent performance whilst also displaying qualities of control, fluency and economy of movement.

Understanding of skill classification terms in relation to performance.

Open/ClosedSimple/ComplexDiscrete/Serial/Continuous

Key Feature 3:

How model performance can be used to enhance and develop performance.

ARE SKILLS WHICH REQUIRE LITTLE DECISION MAKING AND ONLY BASIC MOVEMENT PATTERNS E.G.RUNNING, JUMPING ETC.ARE SKILLS WHICH REQUIRE THOUGHT AND DECISION MAKING E.G BADMINTON SERVE, HIGH JUMP ETC.

ARE SKILLS WHICH TAKE PLACE IN A CONSTANTLY CHANGING ENVIRONMENT AND ARE CONSEQUENTLY AFFECTED BY ITARE SKILLS WHICH TAKE PLACE IN A FIXED ENVIRONMENT

These types of sports/ games contain a great deal of uncertainty

OPEN SKILLPerformer is not in complete control of the game

Affected by the environmentE.g. weather/ opponents/playing surface Examples of sports activities which use open skills are games. E.g. football/ rugby/netball/ basketball/ hockey etc

Participants have to constantly make decisions on how to react/act

Pre-learned movement patterns

CLOSED SKILLPerformer in complete control of the activityNo outside influences from weather/opponents, etc E.g. Gymnastic activities/diving

ARE SKILLS WHICH HAVE A CLEAR BEGINNING AND END E.G BADMINTON SERVE.ARE SKILLS WHICH ARE MADE UP OF A NUMBER OF SKILLS WHICH ARE PUT TOGETHER IN A SEQUENCE OR SERIES E.G JAVELIN THROW.ARE SKILLS WHICH HAVE NO CLEAR BEGINNING OR END AND ARE REPITIOUS E.G FRONT CRAWL, CYCLING.

TASK IN 2s.Place the following sports on a skill classification continuumSimpleComplexOpenClosedForward rollSaving a goalTennis serveRugby HookGolf swingSoccer interceptionTennis volleyRunningBadminton serveJumpingHigh jump

TASK IN 2s.Place the following sports on a skill classification continuumSimpleComplexOpenClosedForward rollSaving a goalTennis serveRugby HookGolf swingSoccer interceptionTennis volleyJumpingRunningHigh jumpBadminton serve

Ability to move all or part of the body quickly Ability to change position/direction quickly Ability to perform complicated movements with ease Ability to use full range of movement around the joints of the bodySPEED:AGILITY:COORDINATION: FLEXIBILITY: Ability to maintain the centre of mass over the base of support whilst stationary or when movingBALANCE: Ability to react at speed to a given stimulus/stimuliREACTION TIME:

A consistently high level An efficient use of energy Minimum outlay of time An ease in adapting skills to suit situation

Top level performers perform skills with

Practice Can be trail & error Guidance Copying Watching others Can be role models

WHOLE Presentation of new skill in its entirety Teach the skill in its complete formPART Breaking down of a skill - practise individual components Parts then assembled into the wholeVARIABLE Practice open skills in varying conditions Matches game situations

MANUAL OR MECHANICAL Provides kinaesthetic awareness Physical support for the performerResponse of the performer being directed physically

VERBALUsed to describe actionsMore effective with advanced learnersShort phrases e.g. bend knees, stretch fingers

VISUAL Often a demonstrationLearner develops a mental imageVisual feedback on performers own actions