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SKILLEconomic
Skilled Performance
EfficientAesthetically
Pleasing
Technique
Consistently
Lesson ObjectivesWE ARE LEARNING TO...
Be able to define and characterise skill
Understand the difference between motor and perceptual abilities and the difference between skill and ability
Understand the different types of skill – cognitive, perceptual and psychomotor
Be able to classify skills using different types of continums
• With the person next to you, create a mind map. Write down as many words as you can think of which you think constitutes a skilled
performance?
Starter Activity
SKILLED PERFORMANCE
EFFICIENT
“ The Learned ability to bring about a predetermined Result with maximum certainty and efficiency , often with the minimum outlay of time, energy or both as a
result of evaluating information and decision making”
Skilled actions have an objective – they are goal directed and predetermined
Skill is learned – It is not innate, nor is it the result purely of maturation – the process of growing up
Characteristics & Definitions of Skill
Skilled movements are economic and efficient – they do not waste energy
Skilled action maybe described as the use of a technique at the right time or place
Skilled actions are consistently successful – they regularly achieve the objective or copy the technical model
Characteristics & Definitions of Skill
Continued.....
Skilled actions are often the result of receiving and evaluating information (perception) and then making the correct decision (cognition)
What does it mean to be skilful?What does it mean to have ability?
Why are these two terms different?
Skill & Ability
You and a friend are watching Basketball being played on the school playground.
1. Describe three criteria that you would use to decide if the players are performing skilfully
(3 marks)
2. Using examples from sport, explain the fundamental differences between ability and skill
(4 marks)
(Please write your answer in full sentences)
Exam Questions
Conclusion You should now be able to....
Define skill and be able to list the characteristics of a skilful performance
• Define ability and understand the difference between skill and ability
SKILLEconomic
Skilled Performance
EfficientAesthetically
Pleasing
Technique
Consistently
Lesson ObjectivesWE ARE LEARNING TO...
Understand the difference between motor and perceptual abilities
Identify the different types of skills
Be able to understand the difference between Cognitive, perceptual and psychomotor skills
Starter Activity RECAPPING ON PREVIOUS KNOWLEDGE
Using the key word bank provided can you fill in the missing gaps in the text.
If possible you can attempt to fill in the gaps without using the word bank. This is a more challenging task. If
you decide to do this your answers might not necessarily be the same as the key word bank.
I encourage you to use the key word bank as a guide
Motor Abilities
A series of underlying characteristics that contribute to moving your limbs successfully. They link to physical fitness
Perceptual Abilities
Is related to the process of receiving, recognising selecting and organising information that we receive from our senses and putting these decisions into action via movement
Explosive Strength Speed of perception – how fast can you make sense of the display
Co-ordination Divide attention to more than one thing
Balance Analysing movement – predicting future action
Speed of Reactions Selection to filter out unwanted info
Motor & PerceptualAbilities
PerceptualAbilities
Watch the following video extract. In your small groups record the following information onto your whiteboards
1. What information is the defender being presented with?
2. Is all the information useful and necessary?3. Which information is most necessary?4. What questions might the defenders ask themselves
before deciding upon a course of action?
Cognitive Skills
EXAMPLE
A performer is able to give more attention to more tactical and
decision making elements if the
technique is grooved or habitual
EXAMPLE
Tennis player makes better decisions if they have played them before. They can evaluate their strengths and weaknesses
Our cognitive skill develops as we learn from experience
Selecting what to do, choosing which action to use and when, decision making, reasoning
Tactically outwitting an opponent
Perceptual Skills
EXAMPLE
The Tennis player attends to the call of his team
mates despite all background noise
Attending to ‘where to place the ball’
This will be built on perceptual abilities and is developed as a result of maturation
and practice
How well we select, organise and recognise information gained from our senses
Psycho-Motor Skills
EXAMPLE
Being able to combine the muscle contractions and
relaxations to control movement such as a
Badminton overhead clear
Our physical movements controlled by the brain towards a predetermined goal or objective
Skills Task
1. How many things could you remember?2. Were some things more memorable than others?3. Were things fro different senses more difficult to remember4. How does this task link directly to the different skills we have looked at?
Stop! Write down all the things that you have heard, seen, smelt tasted or felt over the last 60 seconds!!!
Conclusion You should now be able to....
• Understand the difference between motor and perceptual abilities
• Identify and understand the difference between Cognitive, Perceptual and Psychomotor skills
Classification of Skills
Discrete
Serial
Continuous
Self-PacedExternally- Paced
Gross Fine
Open Closed
Lesson ObjectivesWE ARE LEARNING TO...
Be able to understand what a continuum is and why they are useful in sport
Identify the different types of continuums and successfully apply them to sporting situations
Starter Activity
RECAPPING ON PREVIOUS KNOWLEDGE
Complete the following worksheet. You are required to match up the correct
definitions with the correct key words
There is new vocabulary in there also to make it more challenging
Continuums Contextualised
• A continuum is a link between two extremes that blend from one to the other gradually.
• We classify skills so that we can plan training and practices. It helps us to know how to teach different skills
• Classifying maybe described as ‘categorising’ or placing in a ‘class or group’
OPEN SKILLS - CLOSED SKILLS
Affected by the environment (Unstable)
Not affected by the environment
Are unpredictable Predictable/habit
Externally Paced Self paced (performer in control)
Predominantly perceptual (Adaptations can occur)
Has a pre-learned pattern of movement
No definite beginning or ending
Has a definite beginning and ending
Movement patterns must be adapted to suit the demands of the situation
Low level of cognitive/perceptual skill
EXAMPLE – Responding to the flight of the ball in Tennis
EXAMPLE – Throwing a shot put
GROSS SKILLS FINE SKILLS
Those involving large muscle movements
Those using more intricate movements and small muscle groups
Associated with power, strength and endurance
Associated with accuracy and precision
Little fine control required Requires good hand-eye co-ordination
EXAMPLE – Kicking, throwing a shot put, jumping
EXAMPLE – Archery, snooker
Gross Fine
Classification of Skills
SELF PACED EXTERNALLY PACED
Performer is in control over the rate of the action
Performer is not in control
Performer decides when to initiate the action
Controlled by the actions of others
Not governed by the actions of others
More open skills
More closed skills
EXAMPLE - Penalty EXAMPLE – Hockey defender reacting to an attacker
Externally- Paced Self-Paced
DISCRETE SERIAL CONTINUOUS
Clear beginning and end
Several discrete elements put together to make an integrated movement sequence
No obvious beginning or ending
A single skill The order of discrete elements is important
The end of one cycle is the beginning of the nextRepetition of the same skill or movement
Discrete
Serial
Continuous
Classification of Skills Complete the following worksheets based on the four continuums. They will examine your understanding of
how we classify different skills in sport
HomeworkComplete exam questions sheet
Conclusion You should now be able to....
• Understand why we use continuums to classify activities in sport
• Successfully classify different activities and sporting actions on the four continuums studied
