There are a number of ways to classify skillsThere are a number of ways to classify skills

Types of motor skills

Open

Closed

Complex

Simple

Gross

Fine

• Fine: Motor skill require small body parts and muscles to be Fine: Motor skill require small body parts and muscles to be involvedinvolved

• Gross: Motor skill require most of the body to be involved Gross: Motor skill require most of the body to be involved (i.e. large muscle groups)(i.e. large muscle groups)

• Simple: Basic movements require little learningSimple: Basic movements require little learning

• Complex: Combine basic skills into a more developed activity Complex: Combine basic skills into a more developed activity

• Open: Motor skills are performed in an environment where there Open: Motor skills are performed in an environment where there are are changing variables changing variables

• Closed: Motor skills are performed in an environment where there Closed: Motor skills are performed in an environment where there are are few variables few variables

• An entire or whole skill, such as throwing a An entire or whole skill, such as throwing a javelin, can be broken down into parts. javelin, can be broken down into parts. The whole skill is called the motor The whole skill is called the motor programme. The parts are called sub-programme. The parts are called sub-routines. routines.

Sub routinesGripRun upArm withdrawalRelease angleFollow through

• What do you think the subroutines are for What do you think the subroutines are for the following activities:the following activities:

• Lay up in basketballLay up in basketball

• FreestyleFreestyle

• Driving a carDriving a car

• TASKTASK

• In small groups, you must create a In small groups, you must create a poster for a particular volleyball skill.poster for a particular volleyball skill.

• Posters must include:Posters must include:

-all the possible subroutines -all the possible subroutines

-key points for each subroutine-key points for each subroutine

--preprettytty colcoloursours!!!!!!

• Whole:Whole:the whole skill is practiced/taught in it’s entirety. Ideally, all the whole skill is practiced/taught in it’s entirety. Ideally, all movements should be taught as a whole as this method movements should be taught as a whole as this method allows the learner to experience the feel of the skill.allows the learner to experience the feel of the skill.

• Part:Part:the skill can be broken down into separate subroutines. Part the skill can be broken down into separate subroutines. Part Practice involves working on an isolated subroutine with the Practice involves working on an isolated subroutine with the intention of perfecting it. intention of perfecting it.

  

• Whole– Part-Whole:Whole– Part-Whole:this practice involves practicing the whole skill, then this practice involves practicing the whole skill, then concentrating on a set subroutine and then concluding with concentrating on a set subroutine and then concluding with the whole skill againthe whole skill again

• MassMass : :performing a skill over and over again without rest until it is performing a skill over and over again without rest until it is achieved. The risks are:achieved. The risks are:fatigue, poor technique, boredom,fatigue, poor technique, boredom, injury, frustration.injury, frustration. Mass practice suits people that are Mass practice suits people that are highly motivated, low energy demand tasks and simple skills.highly motivated, low energy demand tasks and simple skills.

• Distributed:Distributed:performing the skill with rest sessions in between until the performing the skill with rest sessions in between until the skill is learned. Distributed practice is often the preferred skill is learned. Distributed practice is often the preferred method when in the early stages of learning, energy method when in the early stages of learning, energy demands are high, skill is complex, performer is not demands are high, skill is complex, performer is not motivated, task is boring.motivated, task is boring.

• Drill:Drill:learning a skill through repetition learning a skill through repetition (best suited for closed skills)(best suited for closed skills)

• Problem Solving:Problem Solving:learning through investigation, experience or discovery learning through investigation, experience or discovery (best for practicing open skills).(best for practicing open skills).

• Mental Practice:Mental Practice:performing the skill in your mind without physical performing the skill in your mind without physical movement. It is good in the rest phases of distributed movement. It is good in the rest phases of distributed practice. Mental practice can include watching a video, practice. Mental practice can include watching a video, mental imagery and reading and listening to instruction.mental imagery and reading and listening to instruction.

• Physical Practice:Physical Practice:the skill is performed by active/physical involvement.the skill is performed by active/physical involvement.

SPIKE:SPIKE:

SET:SET: DIG:DIG:

SERVE:SERVE:

• FeedbackFeedback comes in many different forms and tells the learner comes in many different forms and tells the learner

how to improve their performance by comparing their how to improve their performance by comparing their current performance with the desired one.current performance with the desired one.

• Good feedback is:Good feedback is:-given -given straight awaystraight away

-provides -provides usefuluseful information information

-is -is preciseprecise

--motivatesmotivates the learner to make changes to performance the learner to make changes to performance

--reinforcesreinforces good performances good performances

• Feedback serves three main functions:Feedback serves three main functions:

1. Motivation:1. Motivation:

to help lead a change in performanceto help lead a change in performance

2. Change performance:2. Change performance:

next time you will know what to donext time you will know what to do

3. Reinforce learning:3. Reinforce learning:

feedback tells you if you were right or wrong feedback tells you if you were right or wrong

• Feedback Sources:Feedback Sources:

Feedback can come from the following sources:Feedback can come from the following sources:

-Eyes-Eyes -Ears-Ears-Coach-Coach -Spectators-Spectators-Team members-Team members -Parents-Parents-Yourself-Yourself -Referee-Referee-Successes/mistakes-Successes/mistakes -The ball-The ball -Proprioception (touch)-Proprioception (touch)

• Internal:Internal: provided by how you feel the performance went (i.e. comes from provided by how you feel the performance went (i.e. comes from

receptors within the body (e.g. muscles).receptors within the body (e.g. muscles).e.g. you can feel if the spike was performed correctlye.g. you can feel if the spike was performed correctly

• External:External:comes from verbal, audible or visual sources. comes from verbal, audible or visual sources. e.g. Hear the sound of your hand on the ball, see a goal/serve go in, e.g. Hear the sound of your hand on the ball, see a goal/serve go in, coach, teacher, video or other player telling you about your performancecoach, teacher, video or other player telling you about your performance

• Knowledge of results:Knowledge of results:information received about the outcome of your performance. This information received about the outcome of your performance. This information comes from information comes from externalexternal sources such as the coach, crowd, you sources such as the coach, crowd, you see it…see it…e.g. Jumped 8m in the long jump, the ball was in e.g. Jumped 8m in the long jump, the ball was in

• Knowledge of performance:Knowledge of performance:Information received about the actual performance of a skill. This Information received about the actual performance of a skill. This information can come from either an internal or external source.information can come from either an internal or external source.e.g. Taking off on the wrong foot or not enough drive with the take off e.g. Taking off on the wrong foot or not enough drive with the take off foot when doing a long-jumpfoot when doing a long-jump

• PositivePositive Based on your knowledge of results and performance. Based on your knowledge of results and performance.

e.g. consider the situation of spiking the volleyball to e.g. consider the situation of spiking the volleyball to an area on court when no member of the opposition an area on court when no member of the opposition team is (an ace!!!). This is positive feedback as it was team is (an ace!!!). This is positive feedback as it was a successful spike as your team won the point and a successful spike as your team won the point and your teammates praise you for the shot your teammates praise you for the shot

• Negative Negative Based on your knowledge of results and performance. Based on your knowledge of results and performance.

e.g. consider the situation of spiking four spikes out or e.g. consider the situation of spiking four spikes out or into the net. This is negative feedback as you are into the net. This is negative feedback as you are aware of your errors and have lost four points for your aware of your errors and have lost four points for your team. You know you need to correct your action (i.e. team. You know you need to correct your action (i.e. jump sooner, be more prepared for spike, choose best jump sooner, be more prepared for spike, choose best spiking option for set height…)spiking option for set height…)

• ContinuousContinuous

That provided during skill performance.That provided during skill performance.e.g. the feel of shooting a goal in hockey, scoring e.g. the feel of shooting a goal in hockey, scoring a try in rugbya try in rugby

• Terminal Terminal

Also known as discrete feedback. It comes Also known as discrete feedback. It comes after a skill has been performed. after a skill has been performed. e.g. someone telling you that was well served in e.g. someone telling you that was well served in volleyballvolleyball

• Improving PerformanceImproving Performance

In order to improve your own or your peers performance, appropriate In order to improve your own or your peers performance, appropriate key words need to be spoken. key words need to be spoken.

In the groups you are sitting in, complete the In the groups you are sitting in, complete the final column of the table final column of the table on page 28.on page 28. Refer to the sub-routine sheets you should have stapled to Refer to the sub-routine sheets you should have stapled to help you help you

• Practical DrillsPractical Drills

Find a partner that you would like to work with in class Find a partner that you would like to work with in class tomorrow and spend a few minutes jotting down some drills that tomorrow and spend a few minutes jotting down some drills that will allow you to provide pertinent feedback to each other will allow you to provide pertinent feedback to each other

(e.g. watching each other set or serve the ball…)(e.g. watching each other set or serve the ball…)

• Log EntryLog EntryComplete a log entry for the practical session you have just Complete a log entry for the practical session you have just completed completed

Remember, you need to state exactly WHAT each station Remember, you need to state exactly WHAT each station involved including the skill, type of practice you did and type of involved including the skill, type of practice you did and type of feedback received (first column) before stating how these feedback received (first column) before stating how these aspects helped or hindered your performance (second column). aspects helped or hindered your performance (second column).

You may also wish to jot down specific examples of what others You may also wish to jot down specific examples of what others told you to use as examples in the written assessment told you to use as examples in the written assessment

• Why Should We Set Goals?Why Should We Set Goals?As a class, brainstorm answers to this question. As a class, brainstorm answers to this question. Record your answer in the gap provided on page Record your answer in the gap provided on page 31.31.

• What are long and short term goals useful for?What are long and short term goals useful for?As per above, discuss and record answers.As per above, discuss and record answers.

• What do the letters in SMART stand for?What do the letters in SMART stand for?If anyone in the class can get it right without If anyone in the class can get it right without cheating, I will bring them a prize!!!cheating, I will bring them a prize!!!

• SMART GOALS:SMART GOALS:

Whenever you set goals, in order to Whenever you set goals, in order to experienceexperience success success SMART goals must be SMART goals must be set. Copy the information on the next slide set. Copy the information on the next slide into the table on page 31 to aid your into the table on page 31 to aid your understanding of what this concept means understanding of what this concept means

Feel free to just note the key ideas (i.e. you Feel free to just note the key ideas (i.e. you do not have to copy word for word!!!!)do not have to copy word for word!!!!)

Specific:Specific:

make sure goal is clearly defined.make sure goal is clearly defined.

Measurable:Measurable:

Establish criteria for measuring your progress as you work towards Establish criteria for measuring your progress as you work towards your goal. This helps you ‘stay on track’.your goal. This helps you ‘stay on track’.

Attainable:Attainable:

When you identify goals that are personally important to you, you When you identify goals that are personally important to you, you begin to figure out ways to attain them.begin to figure out ways to attain them.

Realistic:Realistic:

The goal must represent something that you are willing and able The goal must represent something that you are willing and able to work towards. It cannot be outside your personal capabilities.to work towards. It cannot be outside your personal capabilities.

Time-Based:Time-Based:

You must have a time-frame in mind in which to accomplish your You must have a time-frame in mind in which to accomplish your goal. This improves focus and motivation. goal. This improves focus and motivation.

• Individual Challenge:Individual Challenge:

Using the information you have just learnt, you are to Using the information you have just learnt, you are to set two SMART goalsset two SMART goals that you that you are going to try to achieve in the next practical session. Record on page 33. (You will are going to try to achieve in the next practical session. Record on page 33. (You will be doing this on Thursday).be doing this on Thursday).

To increase your chance of success, it is a good idea to set two performance based To increase your chance of success, it is a good idea to set two performance based goals. (i.e. serving at least 80% of my serves in the set area; spiking 7/10 spikes into goals. (i.e. serving at least 80% of my serves in the set area; spiking 7/10 spikes into the court dimensions…)the court dimensions…)

After you have set your goals. You must write up how you are going to try to achieve After you have set your goals. You must write up how you are going to try to achieve these goals by writing a practice session. these goals by writing a practice session.

You must include:You must include:

-the type(s) of practice you are going to use-the type(s) of practice you are going to use

-the type(s) of feedback you want your partner to give you (e.g. knowledge of -the type(s) of feedback you want your partner to give you (e.g. knowledge of performance, external…)performance, external…)

• Barriers to Achieving Goals:Barriers to Achieving Goals:

As a class brainstorm, all the possible As a class brainstorm, all the possible barriers to achieving goals barriers to achieving goals (unrealistic…). (unrealistic…).

Record in your book on page 32 and Record in your book on page 32 and then choose then choose threethree and complete the and complete the table.table.

There are a number of different psychological skills that can There are a number of different psychological skills that can help to improve skill learning and performancehelp to improve skill learning and performance

Types of Psychological

Skills

Arousal

Motivation

Goal Setting

Self Talk

Confidence

Concentration

• What is arousal?What is arousal?

means how means how mentally readymentally ready a person is to perform a person is to perform in a game or event (drill/practice session) in a game or event (drill/practice session)

(i.e. the level of attention, that is, how awake or receptive (i.e. the level of attention, that is, how awake or receptive to learning or performing a person is). to learning or performing a person is).

• It is possible to be in three states of arousal:It is possible to be in three states of arousal:

-under-arousal,-under-arousal,-optimal level of arousal,-optimal level of arousal,-over-aroused-over-aroused

• Illustrated by the inverted “U” hypothesis.Illustrated by the inverted “U” hypothesis.

INVERTED “U” CURVE OF AROUSAL

B

A C …………………………………………………………Optimum

Performance

Arousal

INVERTED “U” CURVE OF AROUSAL

B

A C …………………………………………………………Optimum

Performance

Arousal

Over-aroused state:Over-aroused state:

An athlete will be:An athlete will be:

Nervous, Nervous, Anxious, Anxious, Worried, Worried, ScaredScared

Optimal Level of Arousal

An athlete will be :

Focused / Attentive

ConfidentPerform better

Under-aroused state:Under-aroused state:

An athlete will be:An athlete will be:

Bored,Bored,Not motivated, Not motivated,

Tired, Tired, Inattentive / DistractedInattentive / Distracted

• What does confidence mean?What does confidence mean?

It is a person’s belief in themselves to complete the skill/task It is a person’s belief in themselves to complete the skill/task

• If you have confidence, you are more likely to:If you have confidence, you are more likely to:

-remain calm and relaxed-remain calm and relaxed

-focus on the task at hand (not worried about how you are doing -focus on the task at hand (not worried about how you are doing or how others think you are doing)or how others think you are doing)

-increase your level of effort and persist with learning the skill as -increase your level of effort and persist with learning the skill as you believe you can achieve the goals you have setyou believe you can achieve the goals you have set

-to succeed-to succeed

• What is concentration?What is concentration?

Thinking about the right things at the right time Thinking about the right things at the right time Feeling of being in complete controlFeeling of being in complete control

• Techniques to help concentrationTechniques to help concentration

Focus: Preplanned focusFocus: Preplanned focus Focus on the things that you need to do to perform wellFocus on the things that you need to do to perform well Focus on things that you can controlFocus on things that you can control Focus on the basicsFocus on the basics

Concentrate in the present: Don’t be distracted by the “what ifs” Concentrate in the present: Don’t be distracted by the “what ifs” There is nothing you can do about mistakes or what has happened There is nothing you can do about mistakes or what has happened

in the pastin the past

• Self Talk is:Self Talk is:

-conscious or intentional thinking, or an inner -conscious or intentional thinking, or an inner conversationconversation-can help to focus attention and calm nerves -can help to focus attention and calm nerves

• Types of cue words range from: focus words to mood Types of cue words range from: focus words to mood words to positive statements.words to positive statements.

• All self-talk words need to be brief, precise and positiveAll self-talk words need to be brief, precise and positive

Examples:Examples:--Point foot, follow-through (to help volleyball serve)Point foot, follow-through (to help volleyball serve)-Keep going (to control effort)-Keep going (to control effort)-Focus (to aid concentration)-Focus (to aid concentration)

•Routines• We all have routines that we use naturally e.g. getting We all have routines that we use naturally e.g. getting

ready in the morningready in the morning

• Doing the same things before we perform helps us to Doing the same things before we perform helps us to concentrate, calm nerves…concentrate, calm nerves…

• Mental and physical routines are a way to get your Mental and physical routines are a way to get your concentration back after losing it.concentration back after losing it.

E.g. Volleyball Serve – hitting ball twice and taking a deep E.g. Volleyball Serve – hitting ball twice and taking a deep breath before serving ballbreath before serving ball

Concentration Concentration HomeworkHomework

• Explain in detail how you have used Explain in detail how you have used the psychological factor of the psychological factor of concentration to improve your concentration to improve your softball skill performance.softball skill performance.