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ACQUIRING MOVEMENT SKILLS Classification of Motor Skills and Abilities 1
ACQUIRING MOVEMENT SKILLS
Classification of Motor Skills
and Abilities
Name: _______________________ Tutor Group:_______
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AS PHYSICAL EDUCATION 2012/13CLASSIFICATION OF MOTOR SKILLS AND
ABILITIES(developing an awareness of factors affecting
involvement in physical activity)
Learning Objectives
At the end of this booklet you should be able to:
Learning ObjectiveNotes
Learnt
Classify movement skills by placing them on a variety of continua
Describe methods of manipulating skills practice to facilitate learning and improve performance
Evaluate critically these methods and their effectiveness in the learning of movement skills
Define and identify the characteristics of gross motor abilities and psychomotor abilities
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BOOKLET 1 DTA
As a sporting performer, you will have developed numerous skills and experienced a variety of practice methods to refine those skills in a sporting situation.Additionally in everyday life we have learned and developed a wide range of skills which we use without consciously thinking about it.
Task 1
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With a partner make a list of the following:
1. five skills that you use daily;
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
2. five skills commonly used in many sports (generic skills);
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
3. five skills required for a specific sport. These need to be really specific skills that allow us to immediately know which sport you are referring to.
SPORT: _____________________
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
Compare your lists with another pair. Discuss any similarities and differences.
Task 2
Defining Skill
‘The learned ability to bring about predetermined results, with maximum certainty, often with the minimum outlay of time energy or both.’
Barbara Knapp
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Select two well known sports performers from different sports and list five words to describe the athlete’s performance.
Sports Performer 1:______________________________
_____________________ _____________________ _____________________ _____________________ _____________________
Sports Performer 2:______________________________
_____________________ _____________________ _____________________ _____________________ _____________________
Now consider your own performance compared to those you have analysed above. What are the differences? Are they more skilled than you? Justify your answer.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task 3Once you have highlighted those characteristics, add to the mind map below the ones that you feel are most important CHARACTERISTICS OF SKILL.
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CHARACTERISTICS OF SKILL
Types of Skill
Task 4Below explain what is meant by these different types of skill. Ensure that you back up your explanations with examples.
Intellectual skills or cognitive skills
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Perceptive skills
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Motor skills
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Classification of Motor Skills6
CONTINUUM
‘an imaginary line between two extremes which shows a gradual increase/decrease in a number of characteristics’
In order to maximise the opportunity for learning and refining skills, classification systems are often used to group together different types of skills with similar characteristics. This will allow the most appropriate training or practice method to be used.
Classification SystemsSeveral different ways of classifying or grouping skills have been developed to assist in our understanding of motor skills. It can be difficult to be specific about the characteristics of a skill because many of them can change depending on the situation in which the skill is being performed.Many skills also have elements of all characteristics.To try and overcome this problem skill classification uses ‘continuums’.
Below we are going to look at the different classification continuums used.
* EXAMINER’S TIP: When classifying skills always use a specific example, e.g. do not just say ‘Hockey,’ name the actual skill, such as a penalty flick.
Additionally when answering an exam question it is not enough to simply state where you think the skill should be placed on the continuum, you will need to say why and justify your answer.
Next we are going to look at the most commonly used classification continua.
Muscular Involvement – GROSS-FINE ContinuumThis classification is based on the degree of bodily involvement, or the precision of movement needed to execute the skill.
GROSS SKILLS_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
FINE SKILLS _____________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
GROSS______________________________________________________________________________FINE
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On the continuum above place the following sporting activities where you believe they should be classified.
1. Triple jump2. Ten pin bowling3. Golf putt4. Netball chest pass5. Weight lifting6. Javelin throw7. Snooker shot
Then below select two motor skills from the above list and justify why you have placed them where you have on the continuum.
Motor Skill 1:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 2:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Environmental Influence – OPEN – CLOSED Continuum
This classification is based on the stability of the environment or situation in which the skill is being performed. Remember when we refer to the environment it can not only mean the effects of the weather but also team mates, opponents etc.
OPEN SKILLS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
CLOSED SKILLS _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Examples:______________________________________________________________________
OPEN_____________________________________________________________________________CLOSED
On the continuum above place the following sporting activities where you believe they should be classified.
1. Gymnastics forward roll2. Football goalkeeper save3. Basketball free throw4. Tennis serve5. Sailing6. Badminton smash7. Basketball pass
Then below select two motor skills from the above list and justify why you have placed them where you have on the continuum.
Motor Skill 1:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 2:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Continuity – DISCRETE – SERIAL – CONTINUOUS Continuum
This classification is made on the basis of the relationship between sub-routines, and how clearly defined the beginning and the end of the skill are to observers.
DISCRETE SKILLS _____________________________________________________________________________ _____________________________________________________________________________
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__________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
SERIAL SKILLS ______________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:______________________________________________________________________
CONTINUOUS SKILLS ______________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:______________________________________________________________________
DISCRETE______________________________SERIAL________________________________CONTINUOUS
On the continuum above place the following sporting activities where you believe they should be classified.
1. Dribbling in Hockey2. Through vault in Gymnastics3. Shooting in Netball4. High jump5. Trampoline sequence6. 1500m run
Then below select three motor skills from the above list and justify why you have placed them where you have on the continuum.
Motor Skill 1:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 2:__________________________
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Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 3:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pacing – SELF-PACED – EXTERNALLY PACED Continuum
This classification is based on the degree of control the performer has over the movement or skill being performed (i.e. not governed by the actions of others). It refers to the amount of control for both the timing and speed of the movement.
SELF-PACED SKILLS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
EXTERNALLY PACED SKILLS _____________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
SELF-PACED_____________________________________________________________________EXTERNALLY PACED
On the continuum above place the following sporting activities where you believe they should be classified.
1. Shot putt2. White water rafting3. Game of Football4. Receiving a Tennis serve5. Badminton backhand serve6. Diving7. Olympic show jumping
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Then below select two motor skills from the above list and justify why you have placed them where you have on the continuum.
Motor Skill 1:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 2:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Difficulty – SIMPLE – COMPLEX ContinuumThis classification is based on the complexity of the movement, depending on the amount of information to process (perceptual load), the time available to make a decision, the number of sub-routines and the use of feedback during performance.
SIMPLE SKILLS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:______________________________________________________________________ COMPLEX SKILLS _____________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples:_____________________________________________________________________
SIMPLE________________________________________________________________________COMPLEX
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*Key Term: SUB-ROUTINE
‘Many MOTOR SKILLS have several parts that are referred to as sub-routines, e.g. freestyle (front crawl) consists of the following: body position, leg action, arm action, breathing. These sub-routines together make up the motor skill.’
On the continuum above place the following sporting activities where you believe they should be classified.
1. Sprinting2. Throwing a ball3. Gymnastics floor routine4. Snooker5. Gymnastics tumble6. Javelin throw
Then below select two motor skills from the above list and justify why you have placed them where you have on the continuum.
Motor Skill 1:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 2:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Organisational – LOW-HIGH Continuum
This classification looks at the relationship between the sub-routines of the skill, how closely they are linked together.
LOW ORGANISATION SKILLS ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________Examples:___________________________________________________________________
HIGH ORGANISATION SKILLS ______________________________________________________________________________________________________________________________________________________________
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_______________________________________________________________________________Examples:______________________________________________________________________
LOW________________________________________________________________________________HIGH
On the continuum above place the following sporting activities where you believe they should be classified.
1. Swimming stroke2. Netball chest pass3. Triple jump4. Sommersault5. Sprint start6. Gymnastics floor routine
Then below select two motor skills from the above list and justify why you have placed them where you have on the continuum.
Motor Skill 1:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Motor Skill 2:__________________________Justification:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TASK ANALYSISIt is important for us to be able to analyse different motor skills to gain an understanding of its requirements. This allows us to approach the skill in the best way when trying to teach, practise and improve it.
By placing the motor skill on each of the continua and justifying its position will be helpful in deciding how the skill can be practised and improved.
This will be helpful to you when you are trying to develop your skills in your evaluation and planning for the improvement of performance response in your practical assessment.
Task 5Taking your main sport into account select 3 motor skills from that sport, then place them on each on the six continua, justifying why you have placed them where you have.(Each skill needs to be thought about in relation to every continua).
Sport:_____________________________Motor skill 1:_____________________________________
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Motor skill 2:_____________________________________Motor skill 3:_____________________________________
GROSS__________________________________________________________________FINE
OPEN________________________________________________________________CLOSED
DISCRETE_________________________SERIAL_________________________CONTINUOUS
SELF-PACED___________________________________________________________EXTERNALLY PACED
SIMPLE_____________________________________________________________COMPLEX
LOW___________________________________________________________________HIGH
For the skills you have just placed on the different continua on the previous page answer the following question.
Select two of your motor skills and justify below for three continua why you have placed them where you have on the continua. (6 marks)
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The Application of Classification to the Organisation and Determination of Practice
Using the classification systems are a good starting point to identify common characteristics when trying to develop particular skills which then helps identify the best method of practice. This will depend on the nature of the skill, its complexity, the relationship of the subroutines, the experience of the performer and the practice environment, which should replicate the competitive environment as closely as possible.
Task 6Underneath the headings below make a checklist of issues a coach would need to consider before coaching a skill in relation to the task and the performer.
‘TASK’ ‘PERFORMER’
A knowledge of the above will allow the coach to decide if the skill is best taught in the ‘whole’ or ‘part’ method.
* EXAMINER’S TIP: You should ensure that you are able to critically evaluate each practice method by knowing the advantage and disadvantages of each method and the classes of skills they are best suited for. You should also be able to give practical examples of the application of each type of practice.
*KEY TERM: KINAESTHESIS: The awareness of the relative position of the limbs and joints in space and the state of contraction of the muscles.
*KEY TERM: POSITIVE TRANSFER: The process of one skill helping the learning and performance of a separate but similar skill.
Methods of Manipulating Skills Practice
Task 7
There are four main methods of practice that we are going to look at the ‘part’ method, the ‘whole’ method, the ‘progressive part’ method and the ‘whole-part-whole’ method.
Your task is to with a partner investigate each method and record the following on the next page:
Explanation of the method using two examples of skills and performers that are appropriate to be taught using that method
Explanation of at least three advantages and three disadvantages to that method
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PART PRACTICE
Explanation and examples: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Advantages Disadvantages
WHOLE PRACTICE
Explanation and examples:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Advantages Disadvantages
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PROGRESSIVE PART PRACTICE
Explanation and examples:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Advantages Disadvantages
WHOLE-PART-WHOLE PRACTICE
Explanation and examples:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Advantages Disadvantages
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Task 8Explain which method of practice you would use to introduce the skills listed below to a group of inexperienced performers, justifying your answer in each case.
Hockey dribble
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Gymnastic vault
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Golf shot
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Triple jump
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Basketball lay-up
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Classification of Abilities Relating to Movement Skills
When discussing skills and people that are skilful you have probably used the term ‘ability’. However it is important that we are clear that both the terms ‘skill’ and ‘ability’ are infact different.
Definitions and Characteristics of Ability
‘An inherited, relatively enduring trait that underlies or supports various kinds of motor and cognitive activities or skills. Abilities are thought of as being largely genetically determined.’ (R. Schmidt)
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‘Motor abilities are relatively enduring traits which are generally stable qualities or factors that help a person carry out a particular act.’ (E. Fleishman)
‘Motor abilities are innate inherited traits that determine an individual’s co-ordination, balance, agility and speed of reactions.’ (R. Arnot & C. Gaines)
From the definitions above identify the three main characteristics of abilities.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Types of Ability
Numerous attempts have been made to classify abilities. One of the most common is that proposed by E. Fleishmann, who subdivided abilities into two categories.
Gross motor abilities
Psychomotor abilities
Task 9
Gross Motor Abilities
These are also referred to as ‘physical proficiency abilities’ which involve movement and are normally linked to fitness. Fleishmann identified nine which are stated below.
Dynamic strength Static strength Explosive strength Stamina Extent flexibility
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Dynamic flexibility Gross body co-ordination Gross body equilibrium Trunk strength
Select four of the GROSS MOTOR ABILITIES above that you feel can easily be applied to a variety of physical activities and ones that you are likely to remember! Then below define the ability and link it to a skill, explaining where/why that skill needs that ability to be performed effectively.
1.
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2.
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3.
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4.
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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Psychomotor Abilities
These are also referred to as ‘perceptual motor abilities’, which involve information processing and implementing the selected movement. Fleishmann identified eleven which are stated below. For each psychomotor ability explain it and identify an example in sport that underpins that motor ability.
Limb co-ordination Control precision Response orientation Reaction time Speed of arm action Rate control Manual dexterity Finger dexterity Arm/hand steadiness Wrist/finger speed Aiming
Select four of the PSYCHO MOTOR ABILITIES above that you feel can easily be applied to a variety of physical activities and ones that you are likely to remember! Then below define the ability and link it to a skill, explaining where/why that skill needs that ability to be performed effectively.
1.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.
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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.
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4.
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* EXAMINER’S TIP: Be able to define both gross motor ability and psychomotor ability and give a practical example of each.
A skill will rely on several abilities to support it. That does not mean that the performer is who has high levels of those abilities is automatically guaranteed success. The performer has to learn to apply and co-ordinate those abilities through practicing the technique of the skill.
SKILL = ABILITY X TECHNIQUE
Task 10 Using the list of abilities you have described previously, highlight the abilities required for the following activities and explain why or where they are needed.
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* EXAMINER’S TIP: When asked to outline the abilities required for a specific skill, always justify why they are needed.
Badminton Smash Shot
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Dribbling in Hockey
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Weight Lifting
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Front Crawl in Swimming
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High Jump
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Task 11
* EXAMINER’S TIP: You should know how abilities are developed, particularly those which are applicable to your practical activities.
How are abilities developed? Explain below
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Badminton SERVE
Within your group you are going to practice to serve in Tennis. Remember the skill classifications we have been looking at? Before you start to practice I want you to in your groups decide on where you would place the skill on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
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SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an effective way to practice the skill so that the performer gains some type of understanding of the skill and some success. In your groups devise the best way to practice the skill. Record how you did this below.
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CHEST AND BOUNCE PASS
Within your group you are going to practice CHEST and BOUNCE pass in Netball/Basketball.Remember the skill classifications we have been looking at? Before you start to practice I want you to in your groups decide on where you would place the skill on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an effective way to practice the skills so that the performer gains some type of understanding of the skill and some success. In your groups devise the best way to practice the skills. Record how you did this below.
CARTWHEEL Within your group you are going to devise and practice a Cartwheel
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Remember the skill classifications we have been looking at? Before you start to practice I want you to in your groups decide on where you would place a Cartwheel on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an effective way to practice the skill so that the performer gains some type of understanding of the skill and some success. In your groups devise the best way to practice the skill. Record how you did this below.
BASKETBALL LAY UP
Within your group you are going to practice performing a layup in Basketball.
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Remember the skill classifications we have been looking at? Before you start to practice I want you to in your groups decide on where you would place the skill on each continuum.
GROSS_______________________________________________________FINE
OPEN______________________________________________________CLOSED
DISCRETE____________________SERIAL____________________CONTINUOUS
SELF-PACED_______________________________________EXTERNALLY PACED
SIMPLE___________________________________________________COMPLEX
LOW_________________________________________________________HIGH
From classifying the skill you will now have a better understanding of it. You now need to think of an effective way to practice the skill so that the performer gains some type of understanding of the skill and some success. In your groups devise the best way to practice the skill. Record how you did this below.
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References and Resources
OCR PE Physical Education (Mackreth et al, Heinnemann)OCR PE for AS (Thompson et al, Hodder Education)OCR AS Physical Education (Atherton et al, Phillip Allan)Sport and PE (Wesson et al, Hodder Education)
www.brianmac.demon.co.uk
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