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Factors affecting Factors affecting participation and participation and

PerformancePerformance

SKILLSKILL

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A common definitionA common definition

• Skill is. . . . A learned ability to Skill is. . . . A learned ability to perform in a physical activity, perform in a physical activity, efficiently,successfully and efficiently,successfully and consistentlyconsistently

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In other words:In other words:

• Efficiently – “you do not waste time Efficiently – “you do not waste time or energy”or energy”

• Successfully – “you improve and Successfully – “you improve and perform to the best of your ability”perform to the best of your ability”

• Consistently – “you can rely on Consistently – “you can rely on performing well on most days” performing well on most days”

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The different types of The different types of skillskill

S O CI A L

O R GA N I S E D

CO N T R O L LE D B Y T H E

CE N T R A L N E RV O U S S Y S T E M

CO N T R O L L E D

PH Y S I CA L M E N T A L

S K I L LS

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KEY POINTKEY POINT

SKILL IS THE LEARNED ABILITY TO SKILL IS THE LEARNED ABILITY TO PERFORMPERFORM

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Closed SkillsClosed Skills

• Skills that are fixed and don’t require adjustment.Skills that are fixed and don’t require adjustment.• They are closed because the performer is in control of They are closed because the performer is in control of

most of the factors in the environment they are most of the factors in the environment they are working in - ie. Trampolining no change to working in - ie. Trampolining no change to environment or equipment. environment or equipment.

• Takes hours to perfect them.Takes hours to perfect them.• Some skills like javelin have to be altered slightly Some skills like javelin have to be altered slightly

because of wind for example. Also run up in pole vault because of wind for example. Also run up in pole vault maybe altered.maybe altered.

• Need to be practised over and over again.Need to be practised over and over again.

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Open SkillsOpen Skills

• Skills that are constantly adapted or modified during Skills that are constantly adapted or modified during play.play.

• Environment of play or performance is not under the Environment of play or performance is not under the performer’s control, there are other people involved.performer’s control, there are other people involved.

• Basketball – there are different lengths of passing and Basketball – there are different lengths of passing and shooting. Performer can not control what may happen shooting. Performer can not control what may happen next.next.

• Hockey – receiving a ball – depends on the speed of Hockey – receiving a ball – depends on the speed of the ball, proximity of team mates and likelihood of the ball, proximity of team mates and likelihood of being challenged.being challenged.

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OPEN AND CLOSED OPEN AND CLOSED SKILLSSKILLS

Which of these are open and closed skills?Which of these are open and closed skills?

1 2 3

4 5

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OPEN AND CLOSED OPEN AND CLOSED SKILLSSKILLS

Which are open and which are closed skills?Which are open and which are closed skills?

6 7 8

9 10

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•Pass or shot.•Can’t say what is going to happen next.

OPENOPENC

BOWLING•Open – depends on left right handbatsman.•Bounce of ball –Wicket.•Closed – same technique.•Practice technique overand over again.

•Golf Swing.•Environment is generally the same –sometimes windy.•You have control over equipment –choose club.

An OPEN to CLOSED

sports and skills continuum

OPEN CLOSED

Soccer Cricket Golf

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THERE ARE TWO TYPES THERE ARE TWO TYPES OF PERFORMERSOF PERFORMERS

THE NOVICE AND THE EXPERTTHE NOVICE AND THE EXPERT

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THE NOVICE PERFORMERTHE NOVICE PERFORMER

• Will be very inconsistent in how they Will be very inconsistent in how they perform a new skillperform a new skill

• Will put a lot of effort in but will produce a Will put a lot of effort in but will produce a less effective performanceless effective performance

• Will not produce the skill as quickly or as Will not produce the skill as quickly or as efficientlyefficiently

• Will not be able to adopt the skill quickly Will not be able to adopt the skill quickly when necessary or may not possess the when necessary or may not possess the experience to do soexperience to do so

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THE EXPERT PERFORMERTHE EXPERT PERFORMER

• Will develop a high level of consistency Will develop a high level of consistency with each performancewith each performance

• Will perform the skill with apparently little Will perform the skill with apparently little effort or expenditure of energyeffort or expenditure of energy

• Will perform the skill quickly and efficientlyWill perform the skill quickly and efficiently• Will be capable of adapting the skill to Will be capable of adapting the skill to

meet precise situations as they arisemeet precise situations as they arise

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•Seeing opponent play shot –where is the ball going to land/how fastis the ball travelling?

•What shot is it best toplay in situation?

•Playing the shot.•Evaluating whether the shot was successful –‘Good shot – but couldhave played it more accurately.

LEARNING SKILLS – INFORMATION PROCESSING

Input Decision making Output

•How successful was the shot?•Where did the ballland? – or ‘must hit through the ball nexttime.

Feedback

ACTIVITY: TENNIS

Task: Use a different skill in an activity and write down the information processing that a player would use.

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Evaluation and AnalysisEvaluation and Analysis

• Evaluation means –Evaluation means –

Being able to see what is good and Being able to see what is good and bad about a performance.bad about a performance.

• Analysis means –Analysis means –

Breaking down a performance in Breaking down a performance in order to evaluate it.order to evaluate it.

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Intrinsic and Extrinsic Intrinsic and Extrinsic FeedbackFeedback

IntrinsicIntrinsic• Recognising faults in your own performance.Recognising faults in your own performance.• Beginners struggle to evaluate their own faults as they Beginners struggle to evaluate their own faults as they

don’t have the experience.don’t have the experience.

ExtrinsicExtrinsic• Feedback comes from someone else rather then yourself.Feedback comes from someone else rather then yourself.• Can be general encouragement or specific information Can be general encouragement or specific information

about the performance.about the performance.• Usually only one or two comments about the performance.Usually only one or two comments about the performance.• Examples – teachers, coaches, spectators.Examples – teachers, coaches, spectators.

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Types of KnowledgeTypes of KnowledgeKnowledge of Performance (KP)Knowledge of Performance (KP)• Tells you how you have performed irrespective of result.Tells you how you have performed irrespective of result.• Can come from a coach, fellow players, spectators or video.Can come from a coach, fellow players, spectators or video.• Can also sense how well you have performed yourself.Can also sense how well you have performed yourself.• Can also analyse performance and how it can be improved.Can also analyse performance and how it can be improved.

Knowledge of Results (KR)Knowledge of Results (KR)• Tells you whether you have achieved your result irrespective of Tells you whether you have achieved your result irrespective of

performance.performance.• Comes from external sourcesComes from external sources• Examples – distance in javelinExamples – distance in javelin result in a gameresult in a game Was your serve an ace?Was your serve an ace?

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PRACTICING AND DEVELOPING PRACTICING AND DEVELOPING SKILLSSKILLS

PART PRACTICEPART PRACTICE• Breaking a skill down into separate manageable parts.Breaking a skill down into separate manageable parts.• Practice each of the skills individually.Practice each of the skills individually.• Example – serving in tennis – learn how to grip the racket, Example – serving in tennis – learn how to grip the racket,

your stance, how to throw up the ball and the swing of the your stance, how to throw up the ball and the swing of the racket. racket.

VARIABLE PRACTICEVARIABLE PRACTICE• This type of practice is important when learning an This type of practice is important when learning an openopen skill. skill.• You practice the skill in lots of different settings.You practice the skill in lots of different settings.• Example – a cricketer plays his shots according to the type Example – a cricketer plays his shots according to the type

and speed of delivery.and speed of delivery.

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WHOLE PRACTICEWHOLE PRACTICE• Repeat the skill over and over again.Repeat the skill over and over again.• Activities which don’t lend themselves to being split Activities which don’t lend themselves to being split

into parts.into parts.• Example – dribbling in football.Example – dribbling in football.

FIXED PRACTICEFIXED PRACTICE• This type of practice is used to learn a This type of practice is used to learn a closedclosed skill. skill.• The skill is repeated under the same environmental The skill is repeated under the same environmental

conditions.conditions.• Example – golfer will practice his shots repeatedly. Example – golfer will practice his shots repeatedly.

The setting of the skill doesn’t change.The setting of the skill doesn’t change.

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LEARNING AND DEVELOPING SKILLSLEARNING AND DEVELOPING SKILLS

Demonstration and CopyingDemonstration and Copying• Skills are learnt by copying others – teachers, trainer. Skills are learnt by copying others – teachers, trainer.

Teacher will demonstrate how a skills should be performed Teacher will demonstrate how a skills should be performed and then feedback on student’s performance until its done and then feedback on student’s performance until its done correctly.correctly.

• Film or footage could also be used.Film or footage could also be used.

PracticePractice• Skills become established through practice ‘practice makes Skills become established through practice ‘practice makes

perfect’.perfect’.• Initial demonstrations must be technically correct.Initial demonstrations must be technically correct.• Feedback – intrinsic and extrinsic also essential for skills to Feedback – intrinsic and extrinsic also essential for skills to

be practised effectively.be practised effectively.• Practice can be based on the ‘whole skill’ or in some cases Practice can be based on the ‘whole skill’ or in some cases

‘part skill’‘part skill’

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Trial and ErrorTrial and Error• Practicing and learning a skill until you start to Practicing and learning a skill until you start to

make it work.make it work.• Problems occur if a person gets into a bad habit Problems occur if a person gets into a bad habit

or learns the skill incorrectly.or learns the skill incorrectly.

Role ModelsRole Models• Have to be good technically.Have to be good technically.• Can be useful to learn skills from.Can be useful to learn skills from.

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MOTOR SKILLSMOTOR SKILLS

Gross Motor SkillsGross Motor Skills• Involves large movements of large muscles.Involves large movements of large muscles.• Examples – javelin throw, dancers when they jump.Examples – javelin throw, dancers when they jump.

Fine Motor SkillsFine Motor Skills• Involves small movements of small muscles.Involves small movements of small muscles.• Examples – wrist movement in producing spin on a Examples – wrist movement in producing spin on a

tennis ball, wrist movements in badminton.tennis ball, wrist movements in badminton.

WRITE AT BOTTOM OF PAGEWRITE AT BOTTOM OF PAGEBoth sets of motor skills need to be performed Both sets of motor skills need to be performed consistently. They often work together to produce both consistently. They often work together to produce both large movements and fine control when performing a large movements and fine control when performing a skill.skill.

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FINE AND GROSS MOTOR SKILLSFINE AND GROSS MOTOR SKILLSWhich of these are fine and which are gross motor skills?Which of these are fine and which are gross motor skills?

Flick shot

1 2 3

65

4

Top spin on a tennis a shot

7Use of wrist in a set shot

Drive Shot

Hit in hockey

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DECISION MAKINGDECISION MAKINGPerceptionPerception• Is how you see something – separates important information Is how you see something – separates important information

from unimportant information so you can make decisions.from unimportant information so you can make decisions.• Examples of different interpretations of situations can be a Examples of different interpretations of situations can be a

reason for arguments between players and officials. reason for arguments between players and officials. MemoryMemory• Making a decision based upon memories and experiences Making a decision based upon memories and experiences

from previous situations.from previous situations.There are two types of ‘memory’ :-There are two types of ‘memory’ :-Short Term MemoryShort Term Memory• Something you learn quickly, but can forget easily.Something you learn quickly, but can forget easily.• When learning a new skill it is organised in short term memory When learning a new skill it is organised in short term memory

then passed onto long term then passed onto long term Long Term MemoryLong Term Memory• A skill learnt over a period of time is stored in long term A skill learnt over a period of time is stored in long term

memory.memory.• Has a lifetime capacity – never forget skill.Has a lifetime capacity – never forget skill.• Examples – riding a bike, swimming.Examples – riding a bike, swimming.

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Limited Channel CapacityLimited Channel Capacity• You can only absorb a certain amount of information.You can only absorb a certain amount of information.• Skills are therefore learnt one at a time.Skills are therefore learnt one at a time.

Overload and Selective AttentionOverload and Selective Attention• Too much information at any one time causes overload of Too much information at any one time causes overload of

information. So selective attention occurs – ie. information. So selective attention occurs – ie. Remembering only 2 teaching points out of 3 or 4.Remembering only 2 teaching points out of 3 or 4.

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Task: Watch the 4 sports Task: Watch the 4 sports clipsclips

• 1) List as many words as you can for each 1) List as many words as you can for each sport that describes the action of the sport that describes the action of the performersperformers

• 2) Complete the table in full2) Complete the table in full