This document provides information on biomechanics and sport psychology principles related to throwing for distance and accuracy. It defines various types of joints and movements including flexion, extension, and rotation. It also explains concepts like projectile motion, force summation, and the phases of learning a skill. Finally, it discusses sport psychology techniques such as self-talk, visualization, arousal control, goal setting, and developing confidence and concentration.

1. Move to Improve –
Combat Juggling
Achievement Standard: 91328
Credits 5

2. Movements at Joints
Throwing for distance and accuracy

3. Flexion
 Refers to movement where the angle between two bones
decreases.
 Flexion is commonly known as bending.
 Example: Bicep Curl

4. Extension
 Refers to movement where the angle between two bones
increases.
 Extension is otherwise known as straightening.
 Example: Tricep Extension

5. Adduction
 Is movement of a body segment toward the midline of
the body.
 Example: bringing legs together in a star jump

6. Abduction
 Is movement of a body segment away from the midline
of the body.
 Example: moving legs/arms away in star jump

7. Circumduction
 This is a movement where the joint is the pivot and the
body segment moves in a combination of flexion,
extension, adduction and abduction
 Example: Butterfly in swimming

8. Rotation
 Refers to a pivoting or ‘twisting’ movement. Rotation is
broken down further into medial and lateral rotation.
Example: Head rotating on
vertebrae

9. Supination

10. Pronation
 Movement so the palm of the hand faces down
Example: Wrist pronation – rotating
hand from a supinated to a
pronated position

11. Inversion
 Is the movement of the foot to bring the sole of the foot
to face inward.

12. Eversion
 Is the movement of the foot to bring the sole of the foot
to face outward.

13. Dorsiflexion
 Is moving the top of the foot toward the shin or ‘raising’
the toes.

14. Plantarflexion
 Is moving the top of the foot away from the shin or
‘pointing’ the toes.

15. Types of Joints
 Gliding - Carpals
 Hinge - knee
 Pivot – atlas and axis of neck
 Condyloid/Ellipsoid – carpal and radius
 Saddle – metacarpal of thumb
 Ball & Socket – shoulder & hip

16. BIOMECHANICAL PRINCIPLES
Throwing for distance and accuracy

17. Inertia
An object as rests tends to remain
at rest unless acted upon by some
external force
An object’s resistance to movement

18. Momentum
An object that is moving will
continue to move in the direction
the force was applied until another
force is applied

19. Stability
The ability to hold or maintain a
position in space

20. Balance
An ability to maintain the line of
gravity of a body within the base of
support

21. Centre of Mass/Gravity
The point in the body at which all
parts of the body are in balance OR
at which gravity is centred

22. Force
Force is defined as a PUSH or a Pull
Kicking a ball, leg applies force to
the ball

23. Force Summation/Kinetic Linking
The production of large forces by
the body is dependent upon using
each joint in the correct order, and
using each joint at its most
appropriate time.

24. Levers
A rigid structure, hinged at some
part and to which forces are applied
at two other points
3 Parts: Force, Load, Pivot

25. Projectile Motion
A projectile is any object released
into the air. Once an object is in the
air its flight path is governed by
factors prior to its release.
Speed, Height, Angle of Release

26. Basic Performance Appraisal
Where do I ‘stack up’ compared to
where I should be?

27. Phases of Learning

28. Cognitive or Understanding Phase
Performances are inconsistent and
success is not guaranteed.
Process of trial and error with a
success rate of 2-3 out of 10
attempts.

29. Needs of Cognitive Phase:
Requires all of your attention and
rely on the external cues –
teacher/coach
Correct performances must be
reinforced through external
feedback.

30. Phases of Learning: Associative
Performances more consistent as
motor programmes are being
formed.
Start to get a sense of internal
'kinesthetic' feedback.
Success rate 5-7 out of 10.

31. Needs of Associative Phase
Simpler parts of the skill look fluent
and are well learned, however, the
more complex elements require a
lot of attention.
Begin to detect and correct own
errors

32. Phases of Learning: Autonomous
Performances have become
consistent, fluid and aesthetically
pleasing.
The motor programmes involved are
well learned and stored in the long-
term memory.

33. Needs of Autonomous
Attention can be focused on
opponents and tactics.
Retaining the new skill must be
constantly practiced to reinforce the
motor programmes.
Success is now 9 out of 10.

34. Skill Learning
Throwing for distance and accuracy

35. Skill Classification: Fine
Involves small muscle groups,
intricate precise movements.
High level of hand-eye co-ordination
Darts, Snooker

36. Skill Classification: Gross
Involves large muscle groups and/or
the whole body
Shot Put, Swimming

37. Skill Classification: Open
The timing depends on external
forces
Skills are perceptual and externally
paced
Football pass

38. Skill Classification: Closed
Skills take place in a stable,
predictable environment.
Skills are not affected by the
environment
Movements follow set patterns
Free throw in Basketball

39. Skill Classification: Discrete
Single, specific skills that are well
defined actions with clear beginning
and end
Hockey penalty flick

40. Skill Classification: Continuous
No obvious beginning or end
Skill is repeated like a cycle
Running, Swimming

41. Skill Classification: Serial
A group of discrete skills strung
together to make a new and
complex movement.
The sequence of skills for the
triple jump.

42. Types of Practice:

43. Mass
the skill is practiced until learnt
without taking a break.

44. Mass Practice
 Risks: If individual has
a low level of fitness
and motivation
performance will suffer
 Benefits: best for
simple skills. A rally in
badminton where the
learner must
repeatedly perform
drop shots. This
causes fatigue and
therefore simulates
the late stages of a
game

45. Distributed
practice is interspersed with breaks
that can either be rest or another
skill.

46. Distributed Practice
 Risks: boredom for
individuals with a
high level of
fitness and highly
motivated.
 Benefits: allows
for rest and
mental rehearsal.
This is best used
in difficult,
dangerous or
fatiguing skills and
with young or
lowly motivated
individuals

47. Whole
When the skill is taught in its
entirety; the whole movement.

48. Whole Practice
 Risks:
 Unsuitable for
people with low
attention spans,
complex or
dangerous skills
 Benefits:
 Good for simple
skills that cannot
be broken down
into parts

49. Part
When skills are broken down into its
associated parts or sub routines
E.g. volleyball serve – ball toss,
stance, weight transfer, arm swing
(contact and follow through).

50. Part Practice
 Risks:
 transfer of the
skills from part to
whole may not be
effective and it
may also reduce
the kinesthetic
awareness (feel)
for the whole skill.
 Benefits:
 Can learn
each key
element and
focus on an
individual
component as
part of
training

51. Drills
 Learning a skill through repetition

52. Drills
 Risks:
 Not game like, or
specific to sport
 Benefits:
 No external
variables

53. Problem Solving
Learning through investigation

54. Problem Solving
 Risks:
 Skills best suited toward
Open skills so Closed
skills cannot be practiced
 Benefits:
 Creative solutions are
required to perform

55. Mental
Performing the skill in your mind
without physical movement

56. Mental Practice
 Risks
 Can over think
things
 You need to take a
break in physical
practice to
perform mental
tasks.
 Benefits
 Good in the
resting phase of
distributed
practice

57. Physical
What we are familiar with. The skill
is performed by active/physical
movement.

58. Physical Practice
 Risks
 Fatigue, boredom
 Benefits
 Actively perform
the skill

59. Factors effecting learning
 Age – state of readiness
 Gender – Differences in physique, interests and
motivation
 Ability – different levels of co-ordination, balance, speed
and other skill-related fitness components that may
contribute to faster learning
 Attitude – Positive/Negative Self Talk
 Learning Needs – Confidence: Mental State, Skill Level
and Prior Knowledge
 Time – time management, lack of time
 Learning Environment - distractions, motivation,
positive, encouraging

60. Sport Psychology
Throwing for distance and accuracy

61. Self-talk
 Thoughts and words athletes and
performers say to themselves
 Self-talk phrases (or cues) are used to
direct attention towards a particular thing
in order to improve focus or are used
alongside other techniques to facilitate
their effectiveness

62. Visualisation
 Visualization is the process of creating a
mental image or intention of what you
want to happen or feel

63. Mental Rehearsal
 Involves the athlete imagining themselves
in an environment performing a specific
activity using all of their senses (sight,
hear, feel and smell).
 The images should have the athlete
performing successfully and feeling
satisfied with their performance.

64. Routines
 Helps you organise a consistent and
systematic psych-up period before a race
or game, without becoming psyched-out.

65. Arousal Control
 Arousal is a measure of how excited or ‘hyped up’
you are to perform a skill or task.
 Optimal Arousal – Ability to control your arousal
levels, stress levels, and your emotions during
your performance of sport/skill.
 Under Aroused – bored, not motivated, tired,
lethargic
 Over Aroused – Nervous, anxious, worried, scared,
frustrated

66. Goal Setting
 Gives direction - you can see success as
you achieve your goals which:
 Focuses attention
 Maintains and enhances motivation.
 Increases confidence

67. Confidence
 How strongly you believe in your ability to
achieve your goals.

68. Concentration
 Your ability to maintain and completely
focus attention for a period of time.