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12SPS Throwing for distance and accuracy
- 1. Throwing for distanceand accuracy with your non-dominant hand Achievement Standard: 91328 Credits 5
- 2. Movements at Joints Throwing for distance and accuracy
- 3. Flexion Refersto movement where the angle between two bones decreases. Flexion is commonly known as bending. Example: Bicep Curl
- 4. Extension Refersto movement where the angle between two bones increases. Extension is otherwise known as straightening. Example: Tricep Extension
- 5. Adduction Ismovement of a body segment toward the midline of the body. Example: bringing legs together in a star jump
- 6. Abduction Ismovement of a body segment away from the midline of the body. Example: moving legs/arms away in star jump
- 7. Circumduction Thisis 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 Refersto a pivoting or ‘twisting’ movement. Rotation is broken down further into medial and lateral rotation. Example: Head rotating on vertebrae
- 9.
- 10. Pronation Movementso the palm of the hand faces down Example: Wrist pronation – rotating hand from a supinated to a pronated position
- 11. Inversion Isthe movement of the foot to bring the sole of the foot to face inward.
- 12. Eversion Isthe movement of the foot to bring the sole of the foot to face outward.
- 13. Dorsiflexion Ismoving the top of the foot toward the shin or ‘raising’ the toes.
- 14. Plantarflexion Ismoving 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 Throwingfor distance and accuracy
- 17. Inertia Anobject as rests tends to remain at rest unless acted upon by some external force An object’s resistance to movement
- 18. Momentum Anobject that is moving will continue to move in the direction the force was applied until another force is applied
- 19. Stability Theability to hold or maintain a position in space
- 20. Balance Anability 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 Forceis 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 Arigid 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. Skill Learning Throwingfor distance and accuracy
- 28. Skill Classification: Fine Involves small muscle groups, intricate precise movements. High level of hand-eye co-ordination Darts, Snooker
- 29. Skill Classification: Gross Involves large muscle groups and/or the whole body Shot Put, Swimming
- 30. Skill Classification: Open The timing depends on external forces Skills are perceptual and externally paced Football pass
- 31. 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
- 32. Skill Classification: Discrete Single, specific skills that are well defined actions with clear beginning and end Hockey penalty flick
- 33. Skill Classification: Continuous No obvious beginning or end Skill is repeated like a cycle Running, Swimming
- 34. 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.
- 35.
- 36. Cognitive or UnderstandingPhase Performances are inconsistent and success is not guaranteed. Process of trial and error with a success rate of 2-3 out of 10 attempts.
- 37. Needs of CognitivePhase: Requires all of your attention and rely on the external cues – teacher/coach Correct performances must be reinforced through external feedback.
- 38. 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.
- 39. Needs of AssociativePhase 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
- 40. 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.
- 41. 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.
- 42.
- 43. Mass theskill 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 practiceis 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 Whenthe 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 Whenskills 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 Learninga 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 Performingthe 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 Whatwe 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 Mental State – Positive/Negative Self Talk Skill Level – different levels of co-ordination, balance, speed and other skill-related fitness components that may contribute to faster learning. Prior Knowledge – previous exposure to the skill being learnt will have both a cognitive and physical advantage. Confidence – Mental State, Skill Level and Prior Knowledge combined
- 60. Sport Psychology Throwingfor distance and accuracy
- 61. Self-talk Thoughtsand 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 Visualizationis 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 Helpsyou 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. Under Aroused – bored, not motivated, tired, lethargic Over Aroused – Nervous, anxious, worried, scared, frustrated Optimal Arousal – Ability to control your arousal levels, stress levels, and your emotions during your performance of sport/skill.
- 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 Howstrongly you believe in your ability to achieve your goals.
- 68. Concentration Yourability to maintain and completely focus attention for a period of time.