The document discusses factors that affect skill performance. It defines skill as a learned ability to produce predetermined results with minimum effort. Skills can be basic or complex and involve gross or fine motor movements. Performance is influenced by age, motivation, anxiety, facilities, coaching, and feedback. Skills are learned through demonstration, practice, trial and error, and role models. Feedback is important for improvement, as it provides information on technique (knowledge of performance) and outcomes (knowledge of results).

1. Factor affecting performance
Skill

2. Definition of Skill
"The learned ability to bring about
predetermined results with maximum
certainty, often with the minimum outlay of
time or energy or both" (Guthrie, 1956)

3. The important parts of this definition are discussed
below:
• Learned - a skill is something that is learned.
Although some people seem to perform a skill
naturally, all physical skills have to be learned.
• Predetermined - a skill has a result that
anticipated. The outcome of the skill action is
expected by the performer.
• Minimum outlay - a skill, once it is learned
correctly, is performed with the minimum effort.
So, a skill uses the components of fitness
efficiently. There is a control of physical
movement.

4. Types of skills
Basic and Complex skills:
Basic skills are best described as physical
skills that:
• you learn at an early age, i.e. jumping &
throwing
• are easily transferred to a number of
situations, i.e. running in different ways
• form the basics for more complex skills,
i.e. seat drop is the basis of swivel hips on
the trampoline.

5. Complex skills are best described as
physical skills that:
• are specific to a given sport but not to any
other sport, i.e. a serve in tennis
• need much practice to learn correctly, i.e.
they may be made up of a number of
basic skills.

6. Example
In tennis, for example the is decribed as a complex skill.
It is made up from a number of basic skills. These are:
• holding the racket correctly
• being able to throw a ball in the air correctly
• being able to hit something above your head correctly
• being able to direct the ball to a specific point when it is
hit
All these basic skills have to be learned and practiced
before they are put together to produce the complex skill
of serving.

7. Fine and gross motor skills
Gross movements are those that involve
large muscle coordinaton. Running,
jumping, and sliding are examples. These
movements can be reinforced through
fitness training. Transfer of learning
among activities with common gross
movements is greater due to the
similarities between them.

8. Fine and gross motor skills
Fine movements involve precise control of
small muscles. Tasks such as writing or
piano playing are examples. While most
tasks fall on the gross motor end of the
continuum, finger dexterity for controlling a
ball arguably requires some level of fine,
specific coordinations.

9. Open and closed skills
1. An open skill is one which is affected by
many external factors. eg; in golf, you
can't just go up to the ball and take a
swing, oblivious to what's going on around
you. You need to consider things like the
position of the hole, obstacles like trees,
and the effect of the wind.

10. Open and closed skills
2. A closed skill is one hardly affected by the
environment or external factors. eg; in
squash, you usually make the same
movements - you don't need to change
them for different conditions.

11. Factors affecting variations in skill
Age and Maturity:
Age is an important factor which affects skill
level as at different point in your life, you may or
may not be able to perform a certain skill.
For example, a child may not be able to run 100m
as fast as a middle-aged man might be able to.
As you grow older, you will slowly learn and
develop stronger muscle which will allow, for
instance, the child to run as fast as a middle-
aged man by the time he reaches the same age.

12. Motivation
Motivation is the amount of desire or enthusiasm
that a person has for a given physical performance.
This can be influence how well or how badly can
individual will perform. These are two types:
1. Intrinsic motivation is when a person motivates him
or herself - the desire to succeed comes from within.
2. Extrinsic motivation is when a person's desire to
succedd is stimulated by the chance of winning a
trophy or prize - a reward from outside the
performer.

13. Anxiety
Learning is affected by the emotional state
of a learner. Eg; anxiety prevent a person
from performing to his best.

14. Arousal conditions
Your level arousal can be described as
how prepared you are to take part in an
event. How keen you are to take part can
influence how hard you might try to win.
Unfortunately, it is possible to over-arouse
a competitor. Too much arousal can lead
to anxiety and excessive stress, cousing a
decrease in performance standard.

15. Inverted U Theory of Arousal

16. Facilities
Facilities and Equipment:
The quality of your training venue or training
equipment can affect the results you give from
that sport.
For example, you are training for a football
tournament with your team and all you guys
have are worn out and deflated balls and play on
a pitch with terrible quality. Chances are your
team will not be able to do well at the
tournament with the simple reason: lack of
proper facilities and equipment.

17. Environment
Environment - the weather can affect your
performance either positively or
negatively. For example a good wind will
improve a sailors performance but may
impair a tennis players performance

18. Teaching and Coaching
Learners with better experience maybe
able to perform sport skill better. The
instructor is also important as you want to
learn the right things.

19. Simple information processing model

20. Simple information processing model
Input - all the information your brain receive.
(see, hear & feel) eg; speed of the ball.
Decision making - your brain processes the
informations and decide how to act. eg;
which pass to make, whether to tackle,
move or not.

21. Simple information processing model
Output - is the result of both input and
decision-making; eg. selecting the
appropriate skill, the right pass, being in
the right place at the right time.
Feedback - most important of the learning
process. Looking at the result of the output
and register the information to do better
next time.

23. Types of Feedback
Intrinsic: you know how well you did the
technique because of what it 'felt' like.
Extrinsic: someone else tells you or shows
you what happened, and how to improve

24. Knowlegde of performance
Knowlegde of performance - did you use the
correct technique?
1. Intrinsic feedback - e.g. you know you
didn't kick the ball with the right part of
your foot.
2. Extrinsic feedback - e.g. a coach or
trainer telling you which bits of the
movement you did well, and which bits
weren't so good.

25. Knowledge of results
Knowledge of results - what was the
outcome?
This usually extrinsic. It can come from the
coaches and trainers, e.g. a 400 m runner
being told their time, or the javelin thrower
getting their distance.

26. The Importance of feedback
Why? - you can only improve skills and
performance if you know what's wrong
with then and how this might be put right.
To maximise the chances of improvement,
evaluation, analysis and planning need to
be done regularly.
Feedback provides the information required
to identify group or individual faults and
errors in performance.

27. The Importance of feedback
• diagram?

28. Learning and developing skills
1. Demonstration
2. Copying
3. Practice
4. Trial and error
5. Role models

29. Learning and developing skills
Demonstration and copying:
Skills are learned by copying other people;
sports stars on TV, your teacher or trainer,
your friends.
A teacher or coach will demonstrate how a
skill should be performed, and then
feedback on a student's performance until
it's being done correctly.

30. Learning and developing skills
Practice:
Practising means repeating a skill until
you can do it. For practice to be effective,
it must be based upon correct procedures.
Therefore any demostration must be
technically correct.
"practice makes perfect" or it would be
better like this "perfect practice makes
perfect"

31. Learning and developing skills
Trial and Error:
This is when you repeat a technique, but
change it slightly each time to find out
what works and what doesn't. It can be
quite a long process, but it's a good way to
improve and develop a skill, e.g. shooting
an arrow or taking free kicks.

32. Learning and developing skills
Role Models:
Role models (stars in a particular sport or
activity) can be very useful in
demonstrating skills.
To be useful in learning skills, the role
model has to be a good technical role
model, but to be a good role model a
person should also promote the sport in
their conduct both on and off the field of
play.

33. FAP - Skill
1. Definition
2. Types of skill
3. Factor affecting variation in skill level
4. Simple information processing model
5. Types of Feedback
6. The importance of feedback
7. Learning and developing skills.