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This document discusses the characteristics of skilled movement in physical activities. It defines skilled movement as accomplishing a predetermined objective with maximum efficiency and minimum energy expenditure. Skilled movement involves a combination of perceptual, cognitive, and motor skills. While some skills may be innate, most skills are learned through practice from a young age. Skilled individuals perform movements that appear fluent, coordinated, controlled and effortless due to good technique. The differences between novice and skilled performers include novice movements being less efficient and skilled movements looking graceful.
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Physical education
Here are some examples of gross and fine motor skills:
Gross motor skills:
- Running
- Jumping
- Kicking a ball
- Throwing
- Catching
- Climbing
Fine motor skills:
- Writing
- Cutting with scissors
- Doing up buttons/zippers
- Tying shoelaces
- Using utensils to eat
- Turning pages of a book
Skills and techniques ppt
The document discusses various skills, techniques, and methods for developing skills in physical activities. It describes simple and complex skills, and explains that skills should be performed efficiently with minimal effort. It also outlines several methods for practicing and developing skills, including gradual build-up, whole-part-whole, passive/active practices, and repetitive practices.
Principles of skill learning
This document discusses principles of skill learning, including different types of skills like perceptual, cognitive, motor, and perceptual motor skills. It also classifies skills as gross or fine, open or closed, and examines theories of memory, motor programs, schemas, types of practice like massed vs distributed, order of practice such as blocked vs random vs serial, variable vs fixed practice, mental practice, and intrinsic vs extrinsic motivation.
Lesson 1 skill learning principles
The document discusses principles of skill learning and motor skill classification. It defines a skill as the ability to achieve predetermined results with consistency, coordinated movement, minimum effort, and through practice. Motor skills can be classified based on precision of movement (gross vs fine), type of movement (discrete, serial, continuous), and predictability of the environment (closed vs open). Closed skills have more environmental control while open skills have less predictability. Motor skills involve both innate and learned abilities and can be combined into more complex motor programs.
Skill and ability
This document discusses the difference between skill and ability in sports. It defines abilities as innate characteristics that underlie skills, such as speed, coordination, power, perceptual ability and psychomotor ability. Skills are learned through practice based on existing abilities. The document outlines the characteristics of skilled performances and explains how skills are classified on continua based on factors like environmental influence, continuity, pacing, organization, muscular involvement, and level of decision making.
PEShare.co.uk Shared Resource
This document defines and distinguishes between gross motor abilities and psychomotor abilities. It explains that abilities are inherited traits that underlie and support skills, though abilities alone do not guarantee success - skills must be developed through practice. The document outlines Fleishman's classifications of gross motor abilities like strength, flexibility, and balance. It also covers psychomotor abilities involving information processing and movement, such as reaction time, aiming, and coordination. Current research suggests there is no single "sporting ability" and success requires the right combination of specific abilities for each skill.
Factor affecting performance
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).
CHAPTER 01,2,3.pptx
This document provides an overview of different categories and classifications of motor skills in sport. It discusses key concepts related to motor skills including skill acquisition, motor control, and categories of skills. Various classification systems are presented that categorize skills based on factors like precision of movement, discreteness of beginning and end, and environmental stability. Continuums are also described that place skills on scales regarding characteristics such as muscle involvement, environmental effects, pacing, and complexity. The classifications systems aim to better understand the nature of different motor skills.
Recommended
Physical education
Here are some examples of gross and fine motor skills:
Gross motor skills:
- Running
- Jumping
- Kicking a ball
- Throwing
- Catching
- Climbing
Fine motor skills:
- Writing
- Cutting with scissors
- Doing up buttons/zippers
- Tying shoelaces
- Using utensils to eat
- Turning pages of a book
Skills and techniques ppt
The document discusses various skills, techniques, and methods for developing skills in physical activities. It describes simple and complex skills, and explains that skills should be performed efficiently with minimal effort. It also outlines several methods for practicing and developing skills, including gradual build-up, whole-part-whole, passive/active practices, and repetitive practices.
Principles of skill learning
This document discusses principles of skill learning, including different types of skills like perceptual, cognitive, motor, and perceptual motor skills. It also classifies skills as gross or fine, open or closed, and examines theories of memory, motor programs, schemas, types of practice like massed vs distributed, order of practice such as blocked vs random vs serial, variable vs fixed practice, mental practice, and intrinsic vs extrinsic motivation.
Lesson 1 skill learning principles
The document discusses principles of skill learning and motor skill classification. It defines a skill as the ability to achieve predetermined results with consistency, coordinated movement, minimum effort, and through practice. Motor skills can be classified based on precision of movement (gross vs fine), type of movement (discrete, serial, continuous), and predictability of the environment (closed vs open). Closed skills have more environmental control while open skills have less predictability. Motor skills involve both innate and learned abilities and can be combined into more complex motor programs.
Skill and ability
This document discusses the difference between skill and ability in sports. It defines abilities as innate characteristics that underlie skills, such as speed, coordination, power, perceptual ability and psychomotor ability. Skills are learned through practice based on existing abilities. The document outlines the characteristics of skilled performances and explains how skills are classified on continua based on factors like environmental influence, continuity, pacing, organization, muscular involvement, and level of decision making.
PEShare.co.uk Shared Resource
This document defines and distinguishes between gross motor abilities and psychomotor abilities. It explains that abilities are inherited traits that underlie and support skills, though abilities alone do not guarantee success - skills must be developed through practice. The document outlines Fleishman's classifications of gross motor abilities like strength, flexibility, and balance. It also covers psychomotor abilities involving information processing and movement, such as reaction time, aiming, and coordination. Current research suggests there is no single "sporting ability" and success requires the right combination of specific abilities for each skill.
Factor affecting performance
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).
CHAPTER 01,2,3.pptx
This document provides an overview of different categories and classifications of motor skills in sport. It discusses key concepts related to motor skills including skill acquisition, motor control, and categories of skills. Various classification systems are presented that categorize skills based on factors like precision of movement, discreteness of beginning and end, and environmental stability. Continuums are also described that place skills on scales regarding characteristics such as muscle involvement, environmental effects, pacing, and complexity. The classifications systems aim to better understand the nature of different motor skills.
PEShare.co.uk Shared Resource
1. The document discusses the differences between skills and abilities. Skills are learned while abilities are innate traits.
2. It also discusses different types of motor abilities like gross motor abilities which involve actual body movement and psychomotor abilities which involve information processing and movement initiation like coordination and reaction time.
3. Abilities are task-specific because different skills require different abilities or similar abilities to different degrees to be successful.
Skills and abilities and skill classification
Here are some abilities and skills for soccer classified along continua:
Abilities: Agility, balance, coordination, speed, power, endurance, flexibility
Skills:
1. Dribbling (continuous, internally paced, closed)
2. Passing (discrete, externally paced, open)
3. Shooting (discrete, internally paced, open)
4. Heading (discrete, externally paced, open)
5. Tackling (discrete, externally paced, open)
6. Throw in (discrete, externally paced, open)
7. Goalkeeping (continuous, internally paced, closed)
8. Defending (continuous, externally paced
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This document discusses various concepts related to skill acquisition and motor learning in sports. It begins by defining key terms like skill, ability, technique and motor programs. It then covers different types and classifications of skills. The relationship between skill, ability and technique is explained. Various models of information processing and memory are described. Factors that determine response time and methods to improve memory are discussed. Open and closed loop theories of motor programs are compared.
Skills and abilities and skill classification 2014
This document discusses skills and abilities in sport. It defines skills as learned behaviors that are goal directed, efficient and fluent. Abilities are innate traits like strength, coordination and speed. Skills require combinations of abilities to perform. Skills are classified on continua including precision, discrete vs continuous movement, internal vs external pace, and open vs closed environment. The document provides examples of placing various skills like long jump and shooting on these continua. It emphasizes learning is needed to develop skills from underlying abilities.
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PEShare.co.uk Shared Resource
Here are three skills placed on the six continua with explanations:
1. Badminton Serve
- Gross/Fine - Fine (requires wrist and finger control)
- Open/Closed - Open (affected by opponent's returns)
- Discrete/Serial/Continuous - Discrete (clear start and finish)
- Self/External Pacing - Self (player determines timing)
- Simple/Complex - Complex (many subroutines with timing)
- Low/High Organisational - High (subroutines closely linked)
Rationale: The serve requires precision but has an element of unpredictability due to the opponent. It has distinct phases but the timing is determined by the server.
2
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The document discusses skills and techniques in physical education. It defines skills as purposeful movements and techniques as the ways of executing skills. It discusses analyzing skills using the preparation-action-recovery model and characteristics of skilled performances. It also covers classifying skills as open/closed, simple/complex, and discrete/serial/continuous and different practice methods for improving skills.
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This document discusses skill acquisition in sport. It defines skill as a learned ability to consistently produce predetermined results with maximum certainty using minimal time and energy. There are three types of skills: cognitive skills involving decision making; perceptual skills relating to sensory information processing; and psycho-motor skills concerning physical movement coordination. The document provides examples of skills in different sports and asks readers to identify the cognitive, perceptual and psycho-motor elements involved. It emphasizes the importance of coaches developing all three skill types in athletes.
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Skills & Techniques 1
The document discusses different ways to classify skills. There are four main continua used to classify skills: open-closed, which refers to whether the environment is changing (open) or static (closed); gross-fine, referring to large or small muscle movements; pacing, whether self-paced or externally-paced; and continuous-discrete, skills with no clear start/end or those with distinct phases. Accurately classifying skills allows for more effective training by understanding the characteristics of different types of skills.
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- Organizing practices effectively with limited talking on game days and keeping post-practice meetings brief.
- Tailoring strength and conditioning programs specifically for your sport and athletes based on their age, ability, and growth needs.
- Emphasizing functional movement training over isolated strength to improve sport-specific performance.
- Tracking athlete goals and monitoring improvement using technology for efficiency.
- Guiding athletes in areas like nutrition, social media, the NCAA process, and more through expert knowledge
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This document discusses the importance and process of delegation. It begins by defining delegation as essential for agile organizations. It then discusses typical mistakes in delegation and how delegation affects leadership mindsets. The document outlines reasons for delegating such as gaining empowerment, allowing roles to scale, and boosting motivation. Potential barriers to delegation like effort, mistrust, and lack of confidence are examined. The document proposes steps for effective delegation including being specific, selecting the right person, assessing abilities, and providing feedback. It emphasizes delegation as not black and white, differentiating task and authority delegation, and truly relinquishing control.
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2. American swimmer Gertrude Ederle, the first woman to swim the English Channel in 1926.
3. American sprinter Jesse Owens' victories at the 1936 Berlin Olympics.
4. English cricketer W.G. Grace, considered one of the greatest players.
5. American swimmer Mark Spitz who won 7 gold medals at the 1972 Olympics.
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1. The document discusses the differences between skills and abilities. Skills are learned while abilities are innate traits.
2. It also discusses different types of motor abilities like gross motor abilities which involve actual body movement and psychomotor abilities which involve information processing and movement initiation like coordination and reaction time.
3. Abilities are task-specific because different skills require different abilities or similar abilities to different degrees to be successful.
Skills and abilities and skill classification
Here are some abilities and skills for soccer classified along continua:
Abilities: Agility, balance, coordination, speed, power, endurance, flexibility
Skills:
1. Dribbling (continuous, internally paced, closed)
2. Passing (discrete, externally paced, open)
3. Shooting (discrete, internally paced, open)
4. Heading (discrete, externally paced, open)
5. Tackling (discrete, externally paced, open)
6. Throw in (discrete, externally paced, open)
7. Goalkeeping (continuous, internally paced, closed)
8. Defending (continuous, externally paced
AS PE Skills, abilities and classification 2013
This document discusses the difference between skills and abilities. Skills are learned behaviors that involve permanent changes and are goal directed, efficient, fluent and aesthetic. Abilities are natural traits like strength, coordination and quick thinking. Several continua are presented for classifying skills, such as precision of movement, who controls timing, and whether the environment affects performance. The role of skill acquisition in physical activity is to allow learned, efficient and fluent motor performance.
SEHS Topic 5.1 and 5.2.pptx
This document discusses various concepts related to skill acquisition and motor learning in sports. It begins by defining key terms like skill, ability, technique and motor programs. It then covers different types and classifications of skills. The relationship between skill, ability and technique is explained. Various models of information processing and memory are described. Factors that determine response time and methods to improve memory are discussed. Open and closed loop theories of motor programs are compared.
Skills and abilities and skill classification 2014
This document discusses skills and abilities in sport. It defines skills as learned behaviors that are goal directed, efficient and fluent. Abilities are innate traits like strength, coordination and speed. Skills require combinations of abilities to perform. Skills are classified on continua including precision, discrete vs continuous movement, internal vs external pace, and open vs closed environment. The document provides examples of placing various skills like long jump and shooting on these continua. It emphasizes learning is needed to develop skills from underlying abilities.
Analysis of performance
The document discusses analyzing sports performance through observation. It states that the first step is to observe from the best viewpoint, whether from the side or grandstand. When observing, one should break down skills into components, such as body position, leg action, and arm action for swimming. For invasion games, one can analyze attack and defense separately. The document also discusses looking at forced and unforced errors in racket sports. Analyzing the performance of experts on television or in newspapers can provide lessons. When observing, one should look at strengths, weaknesses, results, ways to improve skills, fitness, utilizing talents, and teamwork.
PEShare.co.uk Shared Resource
Here are three skills placed on the six continua with explanations:
1. Badminton Serve
- Gross/Fine - Fine (requires wrist and finger control)
- Open/Closed - Open (affected by opponent's returns)
- Discrete/Serial/Continuous - Discrete (clear start and finish)
- Self/External Pacing - Self (player determines timing)
- Simple/Complex - Complex (many subroutines with timing)
- Low/High Organisational - High (subroutines closely linked)
Rationale: The serve requires precision but has an element of unpredictability due to the opponent. It has distinct phases but the timing is determined by the server.
2
Higher skills + tech ppt
The document discusses skills and techniques in physical education. It defines skills as purposeful movements and techniques as the ways of executing skills. It discusses analyzing skills using the preparation-action-recovery model and characteristics of skilled performances. It also covers classifying skills as open/closed, simple/complex, and discrete/serial/continuous and different practice methods for improving skills.
Types of skill
This document discusses skill acquisition in sport. It defines skill as a learned ability to consistently produce predetermined results with maximum certainty using minimal time and energy. There are three types of skills: cognitive skills involving decision making; perceptual skills relating to sensory information processing; and psycho-motor skills concerning physical movement coordination. The document provides examples of skills in different sports and asks readers to identify the cognitive, perceptual and psycho-motor elements involved. It emphasizes the importance of coaches developing all three skill types in athletes.
12SPS Throwing for distance and accuracy
This document discusses the biomechanics of throwing for distance and accuracy. It describes the different types of joints and movements in the body, including flexion, extension, and rotation. It also discusses biomechanical principles such as inertia, momentum, and projectile motion. Finally, it outlines different aspects of skill learning such as the cognitive, associative, and autonomous phases; different types of practice including mass, distributed, and part practice; and factors that can affect learning like age, gender, mental state and prior knowledge.
Yr 11 skill acquisition part 1
The document discusses the stages of skill learning and factors that affect it. It describes three stages of learning - cognitive, associative, and autonomous. The cognitive stage involves understanding through feedback, the associative stage refines skills through practice, and the autonomous stage executes skills automatically. Factors like physical maturation, psychological characteristics, feedback, practice amount and type, and prior experience/memory influence skill acquisition. Coaches can help learners by providing feedback tailored to their stage of learning.
Making Your Team Your Tribe
The document discusses coaching in different contexts such as sports, music, and improv. It provides examples of coaching in hockey, figure skating, downhill skiing, music jam sessions, and improv theater. Coaching is defined broadly as sharing knowledge and experiences with others to help them improve. The document explores what can be learned about coaching from these other disciplines and proposes that coaching is a foundational skill for collaboration. It suggests coaches should focus on giving teams the ability to respond to issues, while also supporting and sustaining teams through encouragement and acting as a technical authority. Different coaching styles and perspectives are discussed.
Skills & Techniques 1
The document discusses different ways to classify skills. There are four main continua used to classify skills: open-closed, which refers to whether the environment is changing (open) or static (closed); gross-fine, referring to large or small muscle movements; pacing, whether self-paced or externally-paced; and continuous-discrete, skills with no clear start/end or those with distinct phases. Accurately classifying skills allows for more effective training by understanding the characteristics of different types of skills.
Skill in Sport
This topic covers the following: The Difference of Learning and Performance; The Phases of Learning; Learning Curves; Factors that Contribute to Rates of Learning; The Concept of Transfer in Learning; Different Types of Practice; Different Types of Presentation; and Spectrum of Teaching Styles.
Athlete Builder Assistant Coach Reference Guide -Section 7
The document provides guidance for coaching responsibilities, including:
- Developing awareness by viewing feedback as opportunities to learn rather than prove what you know, focusing on building a sustainable team culture, and prioritizing athlete development over athletics.
- Organizing practices effectively with limited talking on game days and keeping post-practice meetings brief.
- Tailoring strength and conditioning programs specifically for your sport and athletes based on their age, ability, and growth needs.
- Emphasizing functional movement training over isolated strength to improve sport-specific performance.
- Tracking athlete goals and monitoring improvement using technology for efficiency.
- Guiding athletes in areas like nutrition, social media, the NCAA process, and more through expert knowledge
The art of delegation
This document discusses the importance and process of delegation. It begins by defining delegation as essential for agile organizations. It then discusses typical mistakes in delegation and how delegation affects leadership mindsets. The document outlines reasons for delegating such as gaining empowerment, allowing roles to scale, and boosting motivation. Potential barriers to delegation like effort, mistrust, and lack of confidence are examined. The document proposes steps for effective delegation including being specific, selecting the right person, assessing abilities, and providing feedback. It emphasizes delegation as not black and white, differentiating task and authority delegation, and truly relinquishing control.
Motivation in sports
The document discusses motivation in sports. It defines motivation and its components of direction and intensity. It explores various approaches to understanding motivation, including personal, trait-centered, and situation-centered views. An interactional view is presented where motivation is determined by the interaction between situational and trait factors. Major motives for sport participation are improving skills, having fun, and developing fitness. Intrinsic and extrinsic motivation are compared, and guidelines for building motivation are outlined. Finally, several theories of achievement motivation are listed.
Baseball prelim
This document describes a sports instruction company that provides customized coaching to help adults develop athletic skills. The company has over 50 years of collective coaching experience in various sports. It uses surveys to understand clients' learning styles and preferences before developing individualized instruction plans. Coaches first assess clients' existing skill levels and break down activities into components. Clients then work directly with coaches in instructional sessions and practice to refine their techniques with feedback. A sample client profile shows how the company would help a mother learn baseball hitting by focusing on her stance and swing mechanics through explanation, demonstration, practice and feedback.
Notes individual behaviour
This document discusses factors that affect individual employee performance and satisfaction. It examines abilities like intelligence and biographical characteristics such as age or gender. Specifically, it explores two types of abilities - intellectual abilities like reasoning and problem solving skills, and physical abilities involving strength, flexibility, and stamina. It also discusses how behaviors are learned through processes like classical conditioning, operant conditioning, and social learning. Managing employees involves understanding these individual differences in abilities and characteristics, and how behaviors are shaped by learning.
Standard Grade Activities
The document discusses various aspects of activities including team and individual activities, competitive and non-competitive activities, roles in activities such as player and official, rules that govern activities, and how activities may be adapted for children. It provides examples and definitions for key terms related to analyzing and participating in physical activities.
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Skills and abilities and skill classification 2014
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This document discusses role models in sports. It defines a role model as someone others look up to and aspire to emulate. Good role models compete fairly, inspire others, perform well, set trends, shape attitudes, and are accessible representatives. However, role models also face pressure from media scrutiny, targeting, commercial interests, and expectations to promote their sport. Bad role models demonstrate drug abuse, aggression, cheating, misplaced loyalties, and misconduct outside of sports like drugs, adultery, and avoiding accountability. Specific poor examples mentioned include the Twickenham blood gate scandal, John Terry's racism, the Pakistani cricket team controversies, and Paul Gascoigne's addictions. Role models can positively influence both athletic performance and
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Procedures promote health and safety in sports environments by establishing guidelines for staff training, risk assessment, emergency response, and facility maintenance. Examples of important procedures include staff training programs, risk assessments, emergency operation protocols for injuries or hazards, and regular safety inspections of facilities. Maintaining up-to-date procedures, providing staff training, and conducting risk assessments helps ensure the safety of participants and employees.
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This document provides a checklist for editing and checking work. It outlines 7 criteria for evaluating procedures, including defining procedures, including 3 procedures, describing and explaining the procedures with details, and including examples. It also lists 6 criteria for evaluating the layout, such as using simple slides with plain backgrounds, the same font and boxes, putting information in the notes section rather than on slides, and checking spelling and grammar.
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The document outlines the key responsibilities of employers and employees under the UK's Health and Safety at Work Act from 1974. It describes how the main aims of the act are to protect the health, safety and welfare of workers. Employers are responsible for providing a safe work environment and equipment, training, and managing health and safety. Employees must take reasonable care of their own and others' health and safety, cooperate with employers, and not misuse equipment. Inspectors can enforce the law by issuing notices or prosecuting those not complying with regulations.
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This document outlines a risk assessment template for activities. It includes columns to list the activity, date, location and staff involved. It also includes columns to identify hazards, associated risks, control measures to mitigate risks, and a severity and likelihood rating of any risks. The template is used to plan for safety and identify risks for activities.
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- 1. Characteristics of skilled movement
- 2. Learning Objectives Describe the characteristics of skilful movement in physical activities Identify and describe the differences between unskilled and skilled participants Give practical examples of skilled movements in physical activities
- 4. Characteristics of Skilled movement ‘a predetermined objective is accomplished with maximum efficiency and minimum outlay of energy’ Talking about skill we normally mean; a combination of perceptual, cognitive, and motor skills. But, are skilful people born like that? Or do we learnt them? It is probably a mixture of both So each person is born with genetic skills from their parents But we also learn new skills and these can be improved Learning the fundamental skills at an early age is vital for a sportsperson
- 5. Characteristics of Skilled movement How would you describe a skilful person? ‘Fluent in their actions’ ‘Good co-ordination’ ‘Controlled movements’ ‘Seems effortless’ ‘Looks good’ ‘Good technique’
- 6. Characteristics of Skilled movement We normally comment that an ‘experienced’ person is skilful, but what does being skilful actually mean? We sometimes say a kick was skilful, or that a whole movement like a 100m race was skilful.
- 7. Movement Skill This is a action or task that has a goal and requires voluntary body/limb movement to achieve the goal. E.G? What are the differences between a novice and a pro? Use Pg 70
- 8. Perceptual skills As a sports player you need to assess the position of teammates and opponents, deciding where to pass or throw a ball etc... This interpretation of info, is called perception. The skill required to do this well is perceptual skill
- 9. Cognitive Skill For you to learn skills (skill acquisition) you need cognitive skills. They are intellectually based (working out a solution) Some psychologists say this is something you are born with, some say you can develop this. An example: A football player being able to select the particular skill that is best in a certain situaion.
- 10. Being skilful Use the pink box on Pg 70 to make some notes
- 11. TASK and CHALENGE Pg 70 Activity 2 Task and Challenge