Physical education
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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
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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.
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.
Teaching technical and tactical skills
This document discusses techniques for coaching sports. It outlines four steps for teaching technical skills: 1) introduce the skill, 2) demonstrate and explain it, 3) have athletes practice, and 4) correct errors or evaluate. Each step is further explained. It also discusses providing effective feedback and teaching tactical skills like game sense and decision making. Tactics involve reading situations and using strategy to take advantage of strengths and solve problems posed by opponents. The conclusion emphasizes teaching technique before tactics and using tactics to win games by capitalizing on a team's strengths.
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.
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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.
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.
Skill acquisition - Characteristics of the Learner
The document discusses how individual characteristics can affect skill acquisition and learning. It describes the learning process as involving perceiving feedback, deciding on a response, and acting. It then lists some characteristics of learners that influence learning, including hereditary factors, personality, prior experience, ability, and confidence level. Ensuring learners experience early success through modifying tasks and goals can boost confidence, which is important for skill improvement.
Skill Acquisition
The document provides instructions for students to complete tasks related to revising for an exam on movement skills. It includes prompts for students to draw continuums and explain placements for receiving a tennis serve, a football penalty kick, and a 400m sprint relay. It also prompts students to explain closed loop control and drive reduction theory. Additionally, it recommends practicing exam style questions from the exam board website and provides tips for answering 10 mark questions by planning, highlighting keywords, listing relevant theory, thinking of examples, and writing the response.
Recommended
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.
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.
Teaching technical and tactical skills
This document discusses techniques for coaching sports. It outlines four steps for teaching technical skills: 1) introduce the skill, 2) demonstrate and explain it, 3) have athletes practice, and 4) correct errors or evaluate. Each step is further explained. It also discusses providing effective feedback and teaching tactical skills like game sense and decision making. Tactics involve reading situations and using strategy to take advantage of strengths and solve problems posed by opponents. The conclusion emphasizes teaching technique before tactics and using tactics to win games by capitalizing on a team's strengths.
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.
PEShare.co.uk Shared Resource
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.
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.
Skill acquisition - Characteristics of the Learner
The document discusses how individual characteristics can affect skill acquisition and learning. It describes the learning process as involving perceiving feedback, deciding on a response, and acting. It then lists some characteristics of learners that influence learning, including hereditary factors, personality, prior experience, ability, and confidence level. Ensuring learners experience early success through modifying tasks and goals can boost confidence, which is important for skill improvement.
Skill Acquisition
The document provides instructions for students to complete tasks related to revising for an exam on movement skills. It includes prompts for students to draw continuums and explain placements for receiving a tennis serve, a football penalty kick, and a 400m sprint relay. It also prompts students to explain closed loop control and drive reduction theory. Additionally, it recommends practicing exam style questions from the exam board website and provides tips for answering 10 mark questions by planning, highlighting keywords, listing relevant theory, thinking of examples, and writing the response.
Basic motor skills unit
This document outlines a basic motor skills unit that will teach students skills like hopping, jumping, sprinting, and striking with implements. The unit goals are for students to learn and demonstrate these skills as well as understand the related muscles and nutrition. The teacher will facilitate while students practice and are assessed. Parents are encouraged to support practice at home and provide feedback. Standards include striking stationary and moving objects, engaging in activity to increase heart rate and breathing. Project-based learning approaches like obstacle courses and skill demonstrations will be used to help students learn independently.
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The document provides instructions on the Fosbury Flop high jump technique. It discusses the history of the high jump, including Richard Fosbury developing the Fosbury Flop technique in the 1960s. The technique involves taking off with one foot slightly ahead of the body at a 45 degree angle to the bar, bending the lead leg at the knee and swinging both arms forward as the free leg clears the bar from behind.
Trabajo ef
Pole vaulting is a track and field event where athletes use flexible poles, usually made of fiberglass or carbon fiber, to jump over a high bar. Historically, poles were used as a practical means to cross over marshes and canals without getting wet. The evolution of pole vaulting saw a shift from wood to stronger carbon fiber poles. A successful pole vault involves a five phase approach consisting of a run, plant, swing, clear, and landing in order to pass over the high bar.
Pole vault(trabajo)
Pole vault is an athletic event where competitors use a long, flexible pole to jump over a horizontal bar. Competitors may begin vaulting at any announced height or pass. Three missed vaults at any height eliminates the vaulter. The winner is the one who clears the greatest height during the final. Tiebreakers are fewest misses at the tied height then overall. If still tied, a jump-off starts at the next greater height.
The female world record holder is Elena Isinbayeva of Russia at 5.06 meters. The men's world record holder is Sergey Bubka of Ukraine who holds the outdoor record of 6.14 meters set in 1994.
Pole Vault
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The document summarizes the sport of high jump. It describes the event as athletes sprinting down a runway and jumping over a horizontal bar placed at 4 meters high using a mattress for landing. It discusses the Fosbury Flop technique introduced by Dick Fosbury in 1968, which is now the most common technique used. The rules prohibit more than one foot for take-off or touching the bar and require elimination after 3 misses. World records are held by Javier Sotomayor for men at 2.45 meters and Stefka Kostadinova for women at 2.09 meters.
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The document discusses the sport of high jump. It provides information on the history, rules, and records of men's and women's high jump. The history section notes that early jumpers used either a straight-on or scissor approach, and techniques began to modernize in the early 20th century. The rules prohibit taking off with two feet, knocking the bar off, or placing any body part over the bar during a run through jump. Records listed include Javier Sotomayor's men's record of 2.45 meters in 1993 and Stefka Kostadinova's women's record of 2.09 meters in 1987.
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High Jump
High jump training involves developing an efficient technical model through consideration of mechanics and technique. The run-up phase aims to build optimal speed through an inward leaning 'J-shaped' approach. The take-off phase is a key factor in determining maximum height and requires proper foot placement and rotation for bar clearance. Technical drills focus on run-up speed, take-off positioning, and utilizing angular momentum to maximize rotation over the bar. Periodization guidelines emphasize adapting techniques over 8-10 week cycles with a focus on specificity, competition readiness, and avoiding overtraining.
Long Jump Web2011
The long jump has been part of athletics competitions since ancient times. In modern competitions, the long jump requires athletes to take an approach run and jump as far as possible from a take-off board into a sand pit. Over time, athletes have developed more advanced techniques like the hitch-kick method to maximize their jumping distance. Speed and power from the approach run determine take-off and largely dictate an athlete's jumping distance, with in-air movements serving to control rotation and optimize landing position. Effective long jumping requires a focus on sprinting ability, strength training, and refining one's approach technique.
HorizontalJumpBasic2015
This document provides an overview of the history, technique, and training for the long jump and triple jump. It begins with a brief history of the long jump dating back to ancient Greece. It then discusses the evolution of modern long jump techniques from the 1920s to present. Key aspects of long jump technique such as approach speed, take-off mechanics, and flight patterns are explained. The document also covers triple jump history, the three phases of the event, and comparisons to the long jump. Training recommendations emphasize the importance of sprinting speed and strength development. Video examples analyze world-record holder Jonathan Edwards' triple jump technique.
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Ppt athletics
This document provides an overview of track and field athletics events. It describes the different types of races including short distance, middle distance, long distance, and road events. It also outlines the various jumping events in athletics like the high jump, long jump, triple jump, and pole vault. The throwing events of hammer, discus, javelin and shot put are explained. Finally, it mentions the heptathlon and decathlon mixed events in athletics competitions.
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The pole vault is an athletic event where competitors use a flexible pole to help them jump over a crossbar placed at increasing heights. Athletes have three attempts to clear each height before being eliminated if they fail to jump over the bar three times in a row. The men's world record is held by Sergei Bubka at 6.14 meters, while the women's record holder is Yelena Isinbayeva at 5.06 meters.
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.
Tactics, technique and skills training
Skills are abilities that athletes acquire through practice to perform techniques. Techniques are the basic movements in a sport that are combined into patterns. There are three stages of motor skill acquisition - cognitive, associative, and autonomous. In the cognitive stage, athletes learn the components of a skill. In the associative stage, they link components into a smooth action. In the autonomous stage, the skill becomes automatic. Tactics involve decision making in competition situations based on strategy. Tactical training methods include acquiring tactical knowledge, consolidating knowledge, and developing creative abilities.
Motor control and_learning
This document discusses motor control and learning. It defines motor control as the neural, physical, and behavioral aspects underlying human movement. Learning is described as a relatively permanent change in a person's ability to perform a motor skill as a result of practice and experience. The document then covers various topics related to motor skills including the classification of skills into categories like gross vs fine motor skills, closed vs open skills, and the three stages of motor skill acquisition from cognitive to associative to autonomous.
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).
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.
SKills And Techniques
The document discusses various skills, techniques, and mechanical principles involved in physical activities. It covers topics like different types of skills, methods for developing skills, providing and receiving feedback, and mechanical principles such as balance, force, friction, and follow through. Effective skill development involves considering an individual's abilities, using progressive practice methods, and obtaining useful feedback to refine techniques. Mastering mechanical principles can also improve sports performance.
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.
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Basic motor skills unit
This document outlines a basic motor skills unit that will teach students skills like hopping, jumping, sprinting, and striking with implements. The unit goals are for students to learn and demonstrate these skills as well as understand the related muscles and nutrition. The teacher will facilitate while students practice and are assessed. Parents are encouraged to support practice at home and provide feedback. Standards include striking stationary and moving objects, engaging in activity to increase heart rate and breathing. Project-based learning approaches like obstacle courses and skill demonstrations will be used to help students learn independently.
Presentation high jump11
The document provides instructions on the Fosbury Flop high jump technique. It discusses the history of the high jump, including Richard Fosbury developing the Fosbury Flop technique in the 1960s. The technique involves taking off with one foot slightly ahead of the body at a 45 degree angle to the bar, bending the lead leg at the knee and swinging both arms forward as the free leg clears the bar from behind.
Trabajo ef
Pole vaulting is a track and field event where athletes use flexible poles, usually made of fiberglass or carbon fiber, to jump over a high bar. Historically, poles were used as a practical means to cross over marshes and canals without getting wet. The evolution of pole vaulting saw a shift from wood to stronger carbon fiber poles. A successful pole vault involves a five phase approach consisting of a run, plant, swing, clear, and landing in order to pass over the high bar.
Pole vault(trabajo)
Pole vault is an athletic event where competitors use a long, flexible pole to jump over a horizontal bar. Competitors may begin vaulting at any announced height or pass. Three missed vaults at any height eliminates the vaulter. The winner is the one who clears the greatest height during the final. Tiebreakers are fewest misses at the tied height then overall. If still tied, a jump-off starts at the next greater height.
The female world record holder is Elena Isinbayeva of Russia at 5.06 meters. The men's world record holder is Sergey Bubka of Ukraine who holds the outdoor record of 6.14 meters set in 1994.
Pole Vault
El documento describe la historia y técnica del salto con pértiga. Comienza con los orígenes de la pértiga de madera y bambú y continúa explicando la técnica actual que incluye una carrera rápida, una batida con las rodillas altas, y el uso del impulso y la flexibilidad para franquear el listón. Finalmente, destaca los logros recientes de las mujeres en la disciplina y la longevidad de los veteranos saltadores de pértiga.
Destiny high-jump-2
The document provides details about the high jump event in track and field. It describes the history and basic rules of the event, including the Fosbury Flop technique used by elite athletes. Key details include the men's and women's world records held by Javier Sotomayor and Stefka Kostadinova. The document also discusses specifications for the runway, crossbar, shoes and different types of landing mats used in high jump competitions.
Phisical education high jump
The document summarizes the sport of high jump. It describes the event as athletes sprinting down a runway and jumping over a horizontal bar placed at 4 meters high using a mattress for landing. It discusses the Fosbury Flop technique introduced by Dick Fosbury in 1968, which is now the most common technique used. The rules prohibit more than one foot for take-off or touching the bar and require elimination after 3 misses. World records are held by Javier Sotomayor for men at 2.45 meters and Stefka Kostadinova for women at 2.09 meters.
High jump
The document discusses the sport of high jump. It provides information on the history, rules, and records of men's and women's high jump. The history section notes that early jumpers used either a straight-on or scissor approach, and techniques began to modernize in the early 20th century. The rules prohibit taking off with two feet, knocking the bar off, or placing any body part over the bar during a run through jump. Records listed include Javier Sotomayor's men's record of 2.45 meters in 1993 and Stefka Kostadinova's women's record of 2.09 meters in 1987.
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High Jump
High jump training involves developing an efficient technical model through consideration of mechanics and technique. The run-up phase aims to build optimal speed through an inward leaning 'J-shaped' approach. The take-off phase is a key factor in determining maximum height and requires proper foot placement and rotation for bar clearance. Technical drills focus on run-up speed, take-off positioning, and utilizing angular momentum to maximize rotation over the bar. Periodization guidelines emphasize adapting techniques over 8-10 week cycles with a focus on specificity, competition readiness, and avoiding overtraining.
Long Jump Web2011
The long jump has been part of athletics competitions since ancient times. In modern competitions, the long jump requires athletes to take an approach run and jump as far as possible from a take-off board into a sand pit. Over time, athletes have developed more advanced techniques like the hitch-kick method to maximize their jumping distance. Speed and power from the approach run determine take-off and largely dictate an athlete's jumping distance, with in-air movements serving to control rotation and optimize landing position. Effective long jumping requires a focus on sprinting ability, strength training, and refining one's approach technique.
HorizontalJumpBasic2015
This document provides an overview of the history, technique, and training for the long jump and triple jump. It begins with a brief history of the long jump dating back to ancient Greece. It then discusses the evolution of modern long jump techniques from the 1920s to present. Key aspects of long jump technique such as approach speed, take-off mechanics, and flight patterns are explained. The document also covers triple jump history, the three phases of the event, and comparisons to the long jump. Training recommendations emphasize the importance of sprinting speed and strength development. Video examples analyze world-record holder Jonathan Edwards' triple jump technique.
High Jump and High Jump Training
Fuzz Ahmed provides an overview of high jump training. He discusses his philosophy which focuses on anatomy and the sagittal, frontal, and transverse planes. High jump is defined as running with an explosive element over a raised bar. Drills are used to improve technique and include exercises on curves like ankle rolls. Transitions incorporate hurdles and rhythm runs to build up to full high jump. Core strength and posture are emphasized as the basis for power.
Ppt athletics
This document provides an overview of track and field athletics events. It describes the different types of races including short distance, middle distance, long distance, and road events. It also outlines the various jumping events in athletics like the high jump, long jump, triple jump, and pole vault. The throwing events of hammer, discus, javelin and shot put are explained. Finally, it mentions the heptathlon and decathlon mixed events in athletics competitions.
Pole vault
The pole vault is an athletic event where competitors use a flexible pole to help them jump over a crossbar placed at increasing heights. Athletes have three attempts to clear each height before being eliminated if they fail to jump over the bar three times in a row. The men's world record is held by Sergei Bubka at 6.14 meters, while the women's record holder is Yelena Isinbayeva at 5.06 meters.
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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.
Tactics, technique and skills training
Skills are abilities that athletes acquire through practice to perform techniques. Techniques are the basic movements in a sport that are combined into patterns. There are three stages of motor skill acquisition - cognitive, associative, and autonomous. In the cognitive stage, athletes learn the components of a skill. In the associative stage, they link components into a smooth action. In the autonomous stage, the skill becomes automatic. Tactics involve decision making in competition situations based on strategy. Tactical training methods include acquiring tactical knowledge, consolidating knowledge, and developing creative abilities.
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This document discusses motor control and learning. It defines motor control as the neural, physical, and behavioral aspects underlying human movement. Learning is described as a relatively permanent change in a person's ability to perform a motor skill as a result of practice and experience. The document then covers various topics related to motor skills including the classification of skills into categories like gross vs fine motor skills, closed vs open skills, and the three stages of motor skill acquisition from cognitive to associative to autonomous.
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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).
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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.
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The document discusses various skills, techniques, and mechanical principles involved in physical activities. It covers topics like different types of skills, methods for developing skills, providing and receiving feedback, and mechanical principles such as balance, force, friction, and follow through. Effective skill development involves considering an individual's abilities, using progressive practice methods, and obtaining useful feedback to refine techniques. Mastering mechanical principles can also improve sports performance.
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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.
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The document provides definitions and classifications of motor skills. It defines skill as a learned ability to produce predetermined results with maximum certainty and minimum effort. There are three categories of skills: cognitive, perceptual, and motor. Motor skills are further classified along continua including open vs closed skills, discrete vs continuous skills, self-paced vs externally-paced skills, and simple vs complex skills. Theories of learning include Fitts and Posner's stages of learning, schema theory, stimulus-response theory, and Bandura's social learning theory. Effective teaching methods consider the task and performer characteristics to structure practice in a whole, part, progressive part, massed or distributed format.
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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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1) Many factors influence how we learn movement skills, including the environment, type of muscles used, and structure of the skill.
2) Applying mechanical principles like force, balance, momentum, and throwing techniques can enhance sports performance.
3) Qualities of a good performance include commitment, technical skill, accuracy, innovation, and teamwork. Coaches analyze components of fitness, skills, technique, and training habits.
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The document discusses the concepts of skill, ability, and technique in sports. It defines skill as the learned ability to achieve predetermined results with maximum certainty and minimum effort through practice. Ability refers to innate traits that enable the performance of skills, such as strength, flexibility, and coordination. Technique involves the proper form and mechanics of executing a skill. The document outlines different approaches to classifying skills based on characteristics like discrete vs continuous movements, stable vs variable environments, and fine vs gross muscle involvement. It also discusses how abilities are shaped by biological and environmental factors but remain relatively stable compared to skills, which improve with practice.
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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.
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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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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Motorskills.ppt
A motor skills is a function that involves specific movement of the body's muscles to perform a certain task.
Motor development- physical growth and strengthening of a child’s bones, muscles and ability to move and touch his/her surroundings.
Motor skills are skills that enable the movements and tasks we do every day.
Motor learning is a relatively permanent change in the ability to perform a skill as a result of continuous practice or experience.
The goal of motor skill is to optimize the ability to perform the skill at the rate of success, precision, and to reduce the energy consumption required for performance.
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Physical education
- 1. Physical Education Unit 1: Factors affecting performance By: Miss Sylvia
- 2. Skills, Action And Movements Skill A task that has a specific goal to achieve (action goal) An indicator of quality of performance E.g. multiplication is a fundamental skill of mathematics
- 3. Action Are goal-oriented activities that consist of body and/or limb movements Motor skills share these characteristics and need to be learned Movements Behavioral characteristics of a specific limb or a combination of limbs
- 4. Motor Skill a goal oriented act or task that requires voluntary body/or limb movement and must be learned The ability to bring out some end results with maximum certainty and minimum outlay of energy, or of time and energy (Guthrie, 1952) Motor skills require body, head and/or limb movement to achieve its goal E.g. kicking, jumping, throwing, catching, grasping, etc.
- 5. Types of Skills Types of Skills Basic (Generic) & Complex (Secondary) Fine & Gross Motor Skill Open & Closed Continuum
- 6. Types of Skills Basic (Generic) Motor Skill Movement that readily, available Exist naturally and biologically E,g. walking, running, jumping Complex (Secondary) Motor Skill Movement acquired through learning Developed through practice and training processes E.g. Fosbury Flop/straddle style technique in the high jump event, Sprinting
- 7. Types of Skills Gross motor skills Requires the use of large musculature to achieve the goal of the skills A motor skill that places less emphasis on precision and is typically the results of multi limb movement i.e., walking, jumping
- 8. Types of Skills Fine motor skills Requires control of small muscles to achieve the goal of the skill A motor skill involving very precise movements normally accomplished using smaller musculature i.e., hand/eye coordination, sewing a button, grasping a cup, typing a word on a keyboard (precision)
- 9. Types of Skills Closed motor skill motor skill performed in a stable or predictable environment where the performer determines when to begin the action, i.e., picking up a cup while seated) Open motor skill motor skill involving a non-stable, unpredictable environment where an object or environmental context is in motion and determines when to begin the action, i.e., running a race with other runners
- 10. Class Activities Provide some examples of Gross and Fine Motor Skills