Factors affecting participation and Performance

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Factors affecting participation and Performance

• SKILL

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A common definition

• Skill is. . . . A learned ability to perform in
  a physical activity, efficiently,successfully and
  consistently

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In other words

• Efficiently you do not waste time or energy
• Successfully you improve and perform to the
  best of your ability
• Consistently you can rely on performing well
  on most days

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The different types of skill
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KEY POINT

• SKILL IS THE LEARNED ABILITY TO PERFORM

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Closed Skills

• Skills that are fixed and dont require
  adjustment.
• They are closed because the performer is in
  control of most of the factors in the environment
  they are working in - ie. Trampolining no change
  to environment or equipment.
• Takes hours to perfect them.
• Some skills like javelin have to be altered
  slightly because of wind for example. Also run up
  in pole vault maybe altered.
• Need to be practised over and over again.

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Open Skills

• Skills that are constantly adapted or modified
  during play.
• Environment of play or performance is not under
  the performers control, there are other people
  involved.
• Basketball there are different lengths of
  passing and shooting. Performer can not control
  what may happen next.
• Hockey receiving a ball depends on the speed
  of the ball, proximity of team mates and
  likelihood of being challenged.

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OPEN AND CLOSED SKILLSWhich of these are open
and closed skills?
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5
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OPEN AND CLOSED SKILLSWhich are open and which
are closed skills?
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An OPEN to CLOSED sports and skills continuum
Soccer
Cricket
Golf
OPEN
OPENC
OPEN
CLOSED

• BOWLING
• Open depends on
• left right hand
• batsman.
• Bounce of ball
• Wicket.
• Closed same technique.
• Practice technique over
• and over again.

• Pass or shot.
• Cant say what is
• going to happen next.

• Golf Swing.
• Environment is
• generally the same
• sometimes windy.
• You have control
• over equipment
• choose club.

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THERE ARE TWO TYPES OF PERFORMERS

• THE NOVICE AND THE EXPERT

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THE NOVICE PERFORMER

• Will be very inconsistent in how they perform a
  new skill
• Will put a lot of effort in but will produce a
  less effective performance
• Will not produce the skill as quickly or as
  efficiently
• Will not be able to adopt the skill quickly when
  necessary or may not possess the experience to do
  so

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THE EXPERT PERFORMER

• Will develop a high level of consistency with
  each performance
• Will perform the skill with apparently little
  effort or expenditure of energy
• Will perform the skill quickly and efficiently
• Will be capable of adapting the skill to meet
  precise situations as they arise

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LEARNING SKILLS INFORMATION PROCESSING
ACTIVITY TENNIS

• Seeing opponent play
• shot where is the ball
• going to land/how fast
• is the ball travelling?

• What shot is it best to
• play in situation?

• Playing the shot.
• Evaluating whether the
• shot was successful
• Good shot but could
• have played it more
• accurately.

Input
Decision making
Output

• How successful was the
• shot?
• Where did the ball
• land? or must hit
• through the ball next
• time.

Feedback
Task Use a different skill in an activity and
write down the information processing that a
player would use.
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Evaluation and Analysis

• Evaluation means
• Being able to see what is good and bad about a
  performance.
• Analysis means
• Breaking down a performance in order to
  evaluate it.

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Intrinsic and Extrinsic Feedback

• Intrinsic
• Recognising faults in your own performance.
• Beginners struggle to evaluate their own faults
  as they dont have the experience.
• Extrinsic
• Feedback comes from someone else rather then
  yourself.
• Can be general encouragement or specific
  information about the performance.
• Usually only one or two comments about the
  performance.
• Examples teachers, coaches, spectators.

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Types of Knowledge

• Knowledge of Performance (KP)
• Tells you how you have performed irrespective of
  result.
• Can come from a coach, fellow players, spectators
  or video.
• Can also sense how well you have performed
  yourself.
• Can also analyse performance and how it can be
  improved.
• Knowledge of Results (KR)
• Tells you whether you have achieved your result
  irrespective of performance.
• Comes from external sources
• Examples distance in javelin
• result in a game
• Was your serve an ace?

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PRACTICING AND DEVELOPING SKILLS

• PART PRACTICE
• Breaking a skill down into separate manageable
  parts.
• Practice each of the skills individually.
• Example serving in tennis learn how to grip
  the racket, your stance, how to throw up the ball
  and the swing of the racket.
• VARIABLE PRACTICE
• This type of practice is important when learning
  an open skill.
• You practice the skill in lots of different
  settings.
• Example a cricketer plays his shots according
  to the type and speed of delivery.

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• WHOLE PRACTICE
• Repeat the skill over and over again.
• Activities which dont lend themselves to being
  split into parts.
• Example dribbling in football.
• FIXED PRACTICE
• This type of practice is used to learn a closed
  skill.
• The skill is repeated under the same
  environmental conditions.
• Example golfer will practice his shots
  repeatedly. The setting of the skill doesnt
  change.

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LEARNING AND DEVELOPING SKILLS

• Demonstration and Copying
• Skills are learnt by copying others teachers,
  trainer. Teacher will demonstrate how a skills
  should be performed and then feedback on
  students performance until its done correctly.
• Film or footage could also be used.
• Practice
• Skills become established through practice
  practice makes perfect.
• Initial demonstrations must be technically
  correct.
• Feedback intrinsic and extrinsic also essential
  for skills to be practised effectively.
• Practice can be based on the whole skill or in
  some cases part skill

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• Trial and Error
• Practicing and learning a skill until you start
  to make it work.
• Problems occur if a person gets into a bad habit
  or learns the skill incorrectly.
• Role Models
• Have to be good technically.
• Can be useful to learn skills from.

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MOTOR SKILLS

• Gross Motor Skills
• Involves large movements of large muscles.
• Examples javelin throw, dancers when they jump.
• Fine Motor Skills
• Involves small movements of small muscles.
• Examples wrist movement in producing spin on a
  tennis ball, wrist movements in badminton.
• WRITE AT BOTTOM OF PAGE
• Both sets of motor skills need to be performed
  consistently. They often work together to produce
  both large movements and fine control when
  performing a skill.

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FINE AND GROSS MOTOR SKILLSWhich of these are
fine and which are gross motor skills?
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2
3
4
Hit in hockey
Flick shot
Drive Shot
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5
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Top spin on a tennis a shot
Use of wrist in a set shot
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DECISION MAKING

• Perception
• Is how you see something separates important
  information from unimportant information so you
  can make decisions.
• Examples of different interpretations of
  situations can be a reason for arguments between
  players and officials.
• Memory
• Making a decision based upon memories and
  experiences from previous situations.
• There are two types of memory -
• Short Term Memory
• Something you learn quickly, but can forget
  easily.
• When learning a new skill it is organised in
  short term memory then passed onto long term
• Long Term Memory
• A skill learnt over a period of time is stored in
  long term memory.
• Has a lifetime capacity never forget skill.
• Examples riding a bike, swimming.

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• Limited Channel Capacity
• You can only absorb a certain amount of
  information.
• Skills are therefore learnt one at a time.
• Overload and Selective Attention
• Too much information at any one time causes
  overload of information. So selective attention
  occurs ie. Remembering only 2 teaching points
  out of 3 or 4.

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Task Watch the 4 sports clips

• 1) List as many words as you can for each sport
  that describes the action of the performers
• 2) Complete the table in full