Physical Education ALL unit 3/4

Fundamental Movement Skills

Basic motor skills that are the foundation for more complex movements, including running, jumping, throwing, and catching.

Sports-Specific Skills

Skills developed for particular sports, such as dribbling in basketball or serving in tennis. These skills build on fundamental movement skills and enhance performance in specific sports.

Open Skills

Skills performed in unpredictable environments, such as a soccer game, where the performer must adapt to changing conditions.

Closed Skills

Skills performed in a predictable environment, where the performer has control over the movement, such as a free throw in basketball or a golf swing.

Gross Motor Skills

Large muscle movements that involve the whole body or large parts of it, such as running, jumping, or throwing. These skills are essential for physical activities and sports.

Fine Motor Skills

Small muscle movements that require precision and control, such as writing, typing, or playing a musical instrument.

Discrete Motor Skills

Skills that have a clear beginning and end, such as throwing a ball or kicking a soccer ball.

Serial Motor Skills

A series of discrete movements performed in a sequence, such as gymnastics routines or dance performances.

Continuous Motor Skills

Skills that are performed continuously without a distinct beginning or end, such as running, swimming, or cycling.

Motor Skill Development

• Influences both participation and performance in sports.

• Poor motor skills → Less participation in physical activities → Reduced performance levels.

• Strong motor skills → Increased confidence → Higher participation and performance.

• Encouraging motor skill development in early childhood increases lifelong physical activity engagement.

Sociocultural Factors that affect Skill Development

Include cultural, social, and environmental influences, such as family support, socioeconomic status, and community resources that impact an individual's ability to learn and develop motor skills.

Cognitive Stage (Beginner)

The first stage of learning a motor skill, where the learner focuses on understanding the task and developing basic movement patterns. This stage makes many mistakes and frequent feedback is required.

Associative Stage (Intermediate)

The second stage of learning a motor skill, where the learner begins to refine their movement patterns and improve consistency. Smoother performance, fewer mistakes and refining of skills through practice.

Autonomous Stage (Advanced)

The final stage of learning a motor skill, where the learner performs the skill automatically and with high levels of proficiency. At this stage, the individual can execute the skill with minimal conscious effort and can focus on other aspects of performance with high consistency and adaptability in gameplay.

Direct Approach to Coaching

Described as linear where the instructor provides explicit instructions and demonstrations for skill acquisition, focusing on clear techniques and immediate feedback to facilitate learning. Learner is told what to do and how to do it.

Constraints-Based Approach to Coaching

Described as non-linear and develops skills through modified games and environments, emphasizing problem-solving and decision-making in context. This approach encourages learners to adapt their skills to different scenarios in a less predictable game situation.

Types of Constraints

Individual
Environmental
Task

Individual Constraints

Physical, Psychological and Behavioural characteristics such as body composition, motivation and confidence.

Environmental Constraints

The physical and social characteristics such as the climate, playing surface or peer influence.

Task Constraints

Modifications made for the sport such as ball size, goal size or a change of rules.

Qualitative Movement Analysis

4 Steps:
Preparation

Observation

Evaluation

Error Correction

Preparation

The initial stage in qualitative movement analysis where the observer prepares to analyze movement by gathering relevant information and setting objectives for the observation.

Observation

The stage where the observer systematically watches the performance, noting key aspects of the movement pattern to collect data.

Evaluation

In this stage, the observer assesses the observed movement against established criteria or standards to identify strengths and areas for improvement.

Error Correction

The final stage where feedback is provided to the performer, highlighting specific errors and suggesting adjustments or improvements to enhance overall performance.

Feedback

Concerns the performance or an outcome of a movement skill which shows how to correct errors.

Intrinsic Feedback

Sensoring info a learner receives directly from skill execution.

Augmented Feedback

Informaation about skill performance that comes from an external source.

Frequency

How often feedback is given- Normal feedback is ideal but too much feedback can become overwhelming for the learner.

Timing

When feedback is given- Terminal is after the skill is completed and Concurrent is as the skill is being completed.

Confidence

Belief that can athlete has about their ability to execute a task or goal successfully. Identified as High or Low.

Motivation

The reason why a person participates in activity, learns the skills involved and makes effort. Identified as Intrinsic or Extrinsic.

Arousal

The readiness an individual experiences when faced with a sporting situation of a task.

Concentration

The ability to focus on a task and avoid distractions.

Strategies to Improve Concentration

Controlled Breathing, Positive Self talk, Mental imagery, Utilising a clear pre-performance routine.

Massed Practice

Practice where there is little to no rest between repeated performance of a skill. 90-120 mins

Distributed Practice

Practice where there are smalled intervals with rest periods. 45-60 mins.

Blocked Practice

Each skill is practiced repetitively in an independent block.

Random Practice

Rehearsing a number of different skills in an unpredictable sequence.

Part Practice

Learning smaller parts of a skill in isolation, Better for cognitive learners.

Whole Practice

Learning all of a certain skill. Better for autonomous learners.

Types of Motion

Linear Motion, Angular Motion, General Motion

Linear Motion

Occurs in a straight line or a curved path.

Angular Motion

Takes place when a body moves along a circular path.

General Motion

Combination of linear and angular motion.

Motion

The change in position of a body in relation to time.

Mass

The quantity matter found within a particular body.

Inertia

The resistance of a body to change in its state of motion.

Force

The product of mass and acceleration. F = M x A

Speed

The rate of motion. S = Distance/Time

Velocity

The rate of the speed at which an object moves its position. V = Displacement/Time

Distance

The length of space between two points.

Displacement

Difference between the initial position and final position of an object.

Acceleration

The rate of velocity change experienced by an object over time. A = Final Velocity-Initial Velocity/TIme

Momentum

The product of mass and velocity. M = Mass x Velocity.

Conservation of Momentum

Momentum before collisions is equal to total momentum after collisions.

Angular Momentum

A measure of how much rotation a body has around an axis. Angular Momentum = Moment of inertia x Angular Velocity.

Moment of Inertia

A measure of an objects resistance to change in its rate of rotation.

Conservation of Angular Momentum

No change of angular momentum whilst airborne.

Force Summation

The correct timing and sequencing of body parts to produce maximal force.

Impulse

The change in momentum. Impluse = Force x Time

Torque

A force applied at a distance away from the centre of mass, that causes an object to rotate. Torque = Force x Momentum Arm.

Newtons First Law- Inertia

An object will stay at rest or continue to travel in the same direction at a constant velocity unless acted on by an unbalanced force.

Newtons Second Law- Acceleration

The rate of acceleration of a body is proportional to the force applied to it in the direction in which the force is applied.

Newtons Third Law- Action and Reaction

For every action, there is. an equal and opposite reaction.

Equilibrium

All forces action on a body that are balanced and can be stationary or moving at a constant velocity.

Stability

The degree to which a body resists changing its equilibrium.

Balance

The ability to control the state of equilibrium.

Centre of Gravity

The central point of an object, about which all of its weight is evenly distributed.

Base of Support

Area of the ground the body’s in contact with.

Line of Gravity

Imaginary line that passes throuh the centre of gravity and continues down into the centre of an objects base of support.

Parts of Levers

An axis (Point of Rotation) A
A resistance (Load to be Overcome) R
A force (Point where force is applied) F

Third Class Levers

Built to amplify speed. The force is always between the axis and resistance.

Mechanical Advantage

A measure of how much a lever amplifies force. Mechanical Advantage = Force Arm/Resistance Arm

Force and Speed Multiplier

Force = Greater than One
Speed = Less than One

Static Equilibrium

State in which the body has zero velocity and zero acceleration.

Dynamic Equilibrium

The state in which the body is in motion with a constant velocity.

Projectile Motion

Any movement of an airborne body, object or ball that is only affected by the forces of gravity and air resistance.

Vertical and Horizontal

Vertical- The height reached and flight time.
Horizontal- Determines the distance covered

Speed of Release

The speed at which something is hit, kicked or thrown into the air.

Angle of Release

The angle at which an object is hit, kicked, thrown or launched into the air.

Height of Release

The height from which a projectile is released.

Frequency

the number of training sessions completed per week.

Chronic adaptations

long term changes that occur in the cardiovascular, respiratory and muscular systems as a result of regular physical training.

3 components of a training program

Warm-up

Conditioning phase

Cool down

warm up

initial phase that prepares the body and mind for the demands of the conditioning phase and reduces the risk of injury.

Conditioning phase

main part of session where relevant energy systems/fitness components are targeted by specific training methods.

Cool down

final phase designed to return body to pre-exercise levels and reduce effects of fatigue

two phases of a warm-up

Stage 1: 5-10minutes of low intensity aerobic activity such as walking, jogging or exercise bike

Stage 2:  specific movements at a gradually increased intensity

• Should replicate movements and actions that will be used in the session, focusing on key muscle groups

• Dynamic stretching should be used (but not static)

components of a conditioning phase

• The main part of the session

• Targets relevant energy systems/fitness components

• Particular emphasis on areas of fitness that need improvement

Key considerations:

• Training volume – refers to how much training is actually completed (generally recorded as time or distance)

• Training intensity – can be measured in different ways e.g. Heart rate, O2 consumption, weight lifted

components of a cool down

• Aims to return the body to pre-exercise levels, reversing the effects of fatigue 

Helps break down (oxidate) and remove metabolic by-products

Helps prevent  venous pooling and reduces the effects of delayed onset of muscle soreness (DOMS)

Begin with 5-10 mins low-intensity aerobic exercise targeting relevant muscle groups.

Follow with stretching 

The cool down is a perfect time to do static stretching exercises as the body is warm and flexible.

Stretching helps reduce muscle stiffness

Foam rollers are also useful as they help increase blood flow, eliminate painful trigger points in soft tissues, accelerate removal of waste products and increase oxygen to muscles.

Periodisation

refers to the schedule and design of a year long training program. It involves different phases and cycles.

componants of periodisation

Based on scientific principles and methodologies, periodisation is the best method of conditioning

Helps prevent overtraining and ensures athletes peak at the right time

Designated rest periods are crucial

Tapering is an important inclusion (reduction in training load prior to competition)

types of periodisation

Macrocycle 

Mesocycle

Microcycle

Tapering

Macrocycle

an overall annual plan that works towards peaking for a major competition

Mesocycle

smaller periods within the macrocycle (usually 4-8 weeks) which focus on a specific training aims 

Microcycle

smaller periods within the mesocycle (usually 7-10 days) which contain specific training sessions based on the aims of the mesocycle.

Tapering

a reduction in training load prior to a competition in order to optimise an individuals condition and reduce chances of injury or fatigue.

various aims for periodisation

-Off-season: focus is on recovery 

-Pre-season: focus is on building fitness

-Mid-season: focus is on maintenance and injury management

-Finals: focus is on tapering and ensuring athletes are peaking

strategies to record and monitor training data

Training diaries/logs

Digital activity trackers (e.g. GPS)