PE unit 4 AOS 1

movement skills

classification of movement skills

a motor skill invloves specific movements of the bodys muscles to perform a certain task

stability of the environment

Open or closed skills

Open: performed in an unpredictable or changing environment, externally paced with high intertrial variability (soccer pass in game)

Closed: are performed in a predictable and stable environment, internally paced with low intertrial variability (basketball freee throw)

Precision of a movement

Fine or gross

Fine: involves small muscle groups, used for accuracy and precision (darts)

Gross: involve large muscle groups or whole body movements which produce force or power (skipping, throwing, sprinting)

Movement type

Discrete, serial or continuous

Discrete: have a distinct beginning and end (golf swing)

Serial: series of discrete skills performed in succession (triple jump)

Continuous: has no distinct beginning or end (running)

Link between motor skill development, performance and participation

Better skill development will increase their enjoyment and confidence in performing the skill, leading to improved participation, more participation further enhances performance

stages of learning

Cognitive, associative, autonomous

Cognitive: beginner/novice trying to understand the requirements of the skill. They make many execution errors, perfoming the skill out of sequence and cannot correct their own errors. Lots of augmented feedback

Associative: learner becomes familiar with the routine and can successfully perfom the fundamental components of the skill. Can identify errors but struggles to correct them, can start to train in a more open environment

Autonomous: Advanced or elite stage of learning where performance becomes automatic as they have mastered the skill. Can identify and correct their own errors, more intrinsic feedback and constraints based coaching

Coaching

Direct and constraints

Direct: coach centered approach and involves athlete performing isolated drills and recieving feedback. Hard to translate into games but good to develop fundamentals

Constraints: Athlete centered, coach adds in constraints, making the environment open, helping translate skills into game. There are task constraints (pass 3 times, shorten field), individual constraints (fitness level, skill, size, gender) and environmental (temp, rain)

Sociocultural factors

SES(income education occupation), culture (different culture plays different sports), peers (influence, motivation, enjoyment, support), family (support or pressure, influence, transport, role models, encouragement), gender(influence participation), stereotypes(girls dont play footy, girls dont dance - can influence)

can be a enabler or barrier to involvement thus motor skill development

Practice strategies

Type, variability, distribution

Type

Part or whole

Part: skill broken down into multiple parts (for tennis serve-grip, stance, throw, swing) - good for beginner

Whole: skill practiced in complete form (whole tennis serve)

Variability

Blocked or random - think order of skills

Blocked: practice same skill in a stable and predictable environment - good for cognitive learners (100 golf drives)

random: different skills mixed together in the same session - good to transfer into a game (forehand, backhand, volley)

Distribution

Massed or distributed - think amount of recovery

Massed: less frequent, longer sessions, less rest. good if your time poor, but can be mentally and physically draining (3 min block 1 min recovery)

Distributed: more frequent sessions of shorter duration. Suits beginners who get tired quickley. Effective when learning new skills. Youll have higher quality sessions with more chance for feedback and less work under fatigue (30 second drill, 60 second recovery)

Feedback

Can be augmented or intrinsic

Feedback helps motivate the learner, correct errors and reinforce successful performance. A novice learner will recieve more feedback than an autonomous learner, however autonomous requires more precise feedback. Coach must be careful to not overload novice with feedback

Intrinsic feedback

Uses bodys own senses to assess performance and provide feedback. Visual, auditory, touch, proprioseption (body positioning)

Good for autonomous learners

Augmented feedback

feedback recieved from an external source (coach)

Can be through knowledge of results - feedback relating to outcome of performance (you scored) or through knowledge of performance - relating to how the skill was performed (elbow was too low during the shot)

Psychological skills to enhance performance

Athlete needs optimal arousal to perform at their best (inverted U hypothesis)

If arousal is too low you will miss cues, experience boredom with low concerntration and broad attention

If arousal is optimal you will get important ques, have narrow attention and concertration

If arousal is too high your attention will be at its narrowest, ignoring important ques and having low concertration

For optimal arousal athlete needs to be confident, concertrated and motivated

techniques to improve arousal

mental imagery, controlled breathing, increased breathing rate, positive self talk, music

Biomechanics

When answering questions use DEEP (Define, equation, explanation, performance)

Linear and angular concepts include - force and inertia, (distance, displacement, speed, velocity and acceleration), mass and inertia, momentum and impulse, summation of forces, torque

Force

Created by a push or a pull, causing an object to move or change is current state

Force = mass x acceleration

Can be internal (muscles) or external (gravity, drag friction)

Mass and inertia

The matter that makes up an object, the smaller the mass, the smaller the inertia, the easier it is to move

Inertia: the tendency for a body to resist a change in its state of motion

The heavier the object is the greater its inertia which means it requires a greater force to move it

Distance, displacement, speed, velocity and acceleration

Linear distance: ground covered by a object/body through motion

Linear displacement: difference between the initial and final position

Speed: rate of motion equated by distance/time

Velocity: rate of speed an object changes position - rate of motion is specific direction (equated by displacement/time)

Summation of forces

Production of optimally desired amount of force by successfully activating a number of body parts

If body parts are activated simultaniously you get an explosive action, if body parts activate sequentially you get a forceful action

More body parts you engage more force and velocity produced

Summation of forces acronym

BEST

Body parts: Use as many body parts/joints/muscles possible. Use larger body parts and muscle groups first

sEquence: from large to small, passing momentum to the next body part

Stabilisation: sequentially stabilise each body part so next recieves optimal momentum

Timing: each segment reaches peak velocity before next begins

Follow through allows force to be fully transfered

Momentum and impulse

Momentum of an object is equal to it’s mass x velocity

Therefore object only has momentum while moving, the greater that momentum the harder it is to stop or slow

Conservation of momentum is when two bodies collide, the combined momentum is conserved (during bowling when ball hits pin, momentum of both are the same its just transferred)

Impulse: change in momentum equated by force x time. The longer the force is applied or the greater the force, the more impulse