PE unit 3 aos 1

Internal sensory info

Visual (sight)

Auditory (hearing)
Touch (pressure)

Proprioception (body awareness in time and space)

Fundamental movement skills

movement patterns that involve different body parts. FMS are the foundation movements for SSS

benefits of acquiring FMS

Successfully and confidently take part in a range of sports

mastery of FMS leads to increased PA

Sport specific skills

are more complex than FMS and are often a sequence of FMS

closed skills key features- predictability of environment

stable environment

self-paced

low inter-trial variability

open skills key features- predictability of environment

unstable environment

externally paced

high inter-trial variability

fine motor skills- precision of movement

small muscle groups

perform skills that require precision and control

gross motor skills- precision of movement

use of large muscles or muscle groups

skills that require strength power and force

discrete skills- type of movement

short duration

skill has a clear beginning and end. eg football kick

serial skills- type of movement

a series of discrete skills linked together to create a more complex skill. eg triple jump

continuous skills- type of movement

have no clear beginning or end. repetitive action of the same movement eg swimming for an extended period of time

positive feedback loop and performance

proficient skill development leads to greater participation and confidence which leads to greater performance

cognitive (understanding) stage- stages of learning

majority of attention trying to understand the skill

difficulty correcting skills (difficulty using intrinsic feedback)

many skill errors

associative (practice) stage- stages of learning

movement patterns become more refined

begin to use internal feedback to self- correct errors

increasing awareness of environment and external cues

autonomous (automatic) stage- stages of learning

learner can perform skills almost automatically

can make good use of intrinsic senses

focus on developing tactics and strategies

direct instruction features- instructional approaches

learner told what to do when

closed environment

blocked practice

augmented feedback as cant self correct

direct instruction adv and disadv

adv- effective in early stages of learning, skills learnt quickly

disadv- boring repetitive drills, skills are not transferred in the game

constraints based approach features- instructional approaches

small sided modified games

learner centred

stimulate playing or match environment

factors manipulated in training to manipulate performance

contraints based approach adv and disadvs

advs- training is more representative of game environment and skills are transferred, tactics/strategies and decision-making skills improved

disadv- cognitive learners may be overwhelmed, may take longer for skills to develop as individual feeback from the coach is more difficult to provide

constraint types

individual- internal to performer- injury modified, FMS development determines feedback type of skills taught, fitness level (intensity or duration modified)

environmental- stimulate playing or match enviro- climate, playing surface, geography (surf, mountains)

task- manipulate in training to manipulate performance- modify equipment, court and field dimensions, player numbers

part practice- practice type

breaks skills down into smaller achievable parts (usually complex skills)

cognitive learners, serial skills most beneficial

whole practice- practice type

practising a whole skill

continuous and discrete skills

massed practice- practice distribution

fewer practice sessions with a longer duration

lots of time on tasks with minimal rest periods

not suitable for cognitive learner

distributed practice- practice distribution

1. DP- spreading practice out over a session, practice time is short and breaks are longer

2. DP schedule- more frequent sessions of shorter duration

DP is most effective

blocked practice- practice variability

repetitive practice of the same skills

isolation, closed skills, skills learnt quickly however no transfer into game

random practice- practice variability

practicing skills out of sequence (random order)

prepares athlete for competition

tactics and strategies

knowledge of performance (augmented feedback)

feedback about the process of performing the skill

knowledge of results

refers to the outcome of the skill

intrinsic feedback

recieved directly from the performers sensory system

augmented (external) feedback

information obtained from an external source and can be given as either knowledge of performance or knowledge of results.

confidence- psychological skills

the ability an athlete has in their ability to execute a task or goal

self-confident athletes are less likely to choke, and are calm under pressure

low confidence (choking)

decrease in selective attention and an inability to attend to relevant cues

decrease in performance

motivation- psychological skills

the reason for participating in a sport/activity

athletes with high motivation have a desire for success and a willingness to take risks

goal setting- psychological skills

goal setting is a motivational technique that increases motivation and performance

outcome goals- types of goal setting

long term goals

focus on end results e.g. making 1st netball team

performance goals- type of goal setting

medium term goals

comparison of past performance and present performances (specific training goals)
e.g. improve your goal shooting %

process goals- types of goal setting

short term

focus on specific aspects of the game, e.g. training drills to improve shooting

SMARTER GOALS

specific

measurable

accepted

realistic

time framed

exciting

recorded

arousal

the level of readiness a person experiences when faced with a task

(readiness to perform)

relationship between arousal and performance

as arousal increases, performance improves but only up to a certain point. if arousal is increased beyond this point performance decreases

over aroused

tense/high stakes

anxious

over excited

panic

under aroused

bored

fatigued

frustrated

lack of stimulation

strategies to decrease arousal

controlled breathing

progressive muscle relaxation

strategies to increase arousal

elevated breathing

positive self-talk

motion

a bodys change in position in relation and time. motion can be linear or angular

liner motion

takes place in a straight line or curved path. all parts of the body travel the same distance at the same time and in the same direction. e.g. bobsledding

angular motion

occurs when a body moves along a circular path at the same angle, at the same time, in the same direction around an axis. e.g. backflips during gymnastics or joints when running

general motion

a combination of angular and linear motion. e.g. bike riding= angular motion of joints + linear motion of bike

mass

the quantity of matter found within a particular body/object measured in kgs

inertia

the reluctance of an object to resist a change in its state of motion

force/torque

mass x acceleration. a push or pull on an object or a change in shape

internal force

muscles pulling on bones at a joint (where tendon meets bone)

external forces

air and water resistance: frictional force that occurs when one of the surfaces is air or water. opposes the direction of motion

friction: occurs when two surfaces contact each other. friction can be manipulated to change an objects motion

gravity

a constant force pulling objects down at 9.8m/s. brings things back down to earth

distance- angular concepts

path travelled by an object from start to finish, regardless of the dirction travelled

displacement- angular concepts

change in position of an object from the starting position to the finishing position

speed and velocity

speed- time taken to cover a certain distance (distance/time)

velocity- time taken to change position (displacement/time)

acceleration

change in velocity over a period of time (positive, maximal and negative acceleration)

momentum

mass x velocity

the quantity of motion a particular object or body has

conservation of linear momentum

when two objects collide, there is a change in momentum in both objects in the direction of the object that had the greatest momentum to start with. the total momentum remains the same pre and post contact

force summation

the correct timing and sequencing of body parts to produce maximal force

summation of momentum steps

1. use as many body parts as possible

2. correct sequencing (heavier, slower muscle groups first)

3. stabilise each body part once momentum is transferred to the next body part

4. correct timing (when a body part reaches max velocity, the next body part should begin its movement

5. follow through is essential to ensure the final body part reaches max velocity

impulse

force x time

applying force for longer results in a change in momentum

impulse and injury prevention

absorbing force overtime will decrease the momentum of an object or body. absorbing force for a longer period of time changes momentum and decrease risk of injury because of the smaller impact force

angular rotation

torque around an axis. force is applied away from the midline, causing an object to rotate

angular distance

the angular distance between the initial and final position

angular displacement

the change in angle between initial and final position

angular velocity/speed

angular distance divided by time

moment of inertia

the resistance of a body/object to change its rate of motion (angular velocity)

angular velocity can be manipulated by moving body parts into different positions while rotating

decreasing moment of inertia

bringing body parts (mass) closer to the axis of rotation will increase angular velocity

increasing moment of inertia

taking body parts away from the axis of the midline will decrease angular velocity

conservation of angular momentum

once a torque/force has been applied momentum is conserved as mass will not change. however angular velocity can be manipulated by altering the athletes moment of inertia

relationship between moment of inertia and angular velocity

as moment of inertia decreases the body parts are closer to the axis of rotation and angular velocity increases

as moment of inertia increases the body parts are further away from the axis of rotation and angular velocity decreases

Newtons first law

law of inertia- an object will stay at rest or continue to travel in the same direction at a constant velocity unless acted upon by an unbalanced/external force

newtons second law

law of force and acceleration- the rate of acceleration of an object is proportional to the force applied to it and in the direction in which the force is applied

newtons third law

law of action/reaction- when two objects come into contact with one another, they exert forces that are equal in size but opposite in direction on each other. for every action there is an equal and opposite reaction

3rd class levers

increase the length of the resistance arm (mechanical adv of less than one) enabling the athlete to increase the range of motion at the end of the lever therefore increasing the speed/velocity at the end of the lever

projectile motion factors

1. speed of release

2. angle of release

3. height of release

optimal angle of release if height of release=landing height

45 degrees is the optimal angle of release for maximal horizontal distance if height of release=landing height

optimal angle of release if height of release > landing height

less than 45 degrees is the optimal angle of release for maximal horizontal distance if height of release is greater than landing height

optimal angle of release if height of release < landing height

more than 45 degrees is the optimal angle of release if the height of release is less than the landing height

stability and balance can be altered by manipulating…

base of support

centre of gravity

line of gravity

how to improve stability and balance

1. lower centre of gravity by bending knees

2. widen base of support by taking feet further apart

3. ensure line of gravity is within the base of support