PE Unit 3 AOS 1

Sport specific skill:

• Advanced versions or combinations of fundamental motor skills, relevant to the rules and equipment of a sport

Fundamental motor skill:

• Foundational skills that provide the basis for the development of Sport specific skills.

Movement precision:

• Fine motor skill:

  • A skill that recruits smaller or less muscle groups, which is focused on precise and controlled movements.

• Gross motor skill:

  • A skill that recruits larger or more muscle groups, which is focused on producing speed or force.

Type of movement:

• Discrete skill:

  • A skill with a distinct beginning and end.

• Serial skill:

  • Several skills performed in a coordinated sequence.

• Continuous skill:

  • A skill with no clear beginning and end, particularly relevant to locomotion.

Predictability of the environment:

• Open skill:

  • A skill performed with little to no control over the environment.

• Closed skill:

  • A skill performed with the greatest control over the environment.

Cognitive learner:

• A person who has had little to no exposure to a particular movement skill

Associative learner:

• A person who is beginning to refine their technique and success in a particular movement skill

Autonomous learner:

• A person who can complete a skill automatically in a range of settings

Attention:

• Amount of conscious thought required to complete a movement skill

Error:

• A skill performed incorrectly or which does not achieve its intention

Continuum of learning:

• A spectrum from cognitive to autonomous in which all leaners can be placed

Sociocultural factors that affect skill development:

Sociocultural factors that affect learning development:

Motor skills, participation and performance:

• If a person is unable to perform fundamental motor skills their participation is likely to decrease which will also decrease their performance

Qualitative movement analysis (QMA):

• Used to assess movement then improve movement which will lead to an increase in performance

Preparation:

• Involving the collection of all relevant information including a purpose, knowledge of the skill, amount of times observations will be made and method of observation that will be used

Observation:

• Involving watching the skill be performed either live or digitally

Evaluation:

• Involves judging the quality of the skill that was observed and how it may be improved

• Should be both valid and reliable

Error correction:

• Involves addressing issues or weaknesses observed using coaching

Validity:

• Refers to whether a test measures what it is intended to measure

Reliability:

• Refers to if a test will produce the same or similar results when repeated

Inter-rater reliability:

• Refers to the degree of agreement amongst different observers

Intra-rater reliability:

• Refers to the consistency of scores given by the same assessor

Linear acquisition:

• Based on a learner moving through predictable, step by step stages of skill development

Non-linear acquisition:

• Acquiring skills through a non-fixed path may involve rapid change and regressions

Direct coaching:

• Where feedback is generally given on every attempt and learner has little need to make decisions

  • Advantages

    • Environment is predictable and closed

    • Maximizes practice time

  • Disadvantages

    • Can be repetitive and boring

    • Doesn’t emphasize tactical awareness

Constraints based approach:

• More adaptive and changes depending on individual, environmental and task constraints

  • Advantages

    • Practice replicates games environment

    • Practice is varied and motivating

  • Disadvantages

    • Less refinement of skill technique

    • May not cater for all players

Types of constraints:

• Individual

  • Constraints personal to the player such as height, weight, motivation (coach can take into account)

• Environment 

  • Constraints involved in the playing area such as climate, lighting, cultural norms (Coach cannot control most)

• Task

  • Constraints involved in the game such as dimensions of play, rules, equipment (Coach can manipulate)

Confidence:

• The belief an athlete or learner has about their ability to execute a skill or goal successfully

• It is important for an athlete to be self confident as they are more likely to calm and composed under pressure

• It is also important that a athlete is not over confident or arrogant as it may lead to a decrease in performance

Motivation:

• The causes of the initiation, maintenance and intensity of behaviour

Intrinsic motivating factors:

• Factors internal to the athlete such as happiness or satisfaction

Extrinsic motivating factors:

• Factors external to the athlete such as prize money or trophies

Positive motivation:

• Involves reinforcing or encouraging good performance

Negative motivation:

• Involves criticizing or punishing poor performance

Optimal arousal:

• Arousal is how ready a person is to perform an action or task

Ways to increase arousal levels:

• Increased breathing rate

  • Taking quick short breaths to stimulate the CNS and increase awareness

• Acting energetically

  • Listening to upbeat music, shaking muscles to 'get pumped'
     

Ways to decrease arousal levels:

• Reducing breathing rate

  • Taking slow deep breaths can help calm the body and focus the mind

• Progressive muscle relaxation (PMR)

  • Slowly tensing muscles then relaxing them, working from top of the body to the bottom, taking slow deep breaths at the same time

• Meditation

  • Focusing concentration internally, managing external distractions, quieting internal dialogue

Concentration:

• The ability to focus on relevant cues, and ignore distractions

Types of concentration:

• Broad internal

  • Focusing on own thoughts and feelings

• Narrow internal

  • Used to mentally rehearse specific upcoming movements and shut out irrelevant thoughts and feelings

• Broad external

  • Focusing on actions of others

• Narrow external

  • Focusing one particular thing that is external to your own thoughts and feelings

Types of practice:

• Part practice

  • Breaking down a skill into small manageable parts and practicing each part separately

• Whole practice

  • Performing the entire skill start to finish, beneficial for skills that are continuous and have interdependent components

Practice distribution:

• Massed practice

  • Involves longer less frequent training sessions with less time to rest throughout

  • Mainly used at local and amateur level, quicken initial learning but increase fatigue

• Distributed practice

  • Involves shorter more frequent training sessions

  • Used at professional level as it enhances learning, better balance of long term retention and rest

Practice variability:

• Blocked practice

  • Involves practicing the same skill continuously for a period of time without moving on to a different skill. While this may lead to improvements in skill during the session it may not correlate to a game situation

• Random practice

  • Involves varying skills or movements in a nonsequential order requiring the learner to constantly adapt and reengage cognitively

Types of Feedback:

• Intrinsic feedback

  • Where an individual uses their own senses to judge their performance

• Proprioception

Sensory information received from within the muscle

• Augmented feedback

  • External feedback generally from a coach

• Concurrent feedback

  • If feedback occurs during activity

• Terminal feedback

  • If feedback occurs after activity

• Knowledge of results

  • Refers to feedback about the outcome of a task

• Knowledge of performance

  • Refers to feedback about the characteristics of a task rather than the specific outcome of the task

Frequency of feedback:

• During cognitive stage frequent feedback is necessary however is less needed as the learner develops

Linear motion:

• Movement of an object or body in a straight line or curved path

Angular motion:

• Movement of an object or body around an axis (rotational)

General motion:

• A combination of linear and angular motion (most human movement)

Projectile motion:

• The flight path of an airborne body or object that can be manipulated by three main factors

Projectile:

• An airborne body (e.g. person) or object (e.g. ball)

Air resistance:

• Force acting on a projectile that affects the horizontal distance of a projectile

Gravity:

• Force acting on a projectile that affects the vertical distance of a projectile

Speed of release:

• The rate at which a projectile is released into the air

Angle of release:

• The angle at which a projectile is released into the air

Height of release:

• The starting height at which a projectile is released into the air

Mass:

• The measure of the quantity of matter found in an object or body

Inertia:

• The reluctance of a body to change its state of motion

Force:

• A push or pull from one body with mass to a second body, causing it to accelerate, decelerate or change direction

Distance:

• The amount of ground an object covers throughout its motion (or degrees it rotates)

Displacement:

• A body or object's overall change in position from start to finish (contains a direction)

Speed:

• Distance / time - the rate at which an object or body is moving from one location to another.

Velocity:

• Displacement / time - another rate at which an object or body is moving from one location to another (contains a direction, unlike speed)

Acceleration:

• The rate of change in velocity of an object or body

• An indicator of whether an object is speeding up, slowing down or staying the same (can be +velocity, -velocity or zero)

Momentum:

• The amount of motion that an object or body possesses

• Linear = m x v

• Angular = Angular velocity x Moment of inertia.

Moment of inertia:

• The reluctance of a body or object to rotate

• (radius^2 x mass) of object that is rotating

Summation of forces:

• The correct timing and sequencing of body segments through a range of motion

• Body parts, sEquence, Stabilise, Timing (BEST)

Impulse:

• The change in momentum of a body

• (Impulse = force x time)

Torque:

• A force that causes an object to rotate

Friction:

• Occurs when two surfaces come into contact

• Successful skill execution may require high or low amounts of friction

Lever:

• A structure made up of a rigid bar, an axis, force input and resistance. Used in human movement to manipulate other objects (e.g. projectiles)

Axis:

• The point of rotation for a lever (e.g. an elbow)

Range of motion:

• The full extent (in degrees) that a lever can move through its potential arc

• The larger the ROM, the greater the speed advantage

Mechanical advantage:

• The measure of a lever's ability to produce speed or force (MA = length of Force arm / length of resistance arm)

• The lower an MA, the greater range of motion and speed that the lever can produce

Third class lever:

• where the force (effort) is applied between the axis (fulcrum) and the resistance (load)

Newtons first law:

• An object in motion stays in motion unless acted upon by an unbalanced force

Newtons second law:

• An object will accelerate proportionate to the force applied and inversely proportionate to its mass

• Force = mass x acceleration

Newtons third law:

• Every action has its equal and opposite reaction