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

 

Enabler:

  • Something or someone that has a positive influence on ones participation and skill development

 

Barrier:

  • Something or someone that has a negative influence on ones participation and skill development

 

Family:

  • Initially the most powerful influencer on participation in physical activity

 

Peers:

  • During school years the desire to belong to a peer group can influence participation in physical activity

 

Community:

  • The social and cultural characteristics of a community can influence participation in physical activity

 

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

 

Equilibrium:

  • When all opposing forces are balanced, can be static (stationary) or dynamic (whilst moving)

 

Stability:

  • The degree at which the body resists changes in equilibrium (this can be manipulated)

 

Balance:

  • The ability to maintain or control equilibrium (this can be trained)

 

Base of support:

The area of an object that is in contact with a surface (greater BOS = greater stability)

 

Line of gravity:

  • Imaginary line that travels through the centre of gravity into the middle of the base of support (LOG closer to middle of BOS = greater stability)

 

Centre of gravity:

  • The central point of an object that weight is evenly distributed around (lower COG = greater stability)