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 1 (i) Identify a
specific target from
your chosen
sporting activity
and explain how
you would apply
SMART factors to
make the setting of
this target effective.
[3]
Use of SMART. Marks are only to be awarded if the
answer is directly linked to a target within the
chosen activity. -Target must be specific - improve
shooting X - run for longer X - more accurate passes
 Specific - Directly related to their
sport/activity/outcome they want to achieve
 Measurable - Objective aspect that can be
measured e.g. KG's, seconds etc.
 Achievable -Within reach/attainable
 Relevant -At the correct level for the
performer, challenging
 Time-Phased - Set time to achieve the goal
including short and long term objectives
 Evaluated - Self assessment and review of
goals either during or at the end of the time
agreed
 Recorded - Records kept of training to monitor
goals, enables accountability
 Agreed - Shared with other parties e.g. coach,
other team members
 Positive - Motivational/exciting and not
negative in any way
3 x 1 marks * must have example
 (ii)What are the
benefits of goal
setting in
developing sporting
performance? [4]
 a. Improve motivation
 b. Improve self confidence / s elf
esteem
 c. Help control arousal levels
 d. Focus on specific aspects of
performance e.g. weaker areas
 e. Specific
technical/tactical/physical
aspects can be focussed upon
 f. Feeling of
success/achievement can be
experienced
 g. Can regulate effort on specific
aspects of performance
 h. Comparisons with previous
goals be made.
 i. Monitor performance.
In this section we investigate:
Technical Development
•What is a skill and how skills differ from abilities
•How the brain learns movement Skills
•Theories involved with learning Skills
•How we can best teach different sorts of skills
 State the characteristics of skills and abilities
 Describe the difference between a skill and
abilities
 Be able to confidently classify 1 skill on 6
continua
 Be able to justify why you have placed a skill
on a continua
 Be able to apply an exam mark scheme on
skill classification to an answer
Understand the role skill acquisition plays in participating in physical activity
From what you have found out in the ALZ : –
 Write down 5 words your associate with skills
and 5 you associate with abilities
 What’s the difference?
‘Skill is said to be gained through
learning. Skill is said to be
learned behaviour’
(B.Knapp)
Skills are:
•Learned: You are not born with them
•Permanent Changes in Behaviour
• Goal Directed: Used to achieve something
•Efficient: Minimum effort
•Fluent
•Aesthetic
 Little Pinky Green Expensive Ferrari Admirer
The word ‘Skill’ can be used in two main
ways:
•To relate to an act or task (taking a
penalty kick)
•As an indicator of the quality of a
performance (a well executed shot may
be said to be skilful)
Skills usually need to bring together a number of
our Abilities
 We are not born with the skills of catching,
kicking and throwing etc they have to be
learned
 But we are born with underlying factors that
allow us to perform those tasks
 Natural
 Innate or inherited
 Tend to be enduring traits
 E.g.
 Strength
 Co-ordination
 Quick thinking
 Agility
 Speed
These are ABILITIES
 Catch a ball?
 Hand eye coordination
 Accuracy
 Balance
 Fine motor control
 Combinations of abilities are needed to
perform most skills
 What are psychomotor abilities? Give examples
 Movement controlled by the brain
(psycho…brain; motor…movement
 Accuracy, precision, co-ordination and control,
multi-limb co-ordination, control precision,
aiming, rate control (changing speed and
direction), speed of arm movement, arm hand
steadiness, wrist and finger speed
 generally related to athletic and gross
physical performance
 i.e. physical fitness abilities (muscular
composition, lung volume, heart efficiency,
levers etc) e.g. stamina, speed and strength
Despite her early performances being unsuccessful or
needing her coaches support she has:
Learned to do the skill and can now do this every
time,
Would gain a good mark in a competition
Performs with minimum effort and so efficiently
Performs the movement fluently and with confidence
Looks good in the performance and generally is close
to the technical model
When we say a Gymnast has performed a skilful
back somersault we mean that:
There are 3 different Types of Skill
Intellectual Skills or Cognitive Skills
Skills that involve the use of a persons mental powers like
problem solving and verbal reasoning
Perceptive Skills
Interpreting and making use of information coming in via
the senses. eg. where to pass the ball or which shot to play in Golf
Motor Skills
Smoothly executing physical movements and responses
(Voluntary Movements – eg. writing your name)
Cognitive Knowing
Perceptive
(Affective)
Feeling
Motor Doing
Psychomotor/ Perceptual Motor Skills:
when decisions are applied to an action so
often using all 3 types of skill
Perceptual Skill :What canYou See?
Classification of Movement Skills
Skills have been classified on a variety
of continuum.
A continuum is a line with two
opposing ends and gradual changes in
characteristics in between
There are 4 main Continuum
Fine (Snooker Shot) Gross (Shot Putt)
1) Precision of the Movement
2) Is there a Definite Beginning and End?
Continuous Serial Discrete
Running Triple Jump Badminton Serve
3) Who Controls the timing of the movement?
4) Does the Environment affect the skill?
Internal Pace
(Tennis Serve)
External Pace
(Return of Serve)
OPEN
(Hockey pass in Game)
CLOSED
(Hockey pass in Practice
Two others could be:
SIMPLE COMPLEX
Organisational Continuum
LOW HIGH
 Place each of the
following 8 skills on the
first 4 continua (use an X
and a letter to identify
the skill
 Long jump
 Cycling
 Basketball dribble
 Basketball lay up
 Taking a penalty in
football
 Gymnastic vault
 Rifle range shooting
 Receiving a serve in
badminton
 List the abilities important in your sport
 List 10 skills for your sport and classify them
 State the characteristics of skills and abilities
 Describe the difference between a skill and
abilities
 Be able to confidently classify 1 skill on 6
continua
 Be able to justify why you have placed a skill
on a continua
 Be able to apply an exam mark scheme on
skill classification to an answer

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Skills and abilities and skill classification 2014

  • 1.  1 (i) Identify a specific target from your chosen sporting activity and explain how you would apply SMART factors to make the setting of this target effective. [3] Use of SMART. Marks are only to be awarded if the answer is directly linked to a target within the chosen activity. -Target must be specific - improve shooting X - run for longer X - more accurate passes  Specific - Directly related to their sport/activity/outcome they want to achieve  Measurable - Objective aspect that can be measured e.g. KG's, seconds etc.  Achievable -Within reach/attainable  Relevant -At the correct level for the performer, challenging  Time-Phased - Set time to achieve the goal including short and long term objectives  Evaluated - Self assessment and review of goals either during or at the end of the time agreed  Recorded - Records kept of training to monitor goals, enables accountability  Agreed - Shared with other parties e.g. coach, other team members  Positive - Motivational/exciting and not negative in any way 3 x 1 marks * must have example
  • 2.  (ii)What are the benefits of goal setting in developing sporting performance? [4]  a. Improve motivation  b. Improve self confidence / s elf esteem  c. Help control arousal levels  d. Focus on specific aspects of performance e.g. weaker areas  e. Specific technical/tactical/physical aspects can be focussed upon  f. Feeling of success/achievement can be experienced  g. Can regulate effort on specific aspects of performance  h. Comparisons with previous goals be made.  i. Monitor performance.
  • 3.
  • 4. In this section we investigate: Technical Development •What is a skill and how skills differ from abilities •How the brain learns movement Skills •Theories involved with learning Skills •How we can best teach different sorts of skills
  • 5.  State the characteristics of skills and abilities  Describe the difference between a skill and abilities  Be able to confidently classify 1 skill on 6 continua  Be able to justify why you have placed a skill on a continua  Be able to apply an exam mark scheme on skill classification to an answer
  • 6. Understand the role skill acquisition plays in participating in physical activity
  • 7. From what you have found out in the ALZ : –  Write down 5 words your associate with skills and 5 you associate with abilities  What’s the difference?
  • 8.
  • 9. ‘Skill is said to be gained through learning. Skill is said to be learned behaviour’ (B.Knapp)
  • 10. Skills are: •Learned: You are not born with them •Permanent Changes in Behaviour • Goal Directed: Used to achieve something •Efficient: Minimum effort •Fluent •Aesthetic
  • 11.  Little Pinky Green Expensive Ferrari Admirer
  • 12. The word ‘Skill’ can be used in two main ways: •To relate to an act or task (taking a penalty kick) •As an indicator of the quality of a performance (a well executed shot may be said to be skilful) Skills usually need to bring together a number of our Abilities
  • 13.
  • 14.  We are not born with the skills of catching, kicking and throwing etc they have to be learned  But we are born with underlying factors that allow us to perform those tasks
  • 15.  Natural  Innate or inherited  Tend to be enduring traits  E.g.  Strength  Co-ordination  Quick thinking  Agility  Speed
  • 17.  Catch a ball?  Hand eye coordination  Accuracy  Balance  Fine motor control  Combinations of abilities are needed to perform most skills
  • 18.  What are psychomotor abilities? Give examples  Movement controlled by the brain (psycho…brain; motor…movement  Accuracy, precision, co-ordination and control, multi-limb co-ordination, control precision, aiming, rate control (changing speed and direction), speed of arm movement, arm hand steadiness, wrist and finger speed
  • 19.  generally related to athletic and gross physical performance  i.e. physical fitness abilities (muscular composition, lung volume, heart efficiency, levers etc) e.g. stamina, speed and strength
  • 20.
  • 21. Despite her early performances being unsuccessful or needing her coaches support she has: Learned to do the skill and can now do this every time, Would gain a good mark in a competition Performs with minimum effort and so efficiently Performs the movement fluently and with confidence Looks good in the performance and generally is close to the technical model When we say a Gymnast has performed a skilful back somersault we mean that:
  • 22.
  • 23. There are 3 different Types of Skill Intellectual Skills or Cognitive Skills Skills that involve the use of a persons mental powers like problem solving and verbal reasoning Perceptive Skills Interpreting and making use of information coming in via the senses. eg. where to pass the ball or which shot to play in Golf Motor Skills Smoothly executing physical movements and responses (Voluntary Movements – eg. writing your name)
  • 24. Cognitive Knowing Perceptive (Affective) Feeling Motor Doing Psychomotor/ Perceptual Motor Skills: when decisions are applied to an action so often using all 3 types of skill
  • 25. Perceptual Skill :What canYou See?
  • 26.
  • 27. Classification of Movement Skills Skills have been classified on a variety of continuum. A continuum is a line with two opposing ends and gradual changes in characteristics in between
  • 28.
  • 29. There are 4 main Continuum Fine (Snooker Shot) Gross (Shot Putt) 1) Precision of the Movement 2) Is there a Definite Beginning and End? Continuous Serial Discrete Running Triple Jump Badminton Serve
  • 30. 3) Who Controls the timing of the movement? 4) Does the Environment affect the skill? Internal Pace (Tennis Serve) External Pace (Return of Serve) OPEN (Hockey pass in Game) CLOSED (Hockey pass in Practice
  • 31. Two others could be: SIMPLE COMPLEX Organisational Continuum LOW HIGH
  • 32.  Place each of the following 8 skills on the first 4 continua (use an X and a letter to identify the skill  Long jump  Cycling  Basketball dribble  Basketball lay up  Taking a penalty in football  Gymnastic vault  Rifle range shooting  Receiving a serve in badminton
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.  List the abilities important in your sport  List 10 skills for your sport and classify them
  • 38.  State the characteristics of skills and abilities  Describe the difference between a skill and abilities  Be able to confidently classify 1 skill on 6 continua  Be able to justify why you have placed a skill on a continua  Be able to apply an exam mark scheme on skill classification to an answer