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Standard Grade Physical Education
Skills and Techniques
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Contents
Skill, Skills and Techniques.. 3
Types of Skills.. 5
Breaking down a Skill 7
Identifying Strengths and Weaknesses in Performance 9
Ways of Learning a Skill... 11
Principles of Practice... 14
Stages of Learning.. 16
Feedback... 18
Cooperation. 20
Factors which affect Performance.. 22
Mechanical Principles.. 24
Balance 24
Transfer of Weight 24
Force 25
Resistance 25
Rotation 25
Levers 26
Follow Through 26
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Skills and Techniques
A SKILL can be described as thepurpose of a linked sequence of movements
within an activity. For example, passing a ball to
a team mate in basketball. Passing is the SKILL.
A TECHNIQUE is the way of performing a skill.
In the above example, if the skill in basketball is
passing, then two different TECHNIQUES would
be the CHEST PASS and the BOUNCE PASS.
Someone who can perform many of the skills in an activity with maximum
efficiency and with minimum effort would be said to be a skilled performer.
They will have mastered the skills of the activity, and will be able to
demonstrate a wide variety of techniques for these skills. A skilledperformer would also be able to make the correct decisions in different
situations during a performance.
TASK
Complete the table below by naming an activity on your course, a skill from
that activity, and then two different techniques of that skill. An example
has been completed for you.
ACTIVITY SKILL TECHNIQUE 1 TECHNIQUE 2
BASKETBALL SHOOTING SET SHOT LAY-UP
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TASK
1) What is a SKILL? .
..
2) A TECHNIQUE is a _ _ _ of performing a _ _ _ _ _
3) Name an Activity: Name skill from this activity: ..
Name a technique of this skill that you used: .
Explain WHY you used this technique: .
4) Complete the following sentences:
A skilled performer is someone who can perform many of the
skills in an activity with maximum _ _ _ _ _ _ _ _ _ _ and minimum
_ _ _ _ _ _.
A skilled performer should have mastered the _ _ _ _ _ _ of the
activity, and should be able to demonstrate a variety of
_ _ _ _ _ _ _ _ _ _ for these skills.
A skilled performer will be able to make the correct
_ _ _ _ _ _ _ _ _ in different situations during performance
in an activity.
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Types of Skills
Skills can be split into different categories.
Some skills are easier to perform than others. Skills which have fewparts (sub-routines)
are called EASY SKILLS. (e.g a set-shot in basketball)
Skills which have many parts or sub-routines are called COMPLEX SKILLS. (e.g a lay-up
in basketball where you have to consider the dribble, run-up, 2 steps, take-off and
pushing of the ball against the backboard.)
The table below shows how EASY SKILLS are different to COMPLEX SKILLS
EASY SKILLS COMPLEX SKILLS
Few sub-routines
Physically undemanding
Little coordination needed
Simple order of movements
Only one movement at a time
Easy environment (good conditions, noopposition, safety equipment used)
Many sub-routines
Physically demanding
Many judgements to be made
Complicated order of movements
Many movements at the same time
Difficult environment (poor conditions, fullopposition, no safety equipment used)
Skills can also be split into CLOSED SKILLS and OPEN SKILLS.
CLOSED SKILLS are skills which have no external factors acting on them. You control
when and how the skill is performed, and it can be repeated the same way over and over
again. (e.g a forward roll in gymnastics or a serve in badminton)
OPEN SKILLS are skills which have many external factors that may affect how the skill
is performed. The way in which the skill is performed, and the timing of it will be
unpredictable. (e.g a tackle in rugby is an open skill as you may be tackling a different
person, on a different area of the pitch, in different weather conditions. The skill will be
different every time it is performed.)
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TASK
1) Name an activity: Name 2 Open Skills from this activity:
Easy Skill 1 .
Easy Skill 2 .
2) Name 1 Closed Skill from the above activity:
3) Describe a practice that you have carried out to improve the skill
named in your answer to Question 2:
..
4) Give 3 reasons why Easy Skills are different to Complex Skills
Reason 1 Reason 2
Reason 3 .
5) Put the following Skills into the correct column in the table below:
High Serve (Badminton) Cartwheel (Gymnastics) Penalty Stroke (Hockey)
Rebound (Basketball) Corner Kick (Football) Freestyle Dive (Swimming)
Tackle (Rugby) Forehand Volley (Tennis) Spike (Volleyball)
CLOSED SKILLS OPEN SKILLS
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Breaking Down a Skill
When learning or developing skills, it is often useful to break a skill down
into parts so that you can understand them more easily. It can also help you
to see which parts of the skill you are good at and which parts need
improvement.
One effective way of breaking down a skill is to look at:
THE PREPARATION THE ACTION THE RECOVERY(The Beginning) (The Middle) (The End)
1) The PREPARATION looks at how you get ready to perform the skill.
(e.g the run-up to a vault in gymnastics, or moving to the back of the
court to prepare for a return shot in badminton.)
2) The ACTION looks at how you perform the actual skill.
(e.g the through vault in gymnastics, or the hitting action in an
overhead clear in badminton.)
3) The RECOVERY looks at what you do after you have performed the
skill. (e.g the landing after the vault in gymnastics, or the return to
the centre of the court after playing the stroke in badminton.)
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TASK:
1) Complete the following sentence:
A skill can be broken down into 3 parts the P _ _ _ _ _ _ _ _ _ _,
the A _ _ _ _ _ _ and the R _ _ _ _ _ _ _.
2) Name an activity on your course, and select a skill from this activity:
Describe 2 things you would expect to see during each part of the skill.
An example of the High Serve in badminton has been completed for
you.
Activity: Activity: BADMINTONSkill: ... Skill: HIGH SERVE
PREPARATION PREPARATION
- - Stand side-on to net
- - Racquet back behind body
ACTION ACTION
- - Smooth swing, gradually
- getting faster
- Shuttle hit below waist
RECOVERY RECOVERY
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- - Racquet follows through high
- upwards across body
- Move back to centre of court
Identifying Strengths and Weaknesses in
Performance
If you have a full list of the different sub-routines involved in a skill, you can
then use this to compare your performance against. You will then be able to
see what parts of the skill you are good at (strengths), and also the parts
that you need to improve on (weaknesses).
Look at the example below of an overhead clear in badminton:
The High Serve Model Performer Performer
Preparation
Move to back of court Stand side-on to net Racquet held back behind head Weight on back foot Action
Racquet swings forward over shoulder Shuttle hit at highest point Weight transfers from b.foot to f.foot Shuttle hit high upwards Recovery
Racquet arm continues forwards across body Move back to centre of court
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In the above example, the performer can see that they need to improve on
transferring their weight from their back foot to front foot and
returning to the centre of the court after the stroke is played
The performer would now be able to go and practice these parts to improve
their overhead clear.The checklist on the previous page is called an observation schedule. You can
use it to collect information on how you perform skills. You could also get a
partner to complete this for you as you are performing.
A model performer is a perfect example of the skill (How it should be
played). This is used to compare your performance against.
You could also complete the checklist again after you have practiced for a
few weeks. The results could then be compared to your first results to see
if you have improved.
TASK
1) What is a Model Performer?
.
.
.
2) How could you use a partner to help you identify your strengths and
weaknesses in a skill?
..
..
..
3) Why might you complete another checklist after you have practiced
for a few weeks?..
..
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..
Ways of Learning a Skill
There are various different ways of learning skills, but we will focus on two
main methods on this course.
1. GRADUAL BUILD-UP
Gradual Build-Up involves learning a skill in stages (or bit by bit), with each
stage becoming gradually more difficult until you can perform the full skill.
You would practice and master each stage before moving onto the next
stage.
For example, when learning to dive in swimming, you may go through thefollowing stages:
1. Seal Dive (lying face down on poolside and sliding in)
2. Sitting Dive (with feet in water trough)
3. Kneeling Dive (on one knee on poolside)
4. Crouching Dive (on both feet but crouched down low)
5. Full Dive
The Gradual Build-Up method is useful for learning complex (difficult)
skills, or skills which are dangerous.
Why use Gradual-Build Up?
Skill can be learned in stages, allowing you to master one part before
moving on to the next.
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Skill can be learned safely rather than going straight into a difficult
skill.
Learning in stages can build confidence.
2) WHOLE-PART-WHOLE
Whole-Part-Whole involves firstly trying out the whole skill. With help
from a teacher or coach you would break the skill into parts and identify
which parts need to be improved. You would then practice on one part of
the skill until it has been mastered. Finally you would perform the whole skillagain to see if you have improved. This process can be continued by taking
out other parts of the skill that need to be improved working on one part
at a time.
For example, when performing Front Crawl in swimming, you may be asked to
perform the whole stroke first. You may then take a float in your hands and
practice on the leg action only until it has been improved. Finally you would
perform the whole stroke again to see if your Front Crawl has improvedoverall.
Whole-Part-Whole can be used when you already have some experience of
the activity (when you are able to perform the whole skill to start with). It
can also be used for easy skills which are not dangerous to try, and for
skills that can be easily broken down into parts.
Why use Whole-Part-Whole?
It can be used when you already have some experience of the activity.
Easy skills which are not dangerous can be learned in this way.
Skills which are easy to break down into parts can be learned in thisway.
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So that weaknesses in the skill can be identified and worked on
separately.
So that you can focus on one part of the skill.
TASK:
1) What is it called when you learn a skill bit by bit?
.
2) In the whole-Part-Whole method, you would firstly do the _ _ _ _ _
skill, then you would take out one _ _ _ _ of the skill and practice it.
Finally you would do the _ _ _ _ _ skill again.
3) Give two reasons why you might use the Gradual Build-Up method to
learn a skill:1. .
2. .
4) Give two reasons why you might use the Whole-Part-Whole method to
learn a skill:
1. .
2. .
5) Name an Activity:
Name a skill from the Activity
Describe four different stages you went through when learning this
skill using Gradual Build-Up:
First Practice
Second Practice ..
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Third Practice
Final Practice
..
Principles of Practice
Before starting a programme of work to develop your skills/techniques in an
activity, there are various principles that you need to consider. These are:
Specific Objectives
To ensure that your practice is effective, you need to set clear objectives.
You must consider your existing level of ability and your current
strengths/weaknesses, so that you can set targets for performance
improvement. You should set targets which are challenging but achievable.
Progression
As you become better at a skill or technique, it is important to know how to
make your practices more demanding so that you continue to challenge
yourself. This will ensure that your skill will improve further and will avoid
boredom when you train.
Work-to-Rest Ratio
When training you need to calculate the ratio of work relative to rest. It is
important to give yourself plenty of rest so that you do not become tired, as
this will affect your level of performance. It is also important that you do
not spend too long on one particular practice as you can become bored and
your motivation to improve will drop.
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TASK:
1) Name the three Principles of Practice:
1. 2.
3.
2) Complete these sentences:
To ensure that your training will be effective, you need to set
_ _ _ _ _ objectives.
It is important not to spend too long on one particular practice
incase you become _ _ _ _ _ and your _ _ _ _ _ _ _ _ _ _ drops.
As you become better at a skill, it is important to make your
practices more _ _ _ _ _ _ _ _. This will ensure that you continue
to _ _ _ _ _ _ _ _ _ yourself.
3) Name an activity: .
Name a skill/technique from the activity:
i) Describe a practice you did to improve this skill/technique:
..
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ii) Now describe a more demanding practice you could do once you have
become better at the skill/technique:
.
.
..
Stages of Learning
There are three different stages that you go through when developing your
skills/techniques in an activity. These are:
PLANNING PRACTICE AUTOMATIC
STAGE STAGE STAGE
Planning Stage
During the Planning Stage, you find out what the skill involves.
You establish what the parts of the skill are and make your first
attempts at learning each part. Errors are likely to be common at
this stage in learning, so you will need advice, encouragement and
support to make progress.
Practice Stage
During the Practice Stage you link together all the
required parts of the skill. Simple skills will require less
practice than complex skills. Quality Practice will reduce
the number of mistakes made during performance.
Automatic Stage
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At this stage, errors are less likely and most parts of the
skill have become automatic. This means that you do not
need to concentrate so much on the parts of the skill any
more, but can now focus on other aspects of the
performance. (e.g where you are playing a pass to in
football, or where your opponent is standing in badminton.)
TASK:
1) Draw a line to match each comment below with the correct
stage of learning:
PLANNING STAGE
PRACTICE STAGE
AUTOMATIC STAGE
17
I have watched a
demonstration of how to
perform the skill, and I
am now ready to try out
some of the parts of the
skill for the first time.
I have practiced the
different parts of the front
crawl for some time and I
now feel that I am ready
to put them all together
and practice the whole
stroke.
I have practiced the
skills of volleyball to a
high standard, and I can
now perform them
without thinking about
them. I can now
concentrate on where to
play the ball.
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2) Name an activity: .
State which stage of learning you think you are at in this activity:
Explain why you think you are at this stage: .
.
Feedback
Feedback is the name given to any information you collect or receive aboutyour performance. For example, in golf you need to take in feedback about
important factors that can affect how you play the hole (wind direction,
bunkers, trees, ect..). You will also receive feedback about how well you have
played the shot by seeing where the ball has landed.
For feedback to be effective, you need to consider some important points:
Feedback should always be POSITIVE. This means that it focuses onwhat you have done well, and then suggests how the performance
could be improved.
Feedback needs to be precise and accurate, and it should be given a
little bit at a time so that the performer does not get confused.
Feedback should be given immediately following the activity/game so
that the performance is fresh in the performers mind.
There are two kinds of feedback:
INTRINSIC (Internal) FEEDBACK
This is feedback that comes from inside yourself. For example, when you
play an overhead clear in badminton, you will know whether you haveconnected well with the shuttle by the way it feels. You will also know if you
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have hit the shuttle hard enough and if it is going to go in the direction you
wanted it to. This kind of feedback is often called Kinaesthetic Feedback.
EXTRINSIC (External) FEEDBACK
This refers to any other feedback you get from external sources. It could
relate to Verbal Feedback or Written Feedback you get from a coach,teacher or partner. It could also relate to Visual Feedback when you watch a
video performance of yourself, or when you see if the shuttle has landed in
the court when you play a shot in badminton.
TASK:
1) Name an activity you have taken part in: ....
Describe how you received Internal Feedback about your performance
in this activity:
2) Describe a situation where you have received Verbal Feedback from acoach or teacher about your performance in an activity:
3) During your Standard Grade course you will have given Positive
Feedback to a classmate. Name an activity where you have done this:
.
Suggest 2 things that the performer did well:
1.
2. ..
Now suggest something that the performer could have done to improve:
.
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4) When should you give feedback to someone? .
.
Why?
5) How much feedback should you give to someone? ..
.
Cooperation
Cooperation is very important during your Standard Grade course. This
means that you work together with another person (people) to try and bring
about success. This could be during a performance or outwith an activity,
acting as a helper.
Cooperation as a Team-mate
During performance in a team activity (e.g volleyball), you can
cooperate with a team-mate to set up an attackingopportunity. You could set the ball up high close to the net to
allow your team-mate to play a spike over the net.
Cooperation within a team involves taking responsibility and
knowing what your role is within the team.
Cooperation as an Opponent
You can cooperate with a classmate as an opponent to help them
develop their skills in an activity. You could feed the shuttles
high to the back of the court in badminton to allow your
classmate to practice his/her over-head clears. You could then
continue a rally by returning their clears.
Cooperation as a HelperYou can cooperate with a classmate, by acting as a helper.
This could involve supporting them whilst they perform a20
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handstand in gymnastics, or could involve you recording information about
their performance and then giving them feedback.
TASK:
1) For an activity on your Standard Grade course, describe one practicewhere you have cooperated with a classmate as an opponent:
.
2) For an activity on your Standard Grade course, describe one practice
where you have cooperated with a classmate as an team-mate:
3) Describe 2 ways that you could cooperate with a classmate by acting
as a helper in an activity:
1. ..
2. .
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Factors which affect Performance
There are various things which can affect the way in which you perform in anactivity, and as a result your performance can VARY from day to day and
week to week. One day you may play very well, but the next day you may play
badly.
There are some FACTORS that you cannot do much about;
your OPPONENT(S) may be of a different STANDARD each
week. Some weeks you may play an easy game and other weeksyou may play a much harder game.
The WEATHER is OUTWITH your control. Some
performers prefer dry, windless days, while
others may be able to cope better in wet and
windy conditions.
AGE is another factor you cannot control
CROWDS can affect performance. The bigger the crowd, the more theperformer will be put under STRESS or PRESSURE.
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This is when your PERSONALITY can come into play. Some people can handle
HIGH PRESSURE situations (e.g taking a penalty in a cup final), whereas
other people seem to crack under pressure. This is when MENTAL
PREPARATION and good CONCENTRATION are important.
Another factor which is important is MOTIVATION. People with a great
desire to do well and have a hunger to win will usually do better than those
who are less motivated.
TASK:
1) Name 2 factors which can affect how well you perform in an activity:
1.
2. ..
2) Describe one situation where the weather conditions have been an
ADVANTAGE to your performance:
..
.
3) Describe a situation where the weather conditions have been a
DISADVANTAGE to your performance:
..
4) How could a large crowd of spectators affect your performance?
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5) What is it called when a performer has a hunger to do well or a desire
to succeed? ..
6) What might happen if you lose your concentration when performing in
an activity? .
.
Mechanical Principles
BALANCE
Balance is the ability to retain your CENTRE OF GRAVITY over your
BASE OF SUPPORT. The CENTRE OF GRAVITY is the point at which your
centre of mass is situated, or the point at which gravity acts on the body. If
you are standing up straight, then your centre of gravity is around your
navel. STATIC BALANCES such as a headstand in gymnastics require you to
hold a balance still. This involves controlling and tensing different musclegroups. DYNAMIC BALANCES require you to maintain balance under
constantly changing conditions (e.g remaining upright whilst skiing)
There are three factors which can help you to balance:
The wider your base of support, the more balanced you will be.
Keep your centre of gravity over your base to maintain balance.
The lower your centre of gravity is to the ground, the more balancedyou will be.
TRANSFER OF WEIGHT
Transferring your weight means to move your weight from one part of your
body to another part during a movement. This is done to create a more
powerful movement.
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For a whole variety of skills and techniques you need to transfer your weight
for effective performance. At times, this can be in single actions such as
throwing a javelin. At other times, for example when running, simple actions
are repeated.
An example of transferring your weight in badminton is when you transfer
your weight from your back foot to your front foot whilst playing anoverhead clear. This helps to play a powerful shot high to the back of the
court.
FORCEWhen performing different skills and techniques, different forces are
applied and resisted. For every action there is an equal and opposite
reaction. For example, when a footballer kicks a football, a reaction force
pushes back towards the players foot. This is what makes the ball move
away.
Some forces that act on you during performance are helpful and can benefit
your performance. However, some forces are unwanted and can have a
negative effect on performance.
RESISTANCE
When you apply force there will be resistance. This resistance can either be
an advantage or a disadvantage. When sprinting in athletics the starting
blocks are an advantage. They provide a resistance. The track creates a
helpful resistance as you continue running. If you are running into a wind,
however, this would be unhelpful.
Performers can use various ways of reducing unwanted resistance. For
example, a cyclist wears tight clothing and tucks their body in, to reduce air
resistance. Likewise, a swimmer tries to get into a steamlined body shape to
reduce the resistance (or drag) of the water.
The name given to the resistance between two surfaces touching is called
FRICTION. A football player can improve friction between their feet andthe ground by wearing football boots. A sprinter in athletics may wear
running spikes.
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ROTATION
In different activities you rotate (turn) to carry out effective skills and
techniques. When throwing the discus in athletics you turn around in aspinning back-to-front movement to generate power.
There are different ways of rotating. For example, you can rotate head over
heels when doing a front or back somersault in gymnastics. In the cartwheel,
however, you rotate sideways.
LEVERS
Leverage is when you extend or straighten your body to gain more speed orpower. The part of the body that you extend is called the LEVER. The
longer the lever then the faster its speed will be at its end. E.g when serving
in tennis, you try to make your arm and racquet as straight as possible to try
and get a powerful hit. Also, if a golfer is trying to hit the ball as far as
possible, he/she will use the longest club in their bag. This will generate the
most power and speed at the club head as it hits the ball.
FOLLOWING THROUGH
Following through in a skill or technique is the final part which follows on
from the preparation and action stages. It involves continuing your
movement. For example, after hitting the ball in baseball, the bat will
continue to move across and around your body. Likewise, in the javelin your
arm will continue to move forwards in the direction of the throw after the
javelin has left your hand.
Following through is important as it can:
Generate more Speed and Power in the throw/hit.
Improve the accuracy of the object that is being hit/thrown
Prevent injury by allowing parts of your
body to continue moving in a natural way.
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TASK:
1) State three things that can help you to balance:
1.
.
2. .
.
3. .
.
2) Describe a situation in activity where you had to use
DYNAMIC BALANCE:
.
.
3) What is meant by STATIC BALANCE?
.
.
4) What is meant by TRANSFERRING YOUR WEIGHT?
.
.
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5) Name a SKILL from an activity of your choice, and describe how you
transferred your weight to make this skill more effective:
......................................................................................................................................
.
.
6) Name an Activity: ..
Describe how you used force to help you perform a skill from this
activity: .
.
.
7) Complete the following sentences:
The resistance caused by two surfaces touching is called
_ _ _ _ _ _ _ _.
To reduce the resistance from the water, a swimmer can put
themselves into a _ _ _ _ _ _ _ _ _ _ _ body position.
In order to _ _ _ _ _ _ _ _ friction, a football player can wearfootball boots with studs when the pitch is wet and muddy.
A cyclist can reduce air resistance by wearing _ _ _ _ _ clothing
and _ _ _ _ _ _ _ their bodies in.
8) Name two activities where you have to rotate your body during
performance:
1.
2. ..
9) Describe a situation in an activity where you have used long levers to
generate more power:
..
.
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10) Give two reasons why it is important to follow through after
performing a hitting or throwing skill/technique:
1.
2. ..
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