Skills and Techniques Workbook

8/14/2019 Skills and Techniques Workbook

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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

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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.

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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. ..

Documents

Skills and Techniques Workbook