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National 5

National 5. Course notes. Cycle of Analysis. In this course we are looking at: 1.Observing Performance 2. Identifying Strengths and area of Development 3. Developing a Training Programme 4. Evaluating This can be covered from a skill acquisition or physical fitness point of view.

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National 5

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  1. National 5 Course notes

  2. Cycle of Analysis

  3. In this course we are looking at: • 1.Observing Performance • 2. Identifying Strengths and area of Development • 3. Developing a Training Programme • 4. Evaluating • This can be covered from a skill acquisition or physical fitness point of view.

  4. Section One OBSERVATION

  5. SKILL ACQUISITION

  6. Data Collection • This is subjective data. • This information is obtained within the activity. • This is information obtained through visual, written and verbal feedback. • It can be recorded by a partner, coach or teacher. • This is based on their opinion on how YOU are performing.

  7. Methods of Collecting Data • Written Data • Initial Data Collection would be done through a whole performance analysis. • You would use an observation schedule shown on the next slide.

  8. Methods of Collecting Data • Written Data • Specific Data would be collected through a movement analysis and scatter-gram. • Knowledge of results can be gained from your observation schedule. • The movement analysis would be specific to one skill, which has been identified as an area for development. • The skill would be broken down into three parts: Preparation, Action and Recovery which is based upon a model performance. • A scatter-gram is used to show you specific areas of strengths and weakness on the court/pitch.

  9. Visual Data This can be done by recording your whole performance, or a specific skill. This allows you to stop, rewind, pause the footage so you can critique your own performance against a model performance. Verbal Data This is information you receive through conversations with your partner, coach or teacher regarding your performance. This conversation should highlight something you are doing well, and an area for improvement. Methods of Collecting Data

  10. What is a model performance? • Model performers exist at different levels of ability. It could be a classmate, a teacher or a professional athlete pending on your ability level. • Model performers give you an idea of what your trying to achieve. • Helps you determine your own strengths and weaknesses • Determines training priorities.

  11. FITNESS

  12. This is mainly objective data. This is obtained out with the activity. This is information obtained through standardised fitness tests, as seen here, and training diaries. Cardio Respiratory Endurance – Leger test Local Muscular Endurance – 1 min maximums Strength – Hand Grip Dynamometer Speed – 50m Sprint Power – Standing Broad Jump Flexibility – Sit and Reach Data Collection

  13. Standardised Tests • There are a range of tests available, relevant to the various aspects of fitness. • Tests are widely recognised and provide established norms. • All tests are repeatable. • Comparison with elite performers. • Allows you to start your programme at the correct intensity and progressive targets made.

  14. Reliability The test must be repeated under the same conditions. Allows comparisons and conclusions to be gathered. Validity Statistical information is produced, so the data has to be correct to produce accurate results. The test must measure what type of fitness or skill you are wanting to measure/observe. Valid and Reliable

  15. Section Two IDENTIFICATION OF STRENGTHS AND AREAS FOR DEVELOPMENT.

  16. In this section you will have identified a strength and area for development from the data you have collected on your performance. • This may be in the area of skill acquisition or physical fitness. • We will now look at the theory behind skill acquisition and physical fitness in more detail.

  17. SKILL ACQUISITION

  18. Skills • These are the tools which we need to take part in the activity. • They also give information about the purpose of the action. • Examples of skills are – passing(to get the ball from one team mate to another), shooting (to try to score a goal/point in to a set area).

  19. Techniques • The technique is the way in which the skill is performed eg. • Basketball– • Passing (chest pass, bounce pass) • Shooting (lay up shot, set shot, jump shot) • The technique is often selected because of the situation.

  20. Breaking Down a Skill • When we try to describe a skill it should be broken down into three areas. • Preparation. • Action. • Recovery.

  21. Preparation • This is what happens in order to allow the action to take place. • Action • This describes the actual action. • Recovery • This is what happens after the action to allow the player to be ready for the next action.

  22. Processing Information

  23. Processing Information • Input • This is information you receive from your senses, e.g. sight and sound. • Decision Making • Decisions are then based on the information you have received: putting more important information first. • Output • The way you decide to move and respond to the decisions you have made. • Feedback • Information during and after your chosen response about your performance.

  24. Stages of Learning Beginner Intermediate Expert

  25. Beginner • Also known as the Planning stage of learning. • This is the first few attempts of the skill. • Lots of errors are noticeable. • Lots of feedback needed.

  26. Intermediate • Also known as the Practice stage of learning. • Link together parts of the skill so it looks more fluent. • Number of errors reduced. • Feedback still needed to improve.

  27. Expert • Also known as the Automatic stage of learning. • Skill is fluent and controlled and can be done without thinking about it. • Few errors are made. • You can focus on other aspects of your performance e.g. tactics.

  28. Skill Classification • Skills exist on a continuum between closed and open. • Closed skills are skills that have few factors influencing performance. • Open skills are skills which are unpredictable and have a number of external factors influencing performance.

  29. Simple Skills Little decision making required. Basic movement patterns Complex Skills High decision making required. Many Sub-routines. Lots of information to be processed. Skill Classification

  30. Skill Classification • Continuous Skills – repetitive in nature. No clear beginning or end. E.g. Cycling • Serial Skills – Made up of several identifiable parts. E.g. Long Jump • Discrete Skills – Skill’s which have a clear beginning and end. E.g. High Serve

  31. Mechanical Principles These are the facts which affect how we perform skills.

  32. Centre of Gravity This is found just above the level of the hips. Its position varies as the shape of the body changes. Stability How large the base of support is for your body. The larger the base of support the easier it is to remain balanced. To remain balanced you must try to keep the centre of gravity above the base.

  33. Improving Balance • To make your body more stable you should consider – • 1. Lowering the centre of gravity. • 2. Making the area of your base larger. • 3. Keeping your centre of gravity as close to the centre of your base as possible. • 4. If there is an oncoming force (eg strong wind) leaning in to the force will help keep the body stable.

  34. Transfer of Weight • This is the movement of weight from one body part to another. • This can be seen in different ways.

  35. Throwing • Stepping into an action adds power to the throw.

  36. Catching • Stepping back as the ball is caught and drawing the hands in absorbs the force of the throw.

  37. Striking • Transferring the weight from the back foot to the front foot as an object is struck will add power to the striking action.

  38. Gymnastics • The weight is transferred from one body part to another to perform gymnastics actions. • E.g. handstand the weight is transferred from the feet to the hands and back to the feet.

  39. Force • Newton’s third Law of Motion states that • “for every action there is an equal and opposite reaction” • In PE this means that if a force is applied in one direction the body will move in the opposite direction.

  40. Canoeing • The Canoeist pulls his paddle back to propel the canoe forward.

  41. Athletics – Long Jump • When an athlete jumps they apply a force downwards, which in turn produces power in the opposite direction (upwards). Copy and paste into a web browser please to show a video of the world’s best long jumpers: http://www.youtube.com/watch?v=9QGlOoutwLY

  42. Friction • This is caused when two surfaces rub together. • This creates resistance. • In physical activity resistance can be an advantage or a disadvantage.

  43. Advantages • These sprinters wear spiked shoes which will give a better grip on the track. • This increases and allows them to apply more force backwards. • This will cause them to move forward faster.

  44. Disadvantages • In some activities the participants have to reduce the amount of resistance. • The downhill skier shown is keeping a low body position to reduce resistance (drag) which is acting against him.

  45. Cycling Example • Cyclists reduce resistance by using ‘streamlining’ or ‘drafting’. This involves sitting behind the leader using them as a windbreak.

  46. FITNESS PHYSICAL FITNESS

  47. Warm Up • A warm up is designed to prepare the body thoroughly for the activity that the performer is about to participate in. • There are 3 main sections to any warm up. • Pulse raiser. • Stretching. • Skills practice.

  48. Pulse Raiser • This activity is designed to take the body from a resting state to active.

  49. Pulse Raiser • The main objective of this part of the warm up is: • to raise body temperature, • increase blood flow to the muscles, • increase oxygen intake • begin to loosen the muscles in preparation for the activity ahead. • Heating the muscles allows the performer to more effectively stretch them with reduced risk of injury.

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