Higher/Int 2 PE

1. Higher/Int 2 PE Welcome and introduction Physical education at these levels is useful for 1. Your own interest and development. 2. As a subject to add breadth and balance to your chosen curriculum. 3. As Part of your entry requirements for further or higher education, especially if you want to study Physical education at a more advanced level

2. Course Outline and Assessment Higher still qualifications are made up of both units and course awards Two units make up a Course award . These are – Performance Analysis and development of performance .

3. Performance unit You will agree the activities for your course with your classmates and teacher. You must take into consideration facilities, class Size etc. You are assessed by your teacher in these activities. You are given a Mark out of 20 for each. You must score at least 10 out of 20 In one activity to pass the unit. At Higher performance makes up 40% of your final mark At Int 2 performance makes up 50% of your final mark

4. Analysis and Developmentof Performance The 3 areas of Analysis which we concentrate on are Skills and Techniques Preparation of the Body Structures and Strategies and Composition To pass the UNIT you are assessed internally by means of NABS To pass the course you are assessed by an externally marked exam. At Higher this counts for 60% of your final mark At Int 2 this counts for 50% of your final mark

5. The Cycle of Analysis The cycle of analysis is a popular approach that is useful for analysing And developing your performance as part of your performance Improvement programme Using the cycle of analysis you collect information about Your performance in an organised way. In this way you can identify And assess specific aspects of your performance There are 4 stages to the cycle of analysis – these are Investigate / observe Review / Evaluate > Develop > > Analyse >

6. Investigate / Observe At this point in the cycle of analysis you explain HOW Performance was investigated/observed through the collection Of information You can collect information on your performance by using a Variety of methods – among these are Observation schedules Video analysis Reflections on your performance Knowledge of results Match analysis sheets

7. Analyse At this point in the cycle of analysis you explain how KEY CONCEPT Knowledge was used analyse your performance

8. Develop At this point in the cycle of analysis you explain the content and the Suitability of the programme of work you are undertaking to improve your performance

9. Review/Evaluate At this point of the cycle of analysis you reflect on the benefits Of the programme of work which you have completed You will also discuss any future development needs to further Improve your performance

10. Cycle of Analysis By using the cycle of analysis you can continue to improve your Performance at a steady pace and avoid ‘Learning Plateau’ – Which is a stage of no apparent progress The training programmes which you design at stage 3 ‘Develop’ should allow your performance to show consistent Progress which is better than the inconsistent progress Caused by ‘Learning Plateau’

11. Questions 1.Describe,in detail, the stages of the cycle of analysis 2. Name three methods of gathering information about Your performance 3. Draw a diagram to show how performance improves using the cycle of analysis as opposed to poor learning structure

12. Skills and Techniques KEY CONCEPT 1 THE CONCEPT OF SKILL AND SKILLED PERFORMANCE In this KEY CONCEPT you examine in detail what a skill is, what makes a skilled performance,how skills are performed using an information processing model, classification of skills And how a MODEL performer can be used to enhance and Develop performance

13. SKILLS AND TECHNIQUES • WHAT IS SKILL? • THESE ARE THE TOOLS WHICH WE NEED TO TAKE PART IN AN ACTIVITY. • A SKILL TELLS US ABOUT THE PURPOSE OF A MOVEMENT OR ACTION. • BASIC SKILLS INCLUDE – THROWING, PASSING, CATCHING AND SHOOTING • E.G. – RUGBY. • SKILL – PASSING. • PURPOSE – THROWING THE BALL TO A TEAM MATE.

14. SKILLS AND TECHNIQUES cont … • WHAT IS A TECHNIQUE? • A TECHNIQUE IS THE WAY IN WHICH A SKILL IS PERFORMED • THE TECHNIQUE IS OFTEN SELECTED BECAUSE OF THE SITUATION THE PLAYER FINDS THEMSELVES IN. • E.G. IN BASKETBALL IF THERE IS SPACE AT THE SIDE OF THE BASKET IT IS POSSIBLE TO USE A LAY UP SHOT, BUT IF THE PLAYER HAVING TO SHOOT FROM FURTHER OUT A SET SHOT MIGHT BE USED. • E.G. – RUGBY • SKILL – PASSING • TECHNIQUES – SPIN PASS, LOB PASS, POP PASS.

15. What is a the difference between a SKILL and a TECHNIQUE? A skill is a movement with a purpose, for example - Shooting, passing,dribbling,tackling etc. A technique is HOW you perform a skill, for example Set shot, jump shot, lay-up, hook shot, slam dunk Skills and techniques vary in difficulty according to their Requirements, your level of ability and your previous experience

16. Classification of SKILLS Skills are classified in 3 main ways these are - Open < > Closed Simple < > Complex Discrete < > Continuous

17. OPEN ----------CLOSED Skills are classed as OPEN if they are performed in UNPREDICTABLE situations For example dribbling past opponents in basketball Skills are classed as CLOSED if they are performed in CONTROLLED situations For example performing a ‘Free throw’ in basketball Most skills have both open and closed elements and occur At different points along the CONTINUUM

18. SIMPLE --------COMPLEX Skills can also be classified on the CONTINUUM as Either simple Or complex Simple skills have Complex skills have * Little decision making *Much decision making * Little information to be processed *Much information to Be processed * Few subroutines * Many subroutines

19. Easy and Complex Skills • EASY AND COMPLEX SKILLS • EASY SKILLS – MADE UP OF FEW PARTS • ONE MOVEMENT AT A TIME • EASY ENVIRONMENT – NO OPPOSITION • FEW DECISIONS TO BE MADE • NOT PHYSICALLY DEMANDING • COMPLEX SKILLLS – MADE UP OF MANY PARTS • MANY MOVEMENTS AT THE SAME TIME • DIFFICULT ENVIRONMENT- OPPOSITION • MANY DECISIONS TO BE MADE • PHYSICALLY DEMANDING

20. DISCRETE CONTINUOUS Skills can be placed along the CONTINUUM between Discrete and continuous Discrete skills have a clear beginning and end – for example Throwing a javelin or a long jump Continuous skills are ongoing in nature – do not have a clear Beginning and end and are repetitive or cyclical movement Patterns – for instance a long distance runner.

21. What makes a skilled performer? A skilled performer can carry out linked movements with The maximum efficiency Movements are carried out in a fluent, controlled and accurate way Minimum time and effort are required Correct options are selected Skills and techniques are selected which reflect the performers Ability and experience

22. Questions 1. Describe the difference between a simple skill/technique and a Complex skill/technique 2. Describe the qualities that you would see in a skilled performance. 3. Provide an example and explanation of an activity which contains Both open and closed skills

23. Information processing model Understanding of how you learn and perform SKILLS can be Increased by studying the information processing model The information processing model contains 4 parts Input Feedback Decision making Output

24. Input The first part of the loop is INPUT. This is the Information which you receive from your senses Sight – what you see – where the ball is, where the Opposition is, where your team mates are, where the Basket is etc. Sound – team mates shouting for a pass,giving you Information etc. Feel – the strength of the wind, the underfoot Conditions etc.

25. Decision Making You then have to make decisions about your performance based On the information you received from your senses – input. You have to separate important information from the less Important information For instance - you see a defender approaching you but you know That you have enough time to shoot the basketball before the Defender arrives – therefore you can ignore the defender, concentrate On the shot and perform it successfully A less skilled performer may see the defender, rush the shot and Be unsuccessful

26. Output The third part of the loop is OUTPUT This is the way in which you move and how you perform the Skill depending on the decisions you have made

27. Feedback After you have performed your chosen skill or movement you then Receive information about your performance Information about your performance is called FEEDBACK With this information you can evaluate your performance and Adapt it to help you be more successful in the future. For example – was the pass you made successful – if not why not? This then leads you into the INPUT part of the loop again

28. Questions Describe in detail the Information Processing Model and discuss It’s relevance to performing and learning skills

29. KEY CONCEPT 2 Skill and Technique improvement by using Mechanical analysis Movement analysis Consideration of Quality In this KEY CONCEPT you examine in detail how you can collect RELEVANT and DETAILED information about your performance Of a skill or technique You can then use the information gained to create a detailed plan to Improve your performance You can also use this process to review and monitor any Improvement in your performance

30. Mechanical analysis Mechanical analysis is looking at your performance of a skill or Technique in a MECHANICAL way. MECHANICS is about FORCE, FRICTION, LEVERAGE, PLANES OF MOVEMENT, ETC. Mechanical analysis is often used in activities where the SKILLS are Highly Technical and are often CLOSED skills In our course we rarely use MECHANICAL analysis,but you should Know it exists and understand the basic principles of it

31. Movement analysis The method of analysing a skill which we use most often is Movement analysis In Movement analysis we break the skill down into 3 parts Action Preparation Recovery Preparation is the movements you make BEFORE you perform the SKILL Action is the movements you make AS you perform the SKILL Recovery is the movements you make AFTER you perform the SKILL

32. MOVEMENT ANALYSIS This is a useful way to examine your performance of a skill or Technique in many different activities By analysing skills in this way it is possible to discover which parts Of the skill/technique require improvement It is then possible to design an improvement programme to Improve the aspects of the skill/technique which have been Identified as weak

33. Consideration of quality This is concerned mostly with QUALITIES like Physical Personal Special Again it is important to know that analysing skills using Consideration of quality exists but it is not one that we use in our course very often

34. Movement analysis The method of ANALYSING SKILLS which we use most Often is MOVEMENT ANALYSIS. See handout

35. Question Higher Past Paper 2004 • Mechanical analysis, movement analysis and consideration of • Quality are regarded as being useful methods when analysing • Performance in the area of skills and techniques • Choose an activity. Describe , in detail, the method • Of analysis you used to gather information about your • Performance of ONE selected skill or technique (4)

36. Key Concept 3 & The development of SKILL The refinement of TECHNIQUE In this KEY CONCEPT you examine in detail The different STAGES of skill learning Principles of EFFECTIVE practice METHODS of practice Motivation, concentration and feedback

37. Stages of Skill Learning There are 3 important stages when learning and developing skills These are Preparation stage Practice stage Automatic stage

38. Preparation (Cognitive) stage During the preparation stage you find out WHAT the skill involves You find out what the parts of the skill are - SUBROUTINES and You make your first attempts at learning/performing each part At this stage errors are likely to be common and so you will Need advice, encouragement, and perhaps support to avoid Injuries. Positive feedback will help you to improve and Remain motivated

39. Practice(Associative) Stage During the practice stage you link together all the required SUB – ROUTINES of the skill Your ability, experience and the difficulty of the skill you are Learning will determine the amount of practice time required Simple skills will require less practice and consolidation than Complex skill Gradually appropriate practice will reduce the number of mistakes Made during performance The METHOD of practice you will use will differ according to the skill being practiced

40. Automatic (Autonomous) stage By this stage most sub – routines have become automatic As a result you do not need to think about them You can now concentrate on other aspects of your performance Other than the skill which you can now perform AUTOMATICALLY You can now think about other things like – where your team mates Are, what the best option is etc. At the AUTOMATIC stage errors are less likely and you can Concentrate on more detailed aspects of your performance

41. Question Describe, in detail, the three stages of skill learning and Explain how you went through this process in the learning of ONE skill from an activity of your choice.

42. Methods of Practice When developing SKILLS and TECHNIQUES you can use a number Of different METHODS OF PRACTICE The most regularly used METHODS of PRACTICE are 1.Solo/shadow/partner/group 2.Opposed/Unopposed 3. Gradual build up 4. Repetition/drills 5. Whole - Part - Whole 6. Conditioned/Small sided/Coached games 7. Massed(Continuous) / Distributed(Spaced)

43. Solo/shadow/partner/group Practices can be done in different sized groupings You can perform practices On your own – SOLO eg. Movement practice in Badminton Mirroring or copying another person – SHADOWING eg. Copying the movement patterns of a MODEL performer Work with another person – PARTNER eg. One person feeds the other performs the skill Work with more than one other person – GROUP Eg. Group of 5 practicing passing in a circle Increasing the number of people in the practice session may be A useful way of increasing the difficulty of the practice - PROGRESSION

44. Opposed/unopposed Varying the degree of opposition in a practice is a useful way of Making a practice meaningful and avoiding practice which is inappropriate It can also be used to increase the level of difficulty of a practice - PROGRESSION Practices can often be performed with NO opposition PASSIVE opposition ACTIVE opposition Performing a practice with NO opposition may be suited to the early Stages of learning a SKILL – PREPARATION STAGE Practicing with PASSIVE opposition may be suited to the middle Stages of learning a SKILL – PRACTICE STAGE Practicing with ACTIVE opposition may be suited to the final Stage of learning a SKILL – AUTOMATIC STAGE It is important that your partner knows which level of opposition They are expected to provide

45. Gradual build up Gradual build up is a useful method for learning COMPLEX skills - amount of information to be processed - number of decisions to be made - number of subroutines to be learned - amount of co-ordination required - environment in which skill is to be performed - accuracy and speed of decision making etc. It is also a useful method of learning skills which have an element Of RISK By using GRADUAL BUILD UP you can learn a skill in stages BIT BY BIT By doing this you can make the practice more demanding in small Stages. If these small stages are realistic and achievable then this method of learning skills can produce a high level of CONFIDENCE

46. Repetition / drills During practice it can be productive to repeat an action many times You may practice the whole skill or smaller parts of the skill over and over The intention is to GROOVE the technique so that all the parts of the Skill ( sub routines) work well together This type of practice works best with fairly CLOSED, COMPLEX skills Drills are routines or sequences of movements that are designed to give You the opportunity to repeat a skill or technique Eg. Set shot > rebound > pass. Drills can also be made more game–like and therefore more demanding And pressurised - PROGRESSION (See P. 71)

47. Whole / part / whole This method of practicing skills is often used when you already have Some experience of the activity You need to be able to perform a version of the whole skill already You can then use whole-part-whole to refine parts of the skill Which need improved before attempting the whole skill again After analysing the skill using Movement analysis You identify which PARTS OF THE SKILL are weak and you Can then practice these parts in isolation before putting them Back into the full skill Skills which allow parts of the performance to be SEPERATED Are most suited to this method of learning eg. Lay- up in Basketball. Whole-part-whole works less well with continuous skills as it is Difficult to isolate parts of these skills eg. Handspring in gymnastics

48. Conditioned /small sided/coached games When you are learning and developing OPEN skills using a ‘Games like ’situation can be a useful method to use This can allow you to refine and develop skills in a more Demanding and realistic situation

49. Conditioned games Conditioned games can take many forms. Often Conditioned games Are used to provide one side with an advantage This makes achieving tasks or successfully performing skills easier For example if you play 5v3 in Basketball the attacking side has a Numerical advantage and will therefore have more attacking options, More passes available, and more shooting opportunities. 5v3 could also be used to make defensive duties more difficult and could be used to put extra pressure on defensive skills like closing down attackers, blocking shots, and winning rebounds You can also change the formal rules of the game to emphasise through The game particular skills or techniques that you have been working on For example if you had been practicing Drop shots in Badminton you Could encourage the use of the Drop shot in the game by awarding Extra points for any rally which is won by successfully performing A Drop shot

50. Small sided games Reducing the number of players in a team can be a useful way of For improving performance Reducing the number of players in a team gives each player MORE Opportunities to practice skills and techniques in a realistic, Games like situation The MORE times you practice skills and techniques in a demanding Games like situation the better your performance will be when you are Required to perform these skills in a real game under real pressure to Perform successfully