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SKILL

SKILL. Technique. Economic. Efficient. Aesthetically Pleasing. Skilled Performance. Consistently. Lesson Objectives. WE ARE LEARNING TO. Be able to define and characterise skill. Understand the difference between motor and perceptual abilities and the difference between skill and ability.

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SKILL

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  1. SKILL Technique Economic Efficient Aesthetically Pleasing Skilled Performance Consistently

  2. Lesson Objectives WE ARE LEARNING TO... Be able to define and characterise skill Understand the difference between motor and perceptual abilities and the difference between skill and ability Understand the different types of skill – cognitive, perceptual and psychomotor Be able to classify skills using different types of continums

  3. Starter Activity • With the person next to you, create a mind map. Write down as many words as you can think of which you think constitutes a skilled performance? EFFICIENT SKILLED PERFORMANCE

  4. Characteristics & Definitions of Skill “ The Learned ability to bring about a predetermined Result with maximum certainty and efficiency , often with the minimum outlay of time, energy or both as a result of evaluating information and decision making” Skilled actions have an objective – they are goal directed and predetermined Skill is learned – It is not innate, nor is it the result purely of maturation – the process of growing up Skilled movements are economic and efficient – they do not waste energy

  5. Characteristics & Definitions of Skill Continued..... Skilled action maybe described as the use of a technique at the right time or place Skilled actions are consistently successful – they regularly achieve the objective or copy the technical model Skilled actions are often the result of receiving and evaluating information (perception) and then making the correct decision (cognition)

  6. Skill & Ability What does it mean to be skilful? What does it mean to have ability? Why are these two terms different?

  7. Exam Questions You and a friend are watching Basketball being played on the school playground. 1. Describe three criteria that you would use to decide if the players are performing skilfully (3 marks) 2. Using examples from sport, explain the fundamental differences between ability and skill (4 marks) (Please write your answer in full sentences)

  8. Conclusion • You should now be able to.... • Define skill and be able to list the characteristics of a skilful performance • Define ability and understand the difference between skill and ability

  9. SKILL Technique Economic Efficient Aesthetically Pleasing Skilled Performance Consistently

  10. Lesson Objectives WE ARE LEARNING TO... Understand the difference between motor and perceptual abilities Identify the different types of skills Be able to understand the difference between Cognitive, perceptual and psychomotor skills

  11. Starter Activity RECAPPING ON PREVIOUS KNOWLEDGE Using the key word bank provided can you fill in the missing gaps in the text. If possible you can attempt to fill in the gaps without using the word bank. This is a more challenging task. If you decide to do this your answers might not necessarily be the same as the key word bank. I encourage you to use the key word bank as a guide

  12. Motor & Perceptual Abilities

  13. Perceptual Abilities Watch the following video extract. In your small groups record the following information onto your whiteboards What information is the defender being presented with? Is all the information useful and necessary? Which information is most necessary? What questions might the defenders ask themselves before deciding upon a course of action?

  14. Cognitive Skills Selecting what to do, choosing which action to use and when, decision making, reasoning Our cognitive skill develops as we learn from experience EXAMPLE Tennis player makes better decisions if they have played them before. They can evaluate their strengths and weaknesses EXAMPLE A performer is able to give more attention to more tactical and decision making elements if the technique is grooved or habitual Tactically outwitting an opponent

  15. PerceptualSkills How well we select, organise and recognise information gained from our senses This will be built on perceptual abilities and is developed as a result of maturation and practice EXAMPLE The Tennis player attends to the call of his team mates despite all background noise Attending to ‘where to place the ball’

  16. Psycho-MotorSkills Our physical movements controlled by the brain towards a predetermined goal or objective EXAMPLE Being able to combine the muscle contractions and relaxations to control movement such as a Badminton overhead clear

  17. Skills Task Stop! Write down all the things that you have heard, seen, smelt tasted or felt over the last 60 seconds!!! How many things could you remember? Were some things more memorable than others? Were things fro different senses more difficult to remember How does this task link directly to the different skills we have looked at?

  18. Conclusion • You should now be able to.... • Understand the difference between motor and perceptual abilities • Identify and understand the difference between Cognitive, Perceptual and Psychomotor skills

  19. Classification of Skills Open Closed Gross Fine Externally- Paced Self-Paced Serial Discrete Continuous

  20. Lesson Objectives WE ARE LEARNING TO... Be able to understand what a continuum is and why they are useful in sport Identify the different types of continuums and successfully apply them to sporting situations

  21. Starter Activity RECAPPING ON PREVIOUS KNOWLEDGE Complete the following worksheet. You are required to match up the correct definitions with the correct key words There is new vocabulary in there also to make it more challenging

  22. Continuums Contextualised • A continuum is a link between two extremes that blend from one to the other gradually. • We classify skills so that we can plan training and practices. It helps us to know how to teach different skills • Classifying maybe described as ‘categorising’ or placing in a ‘class or group’

  23. Classification of Skills

  24. Classification of Skills Gross Fine

  25. Classification of Skills Externally- Paced Self-Paced

  26. Classification of Skills Serial Discrete Continuous

  27. Classification of Skills Complete the following worksheets based on the four continuums. They will examine your understanding of how we classify different skills in sport Homework Complete exam questions sheet

  28. Conclusion • You should now be able to.... • Understand why we use continuums to classify activities in sport • Successfully classify different activities and sporting actions on the four continuums studied

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