Factors affecting
participation and
Performance
SKILL
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A common definition
• Skill is. . . . A learned ability to perform
in a physical activity,
efficiently,successfully and
consistently
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In other words:
• Efficiently – “you do not waste time or
energy”
• Successfully – “you improve and perform
to the best of your ability”
• Consistently – “you can rely on
performing well on most days”
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The different types of skill
SKILLS
SOCIAL
PHYSICAL
ORGANISED
CONTROLLED
CONTROLLED BY THE
CENTRAL NERVOUS SYSTEM
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MENTAL
KEY POINT
SKILL IS THE LEARNED ABILITY TO
PERFORM
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Closed Skills
• Skills that are fixed and don’t require adjustment.
• They are closed because the performer is in control of
most of the factors in the environment they are working in
- ie. Trampolining no change to environment or equipment.
• Takes hours to perfect them.
• Some skills like javelin have to be altered slightly because
of wind for example. Also run up in pole vault maybe
altered.
• Need to be practised over and over again.
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Open Skills
• Skills that are constantly adapted or modified during play.
• Environment of play or performance is not under the
performer’s control, there are other people involved.
• Basketball – there are different lengths of passing and
shooting. Performer can not control what may happen next.
• Hockey – receiving a ball – depends on the speed of the
ball, proximity of team mates and likelihood of being
challenged.
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OPEN AND CLOSED SKILLS
Which of these are open and closed skills?
1
2
4
3
5
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OPEN AND CLOSED SKILLS
Which are open and which are closed skills?
6
7
9
8
10
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An OPEN to CLOSED
sports and skills continuum
Soccer
Cricket
OPEN
OPENC
CLOSED
OPEN
BOWLING
•Pass or shot.
•Can’t say what is
going to happen next.
Golf
•Open – depends on
left right hand
batsman.
•Bounce of ball –
Wicket.
•Closed – same technique.
•Practice technique over
and over again.
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•Golf Swing.
•Environment is
generally the same –
sometimes windy.
•You have control
over equipment –
choose club.
THERE ARE TWO TYPES OF
PERFORMERS
THE NOVICE
AND
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THE EXPERT
THE NOVICE PERFORMER
• Will be very inconsistent in how they perform
a new skill
• Will put a lot of effort in but will produce a
less effective performance
• Will not produce the skill as quickly or as
efficiently
• Will not be able to adopt the skill quickly
when necessary or may not possess the
experience to do so
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THE EXPERT PERFORMER
• Will develop a high level of consistency with
each performance
• Will perform the skill with apparently little
effort or expenditure of energy
• Will perform the skill quickly and efficiently
• Will be capable of adapting the skill to meet
precise situations as they arise
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LEARNING SKILLS – INFORMATION
PROCESSING
ACTIVITY: TENNIS
Input
•Seeing opponent play
shot –where is the ball
going to land/how fast
is the ball travelling?
Decision making
•What shot is it best to
play in situation?
Feedback
•How successful was the
shot?
•Where did the ball
land? – or ‘must hit
through the ball next
time.
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Output
•Playing the shot.
•Evaluating whether the
shot was successful –
‘Good shot – but could
have played it more
accurately.
Task: Use a different skill in an
activity and write down the
information processing that a
player would use.
Evaluation and Analysis
• Evaluation means –
Being able to see what is good and bad
about a performance.
• Analysis means –
Breaking down a performance in order
to evaluate it.
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Intrinsic and Extrinsic Feedback
Intrinsic
• Recognising faults in your own performance.
• Beginners struggle to evaluate their own faults as they don’t
have the experience.
Extrinsic
• Feedback comes from someone else rather then yourself.
• Can be general encouragement or specific information about the
performance.
• Usually only one or two comments about the performance.
• Examples – teachers, coaches, spectators.
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Types of Knowledge
Knowledge of Performance (KP)
• Tells you how you have performed irrespective of result.
• Can come from a coach, fellow players, spectators or video.
• Can also sense how well you have performed yourself.
• Can also analyse performance and how it can be improved.
Knowledge of Results (KR)
• Tells you whether you have achieved your result irrespective of
performance.
• Comes from external sources
• Examples – distance in javelin
result in a game
Was your serve an ace?
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PRACTICING AND DEVELOPING
SKILLS
PART PRACTICE
• Breaking a skill down into separate manageable parts.
• Practice each of the skills individually.
• Example – serving in tennis – learn how to grip the racket, your
stance, how to throw up the ball and the swing of the racket.
VARIABLE PRACTICE
• This type of practice is important when learning an open skill.
• You practice the skill in lots of different settings.
• Example – a cricketer plays his shots according to the type and
speed of delivery.
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WHOLE PRACTICE
• Repeat the skill over and over again.
• Activities which don’t lend themselves to being split
into parts.
• Example – dribbling in football.
FIXED PRACTICE
• This type of practice is used to learn a closed skill.
• The skill is repeated under the same environmental
conditions.
• Example – golfer will practice his shots repeatedly.
The setting of the skill doesn’t change.
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LEARNING AND DEVELOPING SKILLS
Demonstration and Copying
• Skills are learnt by copying others – teachers, trainer. Teacher
will demonstrate how a skills should be performed and then
feedback on student’s performance until its done correctly.
• Film or footage could also be used.
Practice
• Skills become established through practice ‘practice makes
perfect’.
• Initial demonstrations must be technically correct.
• Feedback – intrinsic and extrinsic also essential for skills to be
practised effectively.
• Practice can be based on the ‘whole skill’ or in some cases ‘part
skill’
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Trial and Error
• Practicing and learning a skill until you start to make
it work.
• Problems occur if a person gets into a bad habit or
learns the skill incorrectly.
Role Models
• Have to be good technically.
• Can be useful to learn skills from.
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MOTOR SKILLS
Gross Motor Skills
• Involves large movements of large muscles.
• Examples – javelin throw, dancers when they jump.
Fine Motor Skills
• Involves small movements of small muscles.
• Examples – wrist movement in producing spin on a tennis ball,
wrist movements in badminton.
WRITE AT BOTTOM OF PAGE
Both sets of motor skills need to be performed consistently.
They often work together to produce both large movements
and fine control when performing a skill.
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FINE AND GROSS MOTOR SKILLS
Which of these are fine and which are gross motor skills?
1
2
3
4
Hit in
hockey
Flick shot
Drive Shot
5
6
Top spin
on a
tennis a
shot
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7
Use of
wrist in
a set
shot
DECISION MAKING
Perception
• Is how you see something – separates important information from
unimportant information so you can make decisions.
• Examples of different interpretations of situations can be a reason
for arguments between players and officials.
Memory
• Making a decision based upon memories and experiences from
previous situations.
There are two types of ‘memory’ :Short Term Memory
• Something you learn quickly, but can forget easily.
• When learning a new skill it is organised in short term memory then
passed onto long term
Long Term Memory
• A skill learnt over a period of time is stored in long term memory.
• Has a lifetime capacity – never forget skill.
• Examples – riding a bike, swimming.
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Limited Channel Capacity
• You can only absorb a certain amount of information.
• Skills are therefore learnt one at a time.
Overload and Selective Attention
• Too much information at any one time causes overload of
information. So selective attention occurs – ie. Remembering
only 2 teaching points out of 3 or 4.
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Task: Watch the 4 sports clips
• 1) List as many words as you can for each
sport that describes the action of the
performers
• 2) Complete the table in full
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