Economic
Aesthetically
Pleasing
Consistently
Technique
Efficient
Skilled
Performance
WE ARE LEARNING TO...
Be able to define
characterise skill
and
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
• 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
“ 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
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)
What does it mean to be skilful?
What does it mean to have ability?
Why are these two terms different?
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)
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
Economic
Aesthetically
Pleasing
Consistently
Technique
Efficient
Skilled
Performance
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
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
Motor Abilities
Perceptual Abilities
A series of underlying characteristics that Is related to the process of receiving,
contribute to moving your limbs recognising selecting and organising
successfully. They link to physical fitness information that we receive from our
senses and putting these decisions into
action via movement
Explosive Strength
Speed of perception – how fast can
you make sense of the display
Co-ordination
Divide attention to more than one
thing
Balance
Analysing movement – predicting
future action
Speed of Reactions
Selection to filter out unwanted info
Watch the following video extract. In your small
groups record the following information onto your
whiteboards
1. What information is the defender being presented
with?
2. Is all the information useful and necessary?
3. Which information is most necessary?
4. What questions might the defenders ask
themselves before deciding upon a course of
action?
Selecting what to do, choosing which action to
use and when, decision making, reasoning
Our cognitive skill develops as we learn
from experience
EXAMPLE
EXAMPLE
Tennis
player
makes
better
decisions if they
have played them
before. They can
evaluate
their
strengths
and
weaknesses
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
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’
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
Stop! Write down all the things that you have
heard, seen, smelt tasted or felt over the last 60
seconds!!!
1.
2.
3.
4.
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?
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
Open
Closed
Gross
Fine
Externally- Paced
Self-Paced
Serial
Discrete
Continuous
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
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
• 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’
OPEN SKILLS -
CLOSED SKILLS
Affected by the environment
(Unstable)
Not affected by the
environment
Are unpredictable
Predictable/habit
Externally Paced
Self paced (performer in
control)
Predominantly perceptual
(Adaptations can occur)
Has a pre-learned pattern of
movement
No definite beginning or
ending
Has a definite beginning and
ending
Movement patterns must be
adapted to suit the demands
of the situation
Low level of
cognitive/perceptual skill
EXAMPLE – Responding to the EXAMPLE – Throwing a shot
flight of the ball in Tennis
put
GROSS SKILLS
FINE SKILLS
Those involving large
muscle movements
Those using more intricate
movements and small
muscle groups
Associated with power,
strength and endurance
Associated with accuracy
and precision
Little fine control required
Requires good hand-eye
co-ordination
EXAMPLE – Kicking,
throwing a shot put,
jumping
EXAMPLE – Archery,
snooker
Gross
Fine
SELF PACED
EXTERNALLY PACED
Performer is in control
over the rate of the action
Performer is not in control
Performer decides when to Controlled by the actions
initiate the action
of others
Not governed by the
actions of others
More open skills
More closed skills
EXAMPLE - Penalty
Externally- Paced
EXAMPLE – Hockey defender
reacting to an attacker
Self-Paced
DISCRETE
SERIAL
CONTINUOUS
Clear beginning
and end
Several
discrete No
obvious
elements
put beginning
or
together to make ending
an
integrated
movement
sequence
A single skill
The order of
discrete elements
is important
Serial
Discrete
The end of one
cycle
is
the
beginning of the
next
Repetition of the
same skill or
movement
Continuous
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
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