AS-Level Physical Education - PowerPoint Presentation

Slide1

AS-Level Physical Education

Examining Body: OCR

Mr WalkerSlide2

What's the Point?

Increase your

physical

competence

.

Develop your

involvement and effectiveness in physical

activity

.

Enables you

to become informed and discerning decision-makers in relation to

your

and others’ involvement in physical activity.Slide3

Course Structure

Section A:

Anatomy and Physiology

Section B:

Acquiring Movement

Skills

Section C:

Socio-Cultural Studies relating to participation in physical activity

80% Theory!

20% Practical!Slide4

Independent Task...

Please download and print the OCR Physical Education specification for

all three units

.

Familiarise yourself with the OCR website (its really useful!).

Ensure these are at the front of your files as we will refer to these throughout the year.

Remember: stay organised!Slide5

Today’s Objectives

To understand the difference between

Skills

and

Abilities.

To understand the classification

Muscular Involvement.

To be able to

apply

this theory to

practical

examples and

explain

their reason for choice.Slide6

Starter: Skill vs Ability!

Write down 5 words your associate with Skills.

Write down 5 words you associate with Abilities.

Explain the difference!

3

minutesSlide7

Skills

“Skills are said to be gained through learning. Skill is said to be learned behaviour”

(

B.Knapp

)

Learned:

You are not born with these!

Permanent changes in behaviour

Goal Directed:

Used to achieve something

Fluent

Aesthetically pleasingSlide8

Classification of Motor Skills

Motor skills are essential to sporting success. By understanding motor skills, we increase our knowledge of how to best learn and teach skills.

Classifying movement skills is not simple or an exact science!

It can be difficult to be specific about the characteristic of a skill as many of these change depending on the situation.

For this reason we use a

continuum

! Slide9

Classification of Motor Skills

You need to know the following classification continua:

Muscular Involvement (Gross – Fine)

Environmental Influence (Open – Closed)

Continuity (Discrete – Serial – Continuous)

Pacing (Externally Paced – Self Paced)

Difficulty (Simple – Complex)

Organisation (Low – High)Slide10

Muscular Involvement

Gross – Fine Continuum

This classification refers to the precision of movement.Slide11

Muscular Involvement

Gross Motor Skills

Fine Motor Skills

Involve large muscle movements where there is little concern for precision.

Include any movement patterns involving the majority of the major muscle groups such as walking, running and jumping.

Involve more intricate movements using small muscle groups.

Usually involve accuracy and emphasise hand-eye co-ordination.Slide12

Muscular Involvement...

Using the white boards, place these sports along the continuum.

Hammer Throw

Free style swimming

Snooker

Darts

Spin bowling (cricket)

Olympic weight lifting (Clean and Jerk)

Remember to justify your answers!Slide13

Exam Style Question

Giving an example for each, describe what is meant be a gross or fine movement skill.

4 marksSlide14

Classification of Motor Skills

Environmental Influence and Pacing Continuum’sSlide15

Starter

Giving an example for each, describe what is meant be a gross or fine movement skill.

4 marksSlide16

Todays Objectives

To

understand

; Environmental Influence

and

Pacing

Continuums.

To

be able to

apply

these theories

to

practical

examples and explain their reason for choice.Apply this knowledge to an exam style question.Slide17

Environmental Influence

This classification concerns itself with how environmental conditions affect the movement of a skill.

Open skills – Closed skillsSlide18

Open Skills

Movement skills that are affected by

an ever changing, unpredictable

environment.

Predominantly

perceptual

-

needs

perception, judgement, interpretation

or decision making

Externally paced

-

the speed or timing of the skill is dictated or controlled by others

Movements need to be adapted to suit the situation Slide19

Closed Skills

Movement skills that are not affected by the environment

.

The environment is more stable and less unpredictable

Set Technical Model - Patterns

of movement similar each time skill performed

P

redominantly habitual

Self Paced -

the performer controls the speed of the skill Slide20

Examples…

In small groups, discuss some specific examples for both Open and Closed skills

Lets place them on the continuum!

Open

Closed

Pass in Rugby

Tennis serve

Tackle in Hockey

Free throw in Basketball

Shooting in Netball

Vaulting in GymnasticsSlide21

Pacing Continuum

Self Paced – Externally PacedSlide22

Pacing Continuum (Self-Paced or Externally Paced)

This classification concerns itself with the

level of control

the performer has over the

timing

of the

movement skill

.

This control can relate to both when the

movement is started

as well as the rate at which it is

performed

. Slide23

Pacing Continuum

Self Paced

Externally Paced

The performer determines when the movement skill starts.

The performer has control over the rate that the skill proceeds.

Usually

closed skills

.

The control of the movement skill is not determined by the performer but the environment.

The performer usually will be facing an opponent to whom they will have to react.

Usually

open skills

.Slide24

Self Paced

Externally Paced

High Jump

Passing

in rugby

Tennis Serve

Windsurfing

Triple Jump

Receiving a serve in Badminton

Can you think of any examples?Slide25

Challenge!

Gross

Fine

Open

Closed

Self Paced

Externally Paced

Choose any 4 skills you wish. Place each sport on each continuum! Slide26

Exam Style QuestionSlide27
Slide28

Independent Task

Working in pairs please research one of the following;

Continuity (Discrete – Serial – Continuous)

Difficulty (Simple – Complex)

Organisation (Low – High)

Please prepare to present back to the group. You need to become the

Master of the Classification

!Slide29

Continuity Continuum

Discrete – Serial - ContinuousSlide30

Continuity Continuum

This classification concerns itself with how

clearly

defined

the

beginning

and the

end

of the movement skills are.Slide31

Discrete Skills

These skills have a

clear beginning

and

end

.

Usually brief in nature – a single specific skill.

If this single skill it is to be repeated, it must start again from the beginning.

Examples? Slide32

Serial Skills

A number of

discrete skills

put together to make a

sequence

or

series

.

The order in which these distinct elements are put together is very important.

Examples? Slide33

Continuous

These skills have no definitive beginning or end.

Activity continues for an unspecified amount of time.

The end of one cycle of the movement is the start of the next.

The movement skill is usually repeated several times for it to be meaningful. Slide34

Examples

Serial

Discrete

Basketball

Free

Throw

Catching a

ball

Penalty in football.

Triple

Jump

Gymnastics floor routine

Trampolining

sequence

Continuous

Running

Cycling

SwimmingSlide35

Place the skills on the continuum!

Discrete

Serial

Continuous

Choose 3 skills of your choice! Slide36

Difficulty Continuum

Simple – ComplexSlide37

Difficulty Continuum

This classification is concerned with how

complex

the movement skill is determined by

6 aspects

.

Perceptual load

with the degree of decision making.

Time available to carry out the perceptual and decision making tasks.

Quantity of sub-routines together with their speed and timing.

Speed/power needed

Accuracy needed

Use of FeedbackSlide38

Key Terms!

Perceptual Load

– the amount of information that the performer has to process.

Sub Routine

– movement skills are usually comprised of several parts that are referred to as sub-routines. These sub-routines make up the movement skill.

(example – vault in gymnastics)Slide39

Simple Skills

Not affected by the environment

Fewer sub-routines

Little information to process

Time to evaluate the situation

Feedback is not essential

These skills may still be tricky to learn and perform!Slide40

Complex Skills

Numerous sub-routines which must be performed in the correct sequence and at the right time.

Large amount of information to process.

Short amount of time to evaluate the situation.

Feedback aids performance.

Would be affected by the unstable, changing environment. Slide41

Complex Skills

Simple Skills

Complex Skills

Swimming

Sprinting

Cycling

Gymnastics

Routine

Tennis

Serve

SomersaultSlide42

Place your skills on the continuum!

Simple

Complex

Choose 5 skills of your choice! Slide43

Organisational Continuum

Low - HighSlide44

Organisational Continuum

This continuum concerns itself

w

ith how

closely

linked

the

sub-routines

of the movement skill are. Slide45

Organisational Continuum

Low Organisational Skills

High Organisational Skills

Sub-routines

can be identified easily and isolated from the overall movement.

Sub-routines can be practised and developed to improve overall performance (whole – part – whole).

Sub-routines

are difficult to identify and isolate from the overall movement.

Sub-routines have to be practised as part of the whole movement.Slide46

Organisational Continuum

Low

Organisational Skills

High

Organisational Skills

Swimming

Trampolining sequence

Cartwheel

Golf Swing

SomersaultsSlide47

Gross

Fine

Open

Closed

Self Paced

Externally Paced

Serial

Discrete

Continuous

Simple

Complex

Low Organisation

High Organisation

Pick 2 skills – place them on the continuums!Slide48
Slide49