SKills And Techniques

Powerpoint presentation to assist with teaching of Skills and Techniques section.

1. SKILLS &
TECHNIQUES
A technique is a way of
performing a skill
A skill is a
movement with a
purpose
Shooting
Passing
Dribbling
Catching
Marking
Set
Shot
Jump
Shot
Lay-up
Skill:
Shooting

4. SkillsSkills
Skills should be carried out with Skills should be carried out with maximummaximum efficiency and efficiency and
performed with performed with minimumminimum effort. effort.
A skilful performer is one who can control physical A skilful performer is one who can control physical
movement and can movement and can anticipateanticipate what is going to happen what is going to happen
next as different skills and techniques are completed.next as different skills and techniques are completed.
1)1) Write Write down some major skills and techniques involved in down some major skills and techniques involved in
the activities in your course.the activities in your course.
2)2) Write down a sports person that you think is the best in Write down a sports person that you think is the best in
the world in their activity. Explain why you think they are the world in their activity. Explain why you think they are
so skilful.so skilful.

5. Simple SkillsSimple Skills
EASY/SIMPLE SKILLS
Few Sub-routines
Physically
Undemanding
Little co-ordination
needed
Few judgments
to be made
Simple order of
movements
One movement at a
time
Easy Environment e.g.
Indoors
e.g.
Set Shot

6. Simple SkillsSimple Skills
PUSH
PASS
CHEST
PASS
HEAD-
STAND
HEADING
SET
SHOT
HIGH
SERVE
SIMPLE
SKILLS

7. Complex SkillsComplex Skills
COMPLEX
SKILLS
Many Sub-routines
Physically
Demanding
Co-ordination is
vital
Many judgements
to be made
Many movements at
the same time
e.g.
Lay-up in
Basketball

8. Butterfly strokeButterfly stroke
High jumpHigh jump
Basketball lay-up Basketball lay-up

VolleyVolley
Goal Keeper saveGoal Keeper save
Complex Complex
SkillsSkills

9. Effects of Skills & Techniques on Effects of Skills & Techniques on
PerformancePerformance
Simple skills are made up of physical actions which
are common to many activities such as kicking,
jumping, striking, throwing, stretching and rotating.
You learn these basic skills (moves) as you develop.
Your skill level will affect how well you can refine
skills through practice, use skills at the correct time,
and make decisions about when to use basic and
complex skills.

10. Effects of Skills & Techniques on Effects of Skills & Techniques on
Performance Performance (EXAMPLE)(EXAMPLE)
When drawn to the net in badminton, a
basic skill is to return the shuttle high to
back of the opponent’s court with an
underarm clear.
A complex skill would be a tight net shot.
Choose one skill from one activity. Explain how you
refined the skill through practice.

11. What makes a skilled performance?What makes a skilled performance?
A skilled performance shows three characteristics:A skilled performance shows three characteristics:
c.c.Sequences of movements are carried out in a Sequences of movements are carried out in a
fluentfluent, , controlledcontrolled way often with minimum way often with minimum
efforteffort
d.d.Correct options are selectedCorrect options are selected
e.e.Skills & techniques are used which Skills & techniques are used which reflectreflect the the
performer’s performer’s abilityability and and experienceexperience

12. Skill LearningSkill Learning
Learning skills involves considering:
• Safe practice
• Methods of practice
• How best to practise with a partner and
in a group

13. Safe PracticeSafe Practice
This involves ensuring practice is at the right level
for your ability and completing a warm up
before practice and a cool down after practice.
It also involves understanding and abiding by the
safety rules.
E.g. Swimming
* Class rules set by the teacher
* Swimming pool rules
* Working co-operatively with your partner or
class

14. Learning SkillsLearning Skills
Learning
Skills
Gradual Build Up is when you learn
a skill bit by bit
e.g. Diving
1. Seated Dive
2. Kneeling Dive
3. Crouched Dive
4. Full Dive
Whole Part Whole is
when you try the whole
skill, then, break it down
and concentrate on part,
before putting it all together
again
Repetition Drills
Shadowing is when you
shadow your partner and
copy what they are doing.
e.g. Movements in
Badminton
Solo/Partner/Group
Conditioned
Games

15. Methods of PracticeMethods of Practice
There are four main methods of practice that you
need to know for physical education:
• GRADUAL BUILD UP
• WHOLE PART WHOLE
• PASSIVE/ACTIVE PRACTICES
• REPETIITIVE PRACTICES

16. Gradual Build UpGradual Build Up
Gradual build up is a useful practice method for Gradual build up is a useful practice method for
learning complex skills. You learn the skill bit by learning complex skills. You learn the skill bit by
bit. You build the skill up in stages. Often used bit. You build the skill up in stages. Often used
when the skill is too difficult or dangerous to try.when the skill is too difficult or dangerous to try.
Gradual build up is a useful practice method as it Gradual build up is a useful practice method as it
allows you to:allows you to:
Make practices more demanding in small stepsMake practices more demanding in small steps
Develop confidenceDevelop confidence
Make practices challenging but achievableMake practices challenging but achievable
Gear practices to your stage of learningGear practices to your stage of learning

17. Gradual Build UpGradual Build Up
The best example for The best example for
using the gradual using the gradual
build up method for build up method for
an individual activity is an individual activity is
the the flight diveflight dive..
DescribeDescribe three three
different stages of different stages of
building up to a flight building up to a flight
dive in swimmingdive in swimming

18. Gradual Build UpGradual Build Up
Gradual build up practice method can also be Gradual build up practice method can also be
used in team activities.used in team activities.
E.g. Stage 1: In indoor hockey you are E.g. Stage 1: In indoor hockey you are
working on attack. 4 v 1. The object of the working on attack. 4 v 1. The object of the
practice is to get past the defender.practice is to get past the defender.
You must You must describedescribe how you would gradually how you would gradually
build up this practice to make it more build up this practice to make it more
challenging.challenging.

19. Whole Part WholeWhole Part Whole
Whole part whole is often used by performers who Whole part whole is often used by performers who
already have some experience of the activity. It already have some experience of the activity. It
works best when you can perform a version of the works best when you can perform a version of the
whole skill already.whole skill already.
E.g. Front Crawl - Swimming E.g. Front Crawl - Swimming
WholeWhole: Try the whole stroke i.e. using both arms : Try the whole stroke i.e. using both arms
and legsand legs
PartPart: With a float in hands, practise legs only to : With a float in hands, practise legs only to
improve leg kickimprove leg kick
WholeWhole: Return to the whole stroke again to see if : Return to the whole stroke again to see if
stroke has improved.stroke has improved.

20. PASSIVE/ACTIVE PRACTICESPASSIVE/ACTIVE PRACTICES
These are often useful to practise with a partner as they These are often useful to practise with a partner as they
can vary the degree of opposition required to help you can vary the degree of opposition required to help you
improve. E.g. Basketballimprove. E.g. Basketball – lay up shot– lay up shot
1. Solo practice ensuring foot pattern and ball placement is 1. Solo practice ensuring foot pattern and ball placement is
correct.correct.
2. With a partner – receive pass from partner and perform 2. With a partner – receive pass from partner and perform
lay-up shot.lay-up shot.
3. Partner passes and then uses passive defence to mark 3. Partner passes and then uses passive defence to mark
youyou
4.4.Partner passes and then becomes an active defender Partner passes and then becomes an active defender
who is trying to get ball.who is trying to get ball.

21. REPETITION
DRILLS
During practice it can be
productive to set up
training drills that repeat
particular parts of a
technique or the whole
technique
Groove technique so
that all components of
it work well together
You may practice very small
parts of the technique
repeatedly
The type of attention
to detail works best
with complex, closed
skills.
Drills can work well when
both repetition and different
degrees of pressure are
involved.
Badminton Example
1. Short Serve
2. Underarm Clear
3. Overhead Clear
4. Drop Shot
Repetition Repetition PracticesPractices

22. Learning Skills TasksLearning Skills Tasks
1.1.Choose Choose oneone method of practice from list A and method of practice from list A and oneone from from
list B. Explain list B. Explain whywhy you would use these methods of you would use these methods of
practice.(4)practice.(4)
List AList A List BList B
Shadow practiceShadow practice Passive/Active PracticePassive/Active Practice
Whole-part-wholeWhole-part-whole Small sided gamesSmall sided games
Cooperative practiceCooperative practiceRepetitive PracticesRepetitive Practices
2.2.Choose two activities and describe, Choose two activities and describe, in detailin detail, how you , how you
used these methods of practice to develop a skill. (Give used these methods of practice to develop a skill. (Give
specific details of a practice that you have used). (4)specific details of a practice that you have used). (4)

23. Learning Skills TasksLearning Skills Tasks
3.3.Gradual build up is one method of learning and developing Gradual build up is one method of learning and developing
skills.skills.
i)i)WhatWhat is meant by gradual build up? is meant by gradual build up? /2/2
ii)ii)Explain Explain whywhy you would use this method you would use this method/2/2
4.4.Select Select two differenttwo different skills where you used gradual build skills where you used gradual build
up. Choose an individual activity, a skill or technique. up. Choose an individual activity, a skill or technique.
Describe how you learned to perform this skill or technique.Describe how you learned to perform this skill or technique.
Firstly I, /1Firstly I, /1Then I, /1 Then I, /1 Finally I, /1Finally I, /1
5.5.Choose a Team activity, a skill or technique. Describe how Choose a Team activity, a skill or technique. Describe how
you learned to perform this skill or technique.you learned to perform this skill or technique.
Firstly I, /1Firstly I, /1Then I, /1 Then I, /1 Finally I, /1Finally I, /1

24. Learning Skills Exam QuestionsLearning Skills Exam Questions
1.1.Whole – part – wholeWhole – part – whole and and gradual build-upgradual build-up are are
two different methods of learning and developing two different methods of learning and developing
skills. Explain skills. Explain whywhy you used each method. you used each method. (2)x2(2)x2
2.2.Choose an activity. Choose a skill/technique that Choose an activity. Choose a skill/technique that
could be improved using could be improved using whole/part/wholewhole/part/whole . .
Describe what you did to improve this Describe what you did to improve this
skill/technique using whole/part/whole. skill/technique using whole/part/whole. (2)(2)
ii)ii)Now choose a different method of developing Now choose a different method of developing
skills. (1)skills. (1)
iii)iii)Describe how you used this method to improve a Describe how you used this method to improve a
skill/technique in an activity of your choice. (2)skill/technique in an activity of your choice. (2)
iv)iv)Why was this an appropriate way to develop this Why was this an appropriate way to develop this
skill/technique. (1)skill/technique. (1)

25. Movement AnalysisMovement Analysis
One effective approach for breaking down a skill
or technique is through analysing your:
• Preparation is the first part of the movement
• Action is the middle part of the movement
• Recovery is the end of the movement
You would use an observation schedule to
achieve this

26. Movement AnalysisMovement Analysis
PHASE OF
ACTION
FEATURES OF ‘MODEL
PERFORMANCE’
MY
PERFORMANCE
PreparationPreparation
• • Starts from base.Starts from base.
• • Performer tracks path of shuttle Performer tracks path of shuttle
and begins moving towards place and begins moving towards place
shuttle will be played from.shuttle will be played from.
• • While moving, body turns side-on While moving, body turns side-on
to net.to net.
• • Racquet is taken up and back Racquet is taken up and back
behind head.behind head.
• • Weight shifts mostly onto back Weight shifts mostly onto back
foot.foot.
• • Back shoulder drops.Back shoulder drops.
• • Front arm balances racquet arm Front arm balances racquet arm
(both arms are raised).(both arms are raised).
√√
√√
√√
√√
√√
An observation schedule would be used to analyse
your performance. E.g. Overhead Clear

27. Movement AnalysisMovement Analysis
PHASE OF
ACTION
FEATURES OF ‘MODEL
PERFORMANCE’
MY
PERFORMANCE
ActionAction
A
Shoulder, arm and racquet are brought
A
Shoulder, arm and racquet are brought
forward at speed to help generate power.forward at speed to help generate power.
f Action resembles throwing action.f Action resembles throwing action.
f Weight is transferred forward from f Weight is transferred forward from
back foot to front foot to coincide with back foot to front foot to coincide with
moment of impact.moment of impact.
m Impact is with open racquet face m Impact is with open racquet face
above racquet shoulder.above racquet shoulder.
a Performer strikes ‘through’ shuttle and a Performer strikes ‘through’ shuttle and
body weight continues to move forward body weight continues to move forward
(a smooth continuous action leads (a smooth continuous action leads
naturally into recovery).naturally into recovery).
√√
√√
√√

28. Movement AnalysisMovement Analysis
PHASE OF
ACTION
FEATURES OF ‘MODEL
PERFORMANCE’
MY
PERFORMANCE
RecoveryRecovery
R
Racquet comes down and across
R
Racquet comes down and across
body in recovery phase.body in recovery phase.
b Forward movement at end of b Forward movement at end of
stroke leads to ‘base’ and recovery of stroke leads to ‘base’ and recovery of
‘ready’ position.‘ready’ position.
√√

29. Movement AnalysisMovement Analysis
Benefits of Using an Observation Schedule
ii. Identifies Strengths & Weaknesses of a skill
iii. Pinpoints specifically where weakness lies
iv. Practice programme can be designed from the
information received
v. You can use an observation schedule at the beginning
and end of a training block to see if your technique has
improved

30. Stages of LearningStages of Learning
There are three important stages in learning and
developing skills:
• Planning Stage (Cognitive)
• Practice Stage (Associative)
• Automatic Stage (Autonomous)

31. Planning StagePlanning Stage
During the planning stage, you find out
what the skill involves. You establish what
the parts of the skill are and make your
first attempts at learning each part. Errors
are likely to be common at this stage in
learning.

32. Practice StagePractice Stage
During the practice stage you link
together all the required subroutines of
the skill. Simple skills will require less
practice than complex skills. Quality
practice will reduce the number of mistakes
made during performance.

33. Automatic StageAutomatic Stage
At this stage, most key subroutines have become
automatic in the performance. At the automatic
stage errors are less likely. You will be able to do
it without thinking. Your success rate with an
‘automatic’ skill will be high and your mind will be
free to concentrate on other aspects of the game.
Choose one skill from an activity from the course.
Explain, in detail, the characteristics of
performance at each stage of skill learning.

34. Overcoming Problems in Skill Overcoming Problems in Skill
LearningLearning
Identify your performance strengths and weaknessesIdentify your performance strengths and weaknesses
Compare with a classmate’s abilityCompare with a classmate’s ability
Compare with a model performerCompare with a model performer
• Highlights fitness needs of performance
• Exact requirements of different skills
• Effectiveness of decision making
• Highlights specific practice to overcome skill weaknesses

35. Principles of Effective PracticePrinciples of Effective Practice
For your practice to be effective you should set clear
objectives. This will enable you to refine performance.
You must consider your existing level of ability and
current strengths and weaknesses and what aspects of
your performance you want to improve. You must also
consider:
 Work/Rest Ratio
 Progression

36. Principles of Effective PracticePrinciples of Effective Practice
WORK/
REST
RATIO
PREVIOUS
EXPERIENCE IN
THAT ACTIVITY
YOUR LEVEL OF
PRACTICAL
ABILITY
DIFFICULTY
OF THE SKILL
INVOLVED
PHYSICAL
DEMANDS OF
THE PRACTICE
WORK/REST RATIO IS
ONE OF THE KEY ISSUES
IN MAKING SKILL
TRAINING SPECIFIC TO
YOUR NEEDS

37. Principles of Effective PracticePrinciples of Effective Practice
PRACTICES ARE
LINKED TO
YOUR CURRENT
PERFORMANCE LEVEL
PROGRESSION
MAKE PRACTICES
MORE CHALLENGING
WHEN YOU ARE
READY
WORK AT A
SUITABLY
DEMANDING LEVEL
AT ALL TIMES
HIGH QUALITY
PRACTICE FOR A
SHORT PERIOD
OF TIME
PROGRESSION WILL
ENSURE THAT YOUR
PERFORMANCE DOES
NOT SUFFER FROM THE
EFFECTS OF BOREDOM
AND FATIGUE

38. Principles of Effective PracticePrinciples of Effective Practice
Practising Under Pressure
With skills and techniques that you can complete with
a high degree of control and fluency it is important to
complete practice under pressure i.e. as you improve
practices must become more challenging. This will
make practice relate to performing in competition.
In team activities this could involve increasing the
demands of opponents.

39. FeedbackFeedback
Feedback is information received by a performer
about their performance.
 Positive feedback helps your performance
improvement
 Effective feedback needs to be positive
 Feedback needs to be precise and accurate
 One or two points of feedback given at a time
 Feedback should be given as soon as
possible after performance

40. EXTERNAL
Manual/
Kinaesthetic
Written
Teacher physically guides
you through the action so
that you can feel how to do
it correctly
Information about your
performance is written on a
sheet about what you are
doing well and what needs
improvement
Verbal
Teacher or another pupil
watches your performance
and tells you what you are
doing well and what needs
to be improved
Visual
You watch a good (model)
performance. From this
demonstration you are able
to see how to do the skill
correctly.
FeedbackFeedback
FEEDBACK
INTERNAL
Is how you feel about your own
performance. E.g. You took a shot that was
unsuccessful because the ball hit the front of
the ring. You would know that next time
you shoot you would have to shoot with more
power.

41. Feedback Exam QuestionsFeedback Exam Questions
1)1)Choose an activity and a skill/technique. Select Choose an activity and a skill/technique. Select
one type of feedback which helped you identify a one type of feedback which helped you identify a
problem. Describe how this feedback helped you problem. Describe how this feedback helped you
to identify a problem. to identify a problem. (2)(2)
ii)ii)For the same skill choose a For the same skill choose a differentdifferent type of type of
feedback. Describe how this feedback helped feedback. Describe how this feedback helped
you to identify a problem. you to identify a problem. (2)(2)
iii)iii)Explain how feedback helped you to improve Explain how feedback helped you to improve
your performance in your chosen activity. your performance in your chosen activity. (2)(2)
iv)iv)Explain what is meant by Explain what is meant by internalinternal feedback. feedback.
(1)(1)
v)v)Explain what is meant by Explain what is meant by external external feedbackfeedback
2)2)Feedback is an important aspect of developing Feedback is an important aspect of developing
skills to an automatic stage. What is meant by skills to an automatic stage. What is meant by
feedback? feedback? (1)(1)
ii)ii)How does feedback help you to develop a skill How does feedback help you to develop a skill
towards the automatic stage? towards the automatic stage? (1)(1)

42. Co-operationCo-operation
It is important that you can effectively co-operate
with class mates. This involves practising
together and talking about how best complete
tasks.
Co-operation also involves observing a partner
and recording information.
When participating as part of a team working co-
operatively involves accepting responsibility
and recognising you role within a team.

43. Mechanical PrinciplesMechanical Principles
Learning OutcomesLearning Outcomes
•What is What is balancebalance, are there different types of balance?, are there different types of balance?
•Centre of gravityCentre of gravity
•Body tensionBody tension
•Transfer of WeightTransfer of Weight and benefits to performance if and benefits to performance if
completed effectivelycompleted effectively
•ForceForce and the application of force. and the application of force.
•FrictionFriction
•Follow throughFollow through

44. BalanceBalance
Balance is the ability to retain the centre of
gravity over your base of support. There are
two types of balances:
3) Static balances
2) Dynamic balances

45. Centre of GravityCentre of Gravity
Centre of gravity is to do with stability.
iv.The heavier you are, the more stable you will
be
v.To be balanced your centre of gravity should
be inside your base
vi.A low position with a wide base is more
balanced

46. Centre of GravityCentre of Gravity

48. Body TensionBody Tension
For technique to be effective it is helpful if the
major muscles involved in balances have good
body tension.
In gymnastics explain how good body tension
helped to improve the quality of your balances?

49. Transfer Of WeightTransfer Of Weight
The transfer of weight allows you to move your body from
one place to another. How well you transfer your weight
involves considering how well balanced you are when
performing.
To transfer your weight in any direction, you must apply a
force in the opposite direction. The force is created when
you contract your muscles.
At times, this can be single actions such as throwing the
javelin. At other times, for example when running, simple
actions are repeated.
Name 2 activities, describe one technique which requires
a single transference of weight and describe another
technique which requires repeated transference of weight

50. Application of ForceApplication of Force
When performing different skills and techniques
different forces are applied and resisted.
For every action there is an equal and
opposite reaction (Newton’s third law)

51. Application of ForceApplication of Force
If speed is required then the greater force applied
the better. Differences in the mass of the body
will affect performance.
If the force applied to the sprinting block (100m
sprint) is the same the athlete with a smaller
mass will accelerate at a quicker rate.

52. ForceForce
You must apply force in one direction to move in the
opposite direction.
Look at the following examples. Explain where force is
applied and what direction the person or equipment
moves.
A.
C
B

53. FrictionFriction
This is when contact between two surfaces cause a
slowing down or gripping effect.
This can be an advantage or disadvantage depending on
the activity and the skill or technique you are trying to
complete.
Adv. Football boots getting a good grip on the
ground to stop the player slipping and allow
them to change direction quickly
DisAdv.In cycling when the wind slows you down
Choose four activities explain how friction affects your
performance.

54. RotationRotation
In different activities you rotate (turn) in order to carry
out skills and techniques.
When throwing the discus in athletics you turn around in
a spinning back-to-front movement to generate power.
This is a complex technique. You build up speed before
throwing by quickly turning until you have regained
balance.
You can also rotate by performing a forward roll.
Name two skills in which you turn head over heals.

55. ResistanceResistance
When you apply force there will be resistance. Like friction,
resistance can either be an advantage or disadvantage.
Adv. When sprinting in athletics the starting blocks are an
advantage. They provide resistance.
DisAdv. If you are running into a headwind this
slows you down.
Resistance can be reduced or increased depending on your
technique. In swimming if you keep your head out of the
water when doing the front crawl this creates a greater
resistance with the water and slows you down. Reduce
resistance by putting head level with the water (streamlined)

56. Follow throughFollow through
When completing different skills and techniques it is
important to have a good follow through. A good follow
through is part of effective performance and follows on
from the preparation and action phases in different skills
and techniques.
An example would be kicking a ball in football, the follow
through is in the direction of the shot.
In other actions the follow through involves body rotation.
The ball and socket joints in the hips
and shoulder help rotation in this
striking action.

57. Mechanical PrinciplesMechanical Principles
A. What is the importance of transfer of weight when completing
an ‘overhead clear’?
B. When completing a ‘headstand’ what affect would having a
small base have your performance?
C. Why is body tension important when completing static
balances?
D. Where must your centre of gravity be maintained to hold a
balance?
E. Give an example of a dynamic balance?
F. Name two activities where equipment is used to reduce
friction?
G. In swimming, how did improving your technique, reduce your
resistance in the water?
H. Describe one technique in three different activities where
follow through is important (use kicking, striking and
throwing)?