• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Review the classification of skills, highlighting the differences between individual, coactive and interactive skills.

Extracts from this document...

Introduction

REVIEW THE CLASSIFICATION OF SKILLS, HIGHLIGHTING THE DIFFERENCES BETWEEN INDIVIDUAL, COACTIVE AND INTERACTIVE SKILLS What is Skill? * Skill is learned. It is the result of practice and experience. * Skill is goal directed and purposeful. It results in an end product. * A skilled player consistently achieves their goals. * Skill results in movement that is economic and efficient, in terms of time or energy. * Skill results in movements that are fluent and aesthetic. Classification of Skill: There are different types of skill - these are as follows: TYPE OF SKILL DESCRIPTION EXAMPLE COGNITIVE SKILLS A persons ability to solve problems by thinking Adding up of scores MOTOR SKILLS The smooth execution of physical movements and responses Running PERCEPTIVE SKILLS Taking in and making sense of information Looking at 'trick' pictures, i.e.: third eye PSYCHOMOTOR SKILLS A mix of cognitive, motor and perceptive skills. ...read more.

Middle

Each of these elements can be thought of as a continuum. This means that two ends of the continuum are opposites and there is a gradual change in characteristics from one end to the other. In preparing a performer for competition, coaches might need to consider the nature of the interactions between competitors and the extent to which the opposition can affect their player's performance. Individual Skills are those that the competitor performs alone, without the physical presence of the opposition. Can you think of an example of a sport where the opposition is not present? Figure skating is an example of a sport in which competitors can, if they wish, largely distance themselves from each other, even before and after the performance. In a high jump event, other competitors are in the same area but they do not all perform at the same time and cannot physically affect performance, though they may exert psychological pressure. ...read more.

Conclusion

Highly interactive activities are those in which space is shared and in which body contact is allowed, for example Rugby or Football. There is potentially less interaction as less body contact is allowed in say, basketball, and less interaction still when players are separated, for example in tennis or volleyball. In theory, the greater level of interaction, the greater the potential for opponents to affect each other's performance. Thus maintaining possession and avoiding being tackled or intercepted are important tactics in invasion games. In conclusion, each sport has its own combinations of types of skill the performers need for it to be performed properly, safely and to a high standard. Due to this, some sports will not suit a particular person whereas another one will. Also, you can see that classifying skills, plays a big part for teachers and coaches, helping them to choose the most appropriate and effective ways of teaching their pupils and for the pupils to have the optimal quality of coaching possible. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Acquiring, Developing & Performance Skill section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Acquiring, Developing & Performance Skill essays

  1. Performance analysis of passing and tackling in rugby.

    Every Sunday morning progressing to the under 16's level before Colt rugby starts, ranging from under 17's to under 19's. This rugby is player on a Saturday and from the Colts you may progress to the first and second senior teams at the club or push into the university side if you are taking part in further education.

  2. Types of Learning and how they apply to developing football skills.

    Once the player has shot the football they will replace the participant in the goal and that participant will then join their line. I have chose this activity because it allows the participants to practice their shooting skills in a competitive environment, the participants also have to aim their shot.

  1. Synoptic essays for swimming.

    There are a certain amount of activities that girls can't participate in due to gender. The level of motivation that the coaches have in the women is much lower than that of the men. The men are pushed harder and further than the women as it is believed that the men are more physically stronger than the women.

  2. PEP basketball

    Lay-ups therefore I feel must be implemented into my PEP. My lay-ups under pressured situations are currently quite appalling. I often miss on fast breaks; I believe this is due to the pressure on me; however my technique is almost perfect.

  1. A2 Practical Assessment Of Rugby

    Here is a picture of Josh Lewsey playing for London Wasps tackling another player from the side. From this photo it is very difficult to criticise Josh Lewsey's tackle. He has wrapped the player's legs up from a very low position and the player will drop to the ground instantly, there is no way this player can escape the tackle.

  2. Pefect Performance- Skills in Rugby

    Bear in mind that it is illegal to be tackled in the air. STEP 4 You should catch the ball at or above eye level before bringing the ball into your hands and then your body (start catch with fingertips and then cradle the ball into your arms and body).

  1. The Individual Performance Portfolio (IPP)

    Drink water/juice depending on what's available Tuesday * Breakfast: chocolate spread and bread with a glass of milk. * Lunch: chicken and chip with a soft drink/ 4 choc cookies * Dinner: rice/pasta with beef/chick and salad. Drink water/juice depending on what's available Wednesday * Breakfast: chocolate spread and bread with a glass of milk.

  2. Nformation Processing during the Performance of Skills in Physical Education.

    - Action complete: this is the point at which the decided response to the stimulus is completed. All of the above create the athletes response time. Response Time = Reaction Time + Movement time. Reaction time can be used as an effective tool in athletics.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work