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

Review the classifications of skills to include the differences between individual, co-active and interactive skills.

Extracts from this document...

Introduction

AS Physical Education. Skill Acquisition Coursework Task One. Review the classifications of skills to include the differences between individual, co-active and interactive skills. The aim of this coursework is to review the various classifications of skill. Within it I will outline the differences between Individual, co-active and interactive skills. These are all used in team games, racket games and individual activities, in which case I will provide examples highlighting when and where they take place. 'Skill' can be defined as: "The learned ability to bring about predetermined results with maximum certainty often with the minimum outlay of time of energy or both" (Guthrie, 1956) * A skill is learned and requires practice and results from experience. It can be improved with practice. * A skill always brings about an end result and has a goal to be aimed for. * A skilled performer can achieve their goals consistently, in an efficient movement. It is well co-ordinated and precise. Skill = Ability + Technique. * In order to perform a skill efficiently, we must learn the required technique. * In order to learn a technique fully, we must have the necessary abilities. For a performance to be skilful it requires: * Consistency * Accuracy * Control * An intension * Fluidity Skills can be classified on a sliding scale depending on their requirements these are called continuums. Continuums demonstrate the need for a flexible and analytical approach. ...read more.

Middle

To do this an interaction continuum is used: Individual Skills Co-active Skills Interactive Skills * A somersault in gymnastics * A 100M sprint in athletics * Wrestling * The triple jump in athletics * A relay race in athletics * A doubles match in badminton * Serving in badminton * A free throw in basketball * Tackling in football Self-paced/Externally paced Skills. The Pacing continuum is concerned with the extent to which the performer has control over the timing of the action. Actions are either, 'self paced' of 'externally paced'. This is, who controls the timing of the skill, it may be the performer or an outside factor, such as a referee. Self-paced skills are those that are instigated by the performer. They can take as much time or as little time as they wish. An example of this would be a badminton serve, the performer is not told to take the serve at a particular time. It tends to be a closed skill because the performer is in control of most factors. Externally paced skills are those in which the timing of the performance is not controlled by the performer, but by an outside factor. This may be the weather, for example in sailing, or an official or it could be another performer, such as a service return in badminton. It tends to be an open skill because it is dependent on the surrounding environment. ...read more.

Conclusion

Gross skills involve large muscle groups and movement of the whole body; they have a margin of error in terms of accuracy. These are skills such as, walking, running, etc. Fine skills are those which involve small movements of specific body parts. In most cases, these need much control and a high level of accuracy. These are skills such as writing, darts or playing the piano. Coaches and players must consider the movements in between the two extremes, they must be analysed and practiced in order to improve. The continuum below shows the two extremes of gross and fine skills, with examples from each of an open and closed individual activity, a co-active sport and an interactive sport. Fine Skills Gross Skills Open Individual Closed Individual * Bowling in cricket * Putting a shot put Open Co-active * Throwing a line out ball in rugby Closed Co-active Open Interactive * Shooting in football Closed Interactive In conclusion, from the continuums above, I realize that continuums are very important in classifying skills correctly. A skill can be categorized by placing it along a continuum, this will help to break them down which again makes skills easier to learn or teach as it allows people to analysis each task. Once a skill is learnt it can then be transferred from one sport to another. A disadvantage to the continuums is that you cannot place a skill defiantly in one category or the other, which means that there may be some uncertainty among the classification of skill. This leads to people having different ideas about what skill is. ...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.

    him, he does this mostly with one hand as his execution is technically sound. Recovery: When the performer did offload he lost the ball in the contact area and the other team gained possession. This gave on chance to determine whether his recovery from the position was effective.

  2. Netball Attacking skills.

    should be given to the exercise * Gain the greatest possible extension to reach the ball so that the ball is in the air for less time. During a game situation, this will result in less time for an opponent to intercept the pass.

  1. Sports Analysis (cricket)

    great in the field as he can use his flexibility to achieve hard tasks like catching the ball. Physical Aspect (Muscular Strength): 'The common definition of Strength is the ability to exert a force against a resistance. The strength needed for a sprinter to explode from the blocks is different

  2. Self analysis of weaknesses in table tennis - Comparison to elite model 2

    usually play the ball past me automatically putting me on the back foot of the rally. Unlike Paul Drinkhall who straight away recognises what spin is being applied to the ball and so can play a shot back to counter the spin and put the opponent on the back foot from the start of the rally.

  1. Analyse the nature of a skilled performer

    * They aren't aware of the goal * They are inconsistent - they wont be able to repeat a skill over and over * They are uneconomical- they don't use the correct energies at the right stage of the skill * Not accurate- they can't place the ball were they

  2. Sports Analysis (Tennis)

    Normally I start to struggle in matches that last longer than an hour and a half because I have a very explosive style of play that expends a lot of energy. Because of this I really need to improve my performance to reach my maximum potential.

  1. Free essay

    Practical Sports Study (Individual) log Book for Badminton

    and you get 3 chances to keep it going, if not you have to sit out and the last two who's still keeping the rally going wins and after that we did some stretches, working from the calf muscle up to the neck.

  2. Skill analysis coursework

    the racket moving from low to high Recovery Recovery was poor and so this didn't allow the performer to be fully ready for the next shot, also the performer did not reach the centre of the court quick enough Accuracy A very low percentage of the shots went in, only

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