• 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, coactive, and interactive skills.

Extracts from this document...

Introduction

Review the classifications of skills, to include the differences between individual, coactive, and interactive skills. Many theorists have tried to analyse the range of skills applicable in sport. Different activities require different types of skills as they have different requirements. Skills need to be categorised, so that teachers can adapt their teaching style for different skills. Many things affect skills, for example, whether the movement has a recognisable beginning and end, the effect of the surrounding environment, and the precision of movement. Skills that have common characteristics are grouped together. There are many ways of classifying skills, for example 'Classification continuums'. Continuums are affected by individual interpretation. Skills can be classified on a scale depending on their role. Different classifications are used, depending on the purpose. 'Classification is often seen as a starting point for the planning of teaching strategies and approaches to learning. A combination of methods may be used in order to identify the range of requirements of the skill'. (Advanced PE for Edexcel-2000) The effect of the environment can be measured by continua's. Barbara Knapp (1963) called these open and closed skills. ...read more.

Middle

The movement is usually very precise, and involves high levels of hand and eye co-ordination, an example of where a fine skill is used could be a pass in football, or in a golf drive. It usually involves a high degree of hand/ eye co-ordination. Gross.......................................................................................................Fine (John Honeybourne- 2000) Self-paced and externally paced skills focus on the timing of movements. In a javelin throw, for example, the performer controls the rate at which the skill is executed. This therefore, is a self paced skill. The environment controls an externally paced skill. An opponent, official, time, or a whistle are examples of things that control the rate at which the skill is performed. An example of an externally paced skill is receiving a tennis serve, or a sprint start. S E L F P A C E D Skill category 0 1 2 3 4 5 6 7 8 9 10 (Pacing continuum-Edexcel- Heinemann-2000) E X T P A C E D Discrete, serial, and continuous continuums are concerned with the definition of the beginning, and end of the skill. A discrete skill is a well-defined action. ...read more.

Conclusion

Each of these skills has different performance requirements. Individual and coactive skills are often pre-learned, although this is not possible for interactive skills, as a game situation is never the same. You need to adapt to the environment. Closed..............................................................................................Open Self Externally Paced................................................................................................Paced Discrete...............................................................................................Serial (Profile of skill requirements of a rugby tackle) (Edexcel- Heinemann- pg. 106. Year 2000) This essay has explained how skills are classified into different groups, depending on their characteristics. Due to the many ways of classifying skill, an analytical approach is needed. This is why these continua's exist Frank Galligan et al. said, 'Classification is often seen as a starting point for the planning of teaching strategies and approaches to learning'. I think that continuums are a lot of help to athletes and teachers. The reason for which we classify skills, is to optimise the learning, development and performance of sport. Teaching styles can be adapted for different skills due to these continua's. The teacher may decide to teach a skill in sub routines, for example, a lay up in basketball, as this may optimise the class's performance. The criticism of these continua's can only be that there is room for individual interpretation. For some people, a certain skill could be classified as an open skill, but for some, it could be considered as a closed. ...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. AS Sport Studies Written Project: Football Skills

    Strengths The performer I was observing did not have lot of strengths in dribbling as he was very nervous while having the ball dribbling was a weakness for the performer. * While he was carrying out dribbling I realised he did try to receive the ball and pass regularly.

  2. PEP basketball

    For this reason I have compared myself to the average of the current UK national basketball team. Their average was Level 15, Shuttle 5. So on this scale, I am slightly below average, and would like to improve in accordance to this.

  1. Netball Attacking skills.

    E D A B C Progression 2 D moves just as A receives from C. Player A has to react and send the ball ahead of the moving player. Player E can also move and indicate for the ball as A receives from B.

  2. Critically analyse your own performance in your chosen sport using suitable notational methods. Include ...

    To analyse formative assessment you need to include oral and written components, as well as demonstrations of clinical proficiency to measure the results. Summative Assessment - is a comprehensive evaluation of learning outcomes at the culmination of educational preparation. Summative assessment holds critical information for determining an individual's achievement of knowledge and skills.

  1. A2 pe coursework

    She will be creating an unforced error for the other team. * Jenny tends to so obstruction when she is marking a shot, making the umpire pull her up for obstruction. This unnecessary free shot given to the shooter puts her team at more of a disadvantage, and it allows the other team to have more free shots.

  2. analysis of 2 sports : Badminton and Gaelic Football

    where the aerobic energy system is stressed due to the continuous nature of the exercise. The only difference however, is that throughout the duration of the exercise, the speed of intensity of the activity is varied, so that both the aerobic and anaerobic systems can be stressed.

  1. Training Programme - I want to build up my stamina because I need it ...

    Exercising involving the lactic acid energy source generally has an exercise-to-rest ratio of 1:2 (one second of activity, to two seconds of rest). Full recovery is not achieved, but as athletes perform more of this type of training, they will be better able to tolerate and utilize increased concentrations of lactic acid.

  2. Skill Classification and Information Processing.

    Agility is only really used in football passing while on the move, as the player will need to run with the ball and then turn his running stride into a position where he can pass the ball all while he is moving and possibly being closed down by an opponent.

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