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

Skill Identified - Front Crawl in Swimming. - a motor skill.

Extracts from this document...

Introduction

AS Aquiring and Performing Movement skills PPP Coursework. Skill Identified - Front Crawl in Swimming. - a motor skill. There are many coaching points related with imporving a swimmers ability. However I will study the major coaching points implemented when teaching a new swimmer. There are differences of opinion on the use of floatation devices. Coaches must make their own decisions. However, if floatation devices are used, they should consider not using them for an equal amount of time as a means of developing a swimmer's own buoyancy and orientation in water. Eventually the swimmer may not require a floatation device. However, if floatation devices are used, they should consider not using them for an equal amount of time as a means of developing a swimmer's own buoyancy and orientation in water. Eventually the swimmer may not require a floatation device. The front crawl stroke is very complex to a novice swimmer so it is important that the skill is broken down into sub-routines. ...read more.

Middle

Examples of these are wallcharts, diagrams, videos, three-dimensional models etc. however, these have been found to be of limited value when teaching a skill due to their static displays. Videos are a form of visual guidance that are used increasingly by coaches both for demonstrations and feedback. However, this has only been found to be a useful method if a number of requirements are fulfilled. The learner must be verbally guided through the video to ensure that learning takes place. The learner must also be able to practise the skill immediately afterwards before their memory of the main points made in the video fades. Reference Thirdly, the performer must posses the ability to perform the skill being demonstrated. They must also be motivated enough to practise the action. Another visual guidance method is display changes. This includes changing the equipment used so that it can be seen more clearly. Although visual guidance is important, a great deal of teaching and coaching is done using verbal guidance. ...read more.

Conclusion

After more lessons the novice would most probably be performing the whole movement, however would still be limited to the shallow end. It would be a number of lessons perhaps even months until the swimmer masters the basic front crawl stroke depending on their ability to perform the skill. The next step would be the coaches responsibility to comment on points such as streamline body positioning, pointed toes, straight rigid arms and fingers together in order to imporve the novices way of performing the stroke. Within a year the stroke would be mastered and the novice would now be in the associative stage of learning. At this time the swimmer would probably be experienced in multi limb co-ordination and have an adequate stamina ability to perform more skills such as breast stroke and backstroke. With continuous coaching and constructive criticism and mental rehersal the swimmer may progress to the atuonomous stage of learning where he/she may execute the skill with the minimum of conscious thought. Diagram 2 shows the swimmer in the associative stage and the pictures below of Ian Thorpe are prime examples of a swimmer in the autonomous stage of learning. Alexander Bird 12A ...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. My main aim is to complete a training programme, focusing on mainly developing the ...

    Session 5 Seeing as this was the last session of my circuit training programme, it was decided that the whole class would progress to overload by increasing the length of time exercising at each station from 30 seconds to 40 seconds.

  2. Skill analysis coursework

    I set up an experiment in which I asked my performer to complete 10 lobs to the back line to the left side of the court and 10 lobs to the backline to the right side of the court.

  1. Aquiring Skill

    They must also understand the importance of teamwork and make sure their team mates understand this. "A productive team has players that share common goals, a common vision and have some level of interdependence that requires both verbal and physical interaction" (www.brianmac.demon.co.uk)

  2. Synoptic essays for swimming.

    The coach identifies her weaknesses to her and gives her teaching points on how to improve her technique. When analysing her swimming, Jenna uses knowledge of performance. She looks at her performance on video and notes down the success of the swim, the achievement of the dive and the time of the swim.

  1. Classification of Skill

    This is to give me a better knowledge of the skills I am going to be analysing. To gain a better understanding between the differences of interactive, coactive and individual skills I am going to compare 6 different skills in sport, 2 from each category and place them along 4 continuums of varying types of skill.

  2. The role of feedback

    Feedback Definition Example Intrinsic feedback Information received by the athlete as a direct result of producing a movement through the kinaesthetic senses - feelings from muscles, joints and balance. After a golf shot a performer will feel their hands tingle if they hit it poorly.

  1. classification of skill

    And a continuous skill has no obvious beginning or end, for example; Walking or running. This is an example of how sports can be placed along a continuum. Open__________________________________________________________Closed Gross__________________________________________________________Fine Now I am going to compare and contrast the 3 different types of skill, which are; individual, co-active and interactive.

  2. what kind of teaching styles, skill, practice conditions and guidance coaches, instructors and teachers ...

    iii. Whole-part-whole - In the whole-part-whole method a skill is taught without breaking it down and then later broken down into sub-routines and then joined all together again. This is so when doing the skill as a whole if

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