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

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

Extracts from this document...

Introduction

Types of Learning Intellectual Skills: the intellectual type of learning involves learning a variety of strategies to deal with situations symbolically. This involves; reading, writing and mathematical equations. Learning information via books or programs is a written way of learning this type of learning is most commonly used less confident people. Learning information intellectually means that it is stored in the memory; this stored information can then be used in a later training or competitive situation. Verbal: this learning skill is carried out by using communication or body language. Communication is used in every competitive sport, whether it is the coach shouting tactics or team mates communicating to each other for instance 'man on! 'In football allows the player who has the football to then have a warning so they can either carry the ball or release it to prevent the other team from intercepting the football. When a coach gives a demonstration the players are listening to them and also watching his/her body language, when a coach is demonstrating a long ball the coach will explain how to carry out the skill but the demonstration will also give the players an even clearer explanation. 'when the coach kicks the ball they will notice that he/she leans backwards to add more lift on to the football' Cognitive: this type of learning requires the sportsperson to control their learning. ...read more.

Middle

will explain how the ball should be passed to the athlete who is stood at the cone, once the ball is passed the participant should go to the back of the line, the athlete second in line will then receive the ball from the participant who is stood at the cone then he/she will return the ball, the coach will then assess the groups overall ability and how long he/she should wait before progressing. I chose this activity because it is basic and allows participants to practice their passing skills in a non competitive environment. Stage 2. Associative The participants will be asked to stay in the same positions however the coach will now progress this activity, the coach will extend the playing area placing the cones a few meters further back from the players, a different volunteer will be chosen the participant will then be asked to stand at the cone - the coach will pass the ball reminding the participants what part of the foot they should kick it with, the coach will then run to the cone and the player who was initially at the cone will go to the back of the line, once again the coach will assess the groups passing ability and will choose how long this activity should go on for, whilst doing the coach will encourage participants - correcting their passing techniques at times whilst also encouraging them. ...read more.

Conclusion

they must bring the ball directly behind their head keeping both feet flat on the ground they must bring it right back over and release the ball. The coach will demonstrate this so the players can watch his/her body language getting a better understanding of the throwing technique. Participants will then carry out this activity throwing the ball to their partner who will then catch it and return it to them through a throwing. Stage 2. Associative The activity will be kept the same however athletes will be asked to take two steps back to make the distance they have to throw the ball longer, as a throwing isn't an easy technique participants will benefit by this continuous activity because the technique will gradually become habitual. Stage 3. Autonomous Participants will then be put into groups of four, the no.1s will act as defenders who have to try and prevent the ball being thrown over their heads, and no.2s will be attackers who are trying to throw the ball to each other, once the no.2's have complete five successful passes they will then swap over and no. 1s will become the attackers. The ball must land at the attacker's feet for it to be a successful pass. I choose this activity because it allows the participants to carry out this skill in a competitive environment. ?? ?? ?? ?? Unit: 5 Luke Devine AO2 1 ...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. Skills, Techniques, progression and Tactics in Football

    As well as using the heel, the ball can also be played behind us by using the sole (underside) of the foot. Use as large an area of the sole as possible, dragging over the ball from around the toes to the heel.

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

    Execution My execution phase is almost just the same as Paul's in the fact that I flick my wrist to make contact with the ball, creating the backspin needed ensuring that the opponent will find it hard to play an offensive shot when returning the ball.

  1. Why do people take part in physical activity?

    A score out of seven will then be given in the following categories: * Fatness - endomorphy * Muscularity - mesomorphy * Linearity (thinness) - ectmorphy. This table shows the builds of each somatotype. Key terms Antagonistic muscles - two muscles that work together to move a limb.

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

    Lastly I did thirty to forty sit-ups or sometimes this was replaced with 20-30 press-ups. I did this last because this was also not very intensive and so would act a bit like a cool-down, as well as building up my endurance.

  1. Self analysis of football performance - Comparison to elite model

    Training Program Time Monday Tuesday Wednesday Thursday Friday 7.00- 8.30 1 v 1 with team mates: In a 1 v 1 situation, I will attempt to dispossess and prevent the attacker from scoring by performing a slide tackle. My coach will be overlooking in order to correct any mistakes I

  2. Personal Exercise Programme (PEP).

    I did a further set on both sides with 30 kg. Alternate hammer curls: Today I progressed to using 16 kg. I managed to complete two sets with this weight but I could not manage to do another set even with 14 kg so I did not do a third set.

  1. AS Sport Studies Written Project: Football Skills

    Observations Shooting Power, accuracy and scoring, or at least making the goalkeeper save, are the principles of shooting Technical Model for Shooting * Non-kicking foot at side of back * Arms out for balance * Strike ball with instep * Follow through Performer County Player * The performer kept a

  2. Tactical analysis of different formations used by football teams.

    a central path towards goal, either by using short quick passing or long balls towards the forwards. With 3 strikers it gives more chance to create chances so we try to find gaps in the defence to get them in on goal.

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