Describe and offer strategies to enhance performance of information processing both in practice and competition
Describe and offer strategies to enhance performance of information processing both in practice and competition Information processing is when a performer receives a stimulus and reacts to this based on senses and memory. The DCR system forms the basis of information processing. DCR stands for detect, compare and react. This is where we detect information then we compare it with other similar information we already have and then we react accordingly to it. Before a decision is made, the information is taken through senses, this is known as Sensory Input. The sensory information is taken through 3 senses; these are Vision, Audition and Proprioception. Visual information is taken through the eyes on sight. It is essential in all types of sport (individual, team and racket). We react differently to certain objects, an example is that you react differently to seeing a team mate than you do your opponent. If visual stimuli are bright then the performer reacts quicker. An example of how this is already implemented in a team sport is in cricket, in test matches, a white sight screen is used and a red ball is used. This causes a good contrast and allows the batsman to react quicker which is essential as they often only have a fraction of a second to play a shot against the quicker bowlers. An example of an individual sport where this could be added to improve in practice
sport development
Sports development (Task 3) Structure All organisations have a structure or set up that staff should follow to help deliver their programmes. Committees These are most common in the voluntary sector. For a small club offering sports development, committees would be made up of three people, a chairperson or captain having overall leadership, a treasurer looking after financial affairs, and a secretary doing the administration and communications work. Working Groups Working groups are a looser arrangement than a committee and often found where many organisations work in partnership. They function by each partner sending a representative to work with the others in the group. This ensures every interested party is kept informed and able to achieve the aims they have set out for the scheme. Forums These are sets of people who tend to be experts on the issues involved with sports development. Forums meet to discuss issues or problems and to put forward ideas for sports development. They are not the organisation that will implement the changes, but more like the think tank that gives ideas for others to follow. Consultation Groups These can be large groups as they tend to be used for consulting a range of people who might be involved in a scheme for sports development. This allows a really well informed set of decisions to be made, but it may act slowly. The
Techniques, Rules and Tactics of Football
Unit 10 Assignment 10.1 Techniques, Rules and Tactics of Football In this assignment I will be giving detailed explanations of the techniques, rules and tactics used in football. I will use detailed diagrams and pictures to show the relevant techniques, rules and tactics used. I will also give a general overview of the knowledge that is required by a coach. . Technique: In football every position played in requires a number of different techniques to help bring the best result for your team. The team is broken down in to four different sections: * Goalkeeper * Defenders * Midfielders * Attackers Each individual is required to learn a number of different techniques to become better and work well in their section. Goalkeeper: The goalkeeper is known as a defensive player but they are required to know a certain number of techniques to help keep the game under control, the goalkeeper plays a main role in some of the opposition's attacks. Before a goalkeeper moves they must assess 4 major factors that could cause an opposition goal being scored these are: . Holding up their position even before the ball is kicked. 2. The line in which the ball is travelling to 3. The pace of the ball 4. The Trajectory of the ball, this includes the amount of swerve that is on the ball and if a dip is expected. Attacking the ball: When attacking the ball goalkeepers must also
Netball Analysis of a Performer Below my Standard.
Netball Analysis of a Performer Below my Standard The person I have chosen to analyse does not play netball as a sport outside of school. She has played netball as part of compulsory P.E lessons but not as a part of school teams. I observed her in a game situation in a variety of positions and also in a structured practice situation, where I was focusing on particular skills. Core Skills Passing/Receiving The ability to successfully and efficiently pass and receive the ball is central to the game of netball and one of the most basic skills. A person who plays at any level should have a reasonable ability in this area. The performer I observed had fairly good coordination and ability to catch the ball, and rarely dropped it. There were some occasions in a game where she wasn't quite ready to catch the ball and wasn't able to adapt quickly to the situation she was put in. When the ball was passed to her above her head she tended not jump for the ball and preferred to wait for the ball to come to her, which meant that several of these passes were quite easily intercepted.. In a game situation she always caught the ball with two hands and in a structured drill she was very reluctant to use one hand to catch ball and had very little control over it. This could be disadvantage in a situation in the goal circle when trying to receive the rebound if the ball is heading off court.
Evaluation of Football
Adam Lawton Evaluation of Football Football is a demanding sport and each player has different jobs, as there are many different positions. Each player in a different position needs particular skills that make him or her effective at playing in their chosen role. If players were to be played in a position that didn't use their skills to their full potential, then that player would not perform at a high level. As a centre midfielder, I need to do the job that ensures that my team either regains possession of the ball before the opposition can shoot on goal, or keeps the ball in order to try and create a goal-scoring opportunity. I also have specific skills that make me effective at playing as a centre midfielder. Like me, anybody who else plays in the same position needs specific skills and qualities that will help them perform at a high level. The essential skills and qualities are listed along with why each one is important. * Awareness of Position- if a midfielder is out of position then the opposing team will be able to exploit that area in which the midfielder has left and possibly create a goal-scoring opportunity. But if the midfielder is aware of his position he will not wander out of position and add stability to the team's formation. * Balance- when being approached by an attacking player, balance is needed to force the player away from goal and to be able to
Skill, Ability and Technique - When talking about the gaining and developing of skill in the sporting environment.
Skill, Ability and Technique When talking about the gaining and developing of skill in the sporting environment, it is important that you understand the different types of skill, and also the difference between skill and ability and how these to terms come into contact with technique. Skill Skill is a word, which has a large number of meanings. In sport the word skill is mainly used as a concept rather than a word. We usually talk in terms of skill in a variety of sport, for example a volley in football, or as a sport itself as a skill. " In order to perform a particular skill in sport, we must learn the required technique. In order to learn the technique fully, we must have the necessary abilities." The use a the word skill in a sport is seen as co-ordinated act, involving complex movements bought together in a consistent and smooth manner. Everyone has a different view of what a skilful movement is as the analysis of a skill is mainly based on individuals own perception of a skill. This means that an expert performer will have a different perception on the skill than that one of a novice. There are a number of key qualities needed in order for a performer to be skilful . Consistency 2. Accuracy 3. Control 4. Fluidity 5. And Intention Skill is a combination of physical and mental qualities. For example: a badminton player needs a variety of techniques, a range
Aims for successful sportsmanship.
Action planning. Goals. In order for my goals to be successful they first of all have to be clear, realistic and achievable. It would be pointless if I set myself a goal or target that was impossible to obtain. My weaknesses are tackling, defending, availability, endurance and strength. I must be precise when planning how I will achieve my goals in the individual areas and so must have specific targets upon which I will base my training. My targets for improving my tackling are; ideally, I would like to successfully complete and win around 70-75% of my tackles in order for my tackling goals to be achieved. The second area that I wish to improve through my action planning is my defending abilities. I feel that this is larger skill to improve, as there are many different aspects to defending well. Defending is closely related to tackling, as I will obviously need to be able to regain possession of the ball before my team can attack i.e. if my team does not have the ball, we are defending, no matter what our position is on the pitch. I will have to try and cut short the advance of the opposition on a more regular basis if my defending skills are to be improved. For example, I may aim to prevent the opposition getting into the eighteen-yard box more often in each half of the game, I can also use a plan to reduce the number of times the opposition enter the eighteen-yard box
Critical analysis swimming
My chosen activity is swimming. I am going to analyse four core skills of swimming performed by a top performer in my sport which in this case is Michael Phelps, the stroke I have chosen is freestyle, also my four core skills are starts, turns, breathing and finishes. I am then going to compare these core skills to myself performing in my chosen activity. I will then carry out the analysis between Michael Phelps and myself, I will identify strengths, weaknesses and things which I could improve on. Core Skill 1 - Starts Top Performer http://uk.youtube.com/watch?v=_lG-41G8-8k&feature=related As the top performer takes his position on the block his head is down focusing on the water in the lane in front of him and he is standing upright in a track start position, with one foot at the font of the block with his toes just going over the front edge of the block, the other foot is to the rear of the block with the heal just skimming the back of the block or just position the rear foot until it becomes comfortable for the swimmer. As the starter says 'take your marks' he then takes a sort of crouching position and leans forward, his head is now tucked into his chest. His hands and grabbing the front edge of the block to keep stability and balance As the starter then blows the whistle or presses the start button, he then begins to lift his head forward. He drives off the
Performance analysis of passing and tackling in rugby.
Sam Cullen 1204 Mr Cassel PE TALK The phases I will be using to analyse my performer will be: * Preparation * Execution * Results * Recovery * Over all efficiency The main strength I observed during my analysis of performance was passing and tackling. Preparation: The performer has adopted a good body position by placing their hands straight out in front of them to create a target in preparation to receive the ball. The performer's feet are also positioned shoulder width apart with the outside foot facing the ball and the inside foot behind it. This creates a stable and functional body position to receive the pass. The positioning of the arms is crucial as it can help to move the ball away from contact efficiently and effectively. The positioning of the feet can also give the performer an advantage over the defence as they can easily and effectively sidestep the opponent or quickly change directions to draw their opposite number creating much needed gaps in defence. Execution: Now the performer is in the correct body position the execution of the pass can be assembled. Firstly if passing the ball to the right raise the right elbow just below shoulder level, then with the left elbow brings it inwards towards the ribs making sure a firm grip is placed on the ball. Once this position has been adapted, push the ball briskly across the upper torso keeping your arms out
Fitts and Posner's model identifies three phases or stages of learning.
Task 1.2 Fitts and Posner suggest that this progression from novice to expert can be modelled using information processing concepts. Their model, which shows the three phase of skill learning helps coaches to analyse what stage of learning their athletes are at and structure practise accordingly. Fitts and Posner's model identifies three phases or stages of learning. They are Cognitive (early) phase, Associative (intermediate) phase and Autonomous (final) phase. Cognitive (early) phase The learner tries to get to grips with the nature of the activity that is being learned. Demonstrations are important, as this will give visual aid to the learner of what to do as well as verbal explanation, which tend to highlight the important cues. Problem solving also seems to work in the prepractise stage. Then after a demonstration the learner tries to remember or memorise the sequences of movements and also it helps to verbalise these, for example the breaststroke leg kick is a good example bend, kick and together another example is of a person juggling, practise and memorise the movements needed for a two ball juggle. It is important that to much feedback or information being given out can result in overload and this can be dangerous for the learners because they have to much to think about with the visual focus on the movement as well as the area so be sure not to overload. If a