Skill Acquisition Laboratory Report 1: "Open and Closed Skills"

AS and A Level Physical Education (Sport & Coaching)

Skill Acquisition Laboratory Report 1: “Open and Closed Skills”

AIM: The aim of this experiment was to show the difference in difficulties between open and closed skills.

HYPOTHESIS: I expect that most people would do well in the closed skills, and find it more difficult as the skills opened up.

METHOD:

Task 1 was an open goal with the ball not moving to start.
Task 2 a goalie was added.
Task 3 a ball feeder was added to roll the ball to the kicker.
Task 4 the ball feeder had to change the speed, position and could roll or bounce the ball.

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RESULTS:

DISCUSSION:

1: The first task is as closed as we went, there were no variables. The second task opened up a bit adding the goalie as a variable. The third task opened up again adding a ball feeder as anther variable. The fourth task opened up as far as we were going to open it by adding the varying ball feeding.

CLOSED Task 1 Task 2 Task 3 Task 4 OPEN

2: The attitude would be the main reason for missing the first goal. Although some people may not know how to kick the ball as straight as others.

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RESULTS:

DISCUSSION:

CLOSED Task 1 Task 2 Task 3 Task 4 OPEN

2: The attitude would be the main reason for missing the first goal. Although some people may not know how to kick the ball as straight as others.

3: Because some goalies are better than others, and if you change goalies then someone may get a good goalie and get no goals, and someone might get a crap goalie and get five goals. The need for the same ball feeder is because some people can’t roll the ball as straight as others. The limitations of this experiment were that we had to change the goalie or ball feeder when it was their turn. It would be better if we had a goalie and ball feeder from another group.

4: For the year 11’s group and the year 10’s group, the averages where the same for the first three tasks, the only difference was in the fourth task when the year 11 group had a better average. For the year 10 group and most of the tasks for the year 11's group the average dropped as the task were opened. The only difference was that in the final task with the year 11 group, maybe the ball speed, bounce or positioning didn’t vary enough compared to the third task, which would explain why the average didn’t change.

5: For task two, matt’s result of 0, this was very unusual, he wasn’t really trying though; he was just kicking the ball as hard as he could.

CONCLUSION:

My hypothesis was correct until the last task, which the year 11 group got the same average as the task before. The aim and results where conclusive, as you opened a skill, the chance of scoring is more difficult.