Skill classification and Abilities Flashcards
Performers need to learn skills in order to take part in physical activity. Skilled movements
are learned, economic and efficient – they do not waste energy.
Suggest three other characteristics of skill.
Consistency / repeatable success / few mistakes / maximum certainty
(If more than three answers given, only credit first answer on each line)
Coordinated / controlled
Fluency / flowing / smooth
Adaptable
(Able to change skill)
Aesthetically pleasing
(Key term. Do not accept aesthetic)
Goal orientated behaviour / predetermined results
Precise / Accurate / Correct
What are the characteristics of a skilled performance?
Consistent / repeatable success / very few mistakes / maximum certainty.
Efficiency / minimisation of time.
Coordination / controlled / fluent / flowing / smooth.
Adaptable.
Minimal outlay of energy / appears effortless.
Aesthetically pleasing.
Goal oriented behaviour / predetermined / intention matches outcome / precise
/ accurate / correct.
When learning to long jump, athletes will use their abilities to perform this skill.
Briefly explain the terms ‘ability’ and ‘skill’.
Ability – innate / born with / genetic / inherited.
Skill is learned.
When learning to long jump, athletes will use their abilities to perform this skill.
What are the characteristics of a skilled performance?
Consistency / repeatable success / few mistakes / maximum certainty;
Efficiency / minimisation of time / quick;
Coordinated / controlled;
Fluency / flowing / smooth;
Adaptable;
Minimal outlay of energy / appears effortless / economic;
Aesthetically pleasing;
Goal orientated behaviour / predetermined results / objective;
Precise / Accurate / Correct.
A badminton coach may observe players in matches to see whether they are skilful.
What are the characteristics of a skilful performance?
Minimisation of time / quick / fast / efficient;
Minimisation of energy / effort / equiv;
Repeatable success / consistent / few mistakes;
Flowing / smooth / fluent / aesthetically pleasing;
Adaptable;
Good technique / coordinated / controlled;
Learned;
Goal directed.
The swimming start is a skill that requires certain abilities to be performed well.
Using examples from a swimming start, explain the differences between ‘motor ability’ and
‘perceptual ability’.
Motor ability – concerned with movements / actions / performing task.
(Motor = movement)
(A named motor ability must be linked to the example.)
Eg Leg / arm / body muscle contractions / pushing off the blocks.
(Not a named skill.)
Perceptual ability – receiving / recognising / selecting information from senses.
(Perception = working out / deciding; NOT anticipation)
Eg reacting to the gun.
Both springboard and highboard diving are Olympic events.
The skill of springboard diving can be classified according to various skill continua.
Classify springboard diving according to the following four continua and justify each of your
choices.
• Open to closed
• Self-paced to externally paced
• Discrete to continuous
• Gross to fine
Closed – unchanging environment / few decisions.
Self-paced – performer decides speed of movement / when to start.
Discrete – distinct beginning and end or serial – sequence of discrete skills.
Gross – large muscle groups.
The skill of triple jumping can be classified according to various skill continua. Classify the
triple jump according to the following continua, justifying each of your choices:
• open to closed
• self-paced to externally paced
• discrete to continuous.
Closed – unchanging environment / few decisions;
Self-paced – performer decides when to start and how fast to perform / can be
externally-paced – limited time to perform;
Discrete – distinct beginning and end / serial-contains separate skills.
(i)The photograph below shows swimmers waiting for the official to start the race.
The swimming start can be classified on continua as ‘open – closed’, ‘self paced –
externally paced’ and ‘discrete – serial – continuous’.
Classify the swimming start using these three continua.
Closed, Externally-paced, Discrete.
(ii)Justify how two of these continua may change during the race.
Becomes open – affected by environment – pacing / keeping up /
adjusting speed.
(Idea that environment changes / decisions are made.)
Becomes self-paced – speed determined adjusted by performer.
(Idea that performer decides speed / pace.)
Becomes continuous – repeated actions / cycles / strokes /
no clear beginning or end or becomes serial – different actions
linked together – start; strokes; turns.
(Idea that skill is repetitive or is a sequence of different skills.)
Using examples, explain why different skills in a team game could be classified as:
open skills
closed skills
Open skill – involves different / changing environment / need to make decisions about how to
adapt skill / eg open play situation / passing.
(Must be from a team game)
(Must have correct example of skill for mark)
Closed skill – involves same environment / few decisions about how to perform skill, just when
to perform / eg dead ball situation / set piece.
(Must have correct example of skill for mark)
Passing a ball is an important aspect of many team games.
Using examples of passing from a team game, explain the differences between motor ability
and perceptual ability.
Motor ability – movements / actions / performing task / motor programmes;
(Movements / actions)
Eg Leg / arm / body actions / muscle contractions;
(Do not credit ‘passing’)
Perceptual ability – receiving / recognising / selecting / deciding on information from senses;
(is about detecting but not perceiving)
Eg detecting / seeing where team mates / opposition are positioned;
(What’s detected when passing)
