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Skill Acquisition

The document discusses different approaches to teaching motor skills including traditional and nonlinear pedagogy, Newell's constraints-led approach, and using notational analysis and technology in sports analysis. It provides examples of constraints for different sports and how coaches can manipulate constraints to help learning. The document also outlines reasons for using notational analysis and digital technologies in sports, including providing objective feedback and quantifying performance.

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diahema
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231 views18 pages

Skill Acquisition

The document discusses different approaches to teaching motor skills including traditional and nonlinear pedagogy, Newell's constraints-led approach, and using notational analysis and technology in sports analysis. It provides examples of constraints for different sports and how coaches can manipulate constraints to help learning. The document also outlines reasons for using notational analysis and digital technologies in sports, including providing objective feedback and quantifying performance.

Uploaded by

diahema
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Topic 11 Skill

acquisition and
analysis
SEHS HL
11.1.1 Distinguish between
traditional and nonlinear pedagogy
in sport
Pedagogy is the art or craft of teaching. When learning a
new skill you are often taught by a coach. We have two
methods of pedagogy when coaching in sport; Traditional or
Nonlinear

Discuss and come up with a definition and example of each


method.
11.1.1 Distinguish between
traditional and nonlinear pedagogy
in sport Traditional

Transmission of fixed knowledge


Nonlinear

Occurs in a nonlinear/unpredictable
from coach to athlete manner with coach and athlete
working on the learning together
● Content focused learning
● High level of collaboration
● Coach led learning with athlete and coach

● Coach has full responsibility ● Process-orientated learning


for what, how and when learning
takes place ● Development of creativity in
athletes
11.1.2 Discuss Newell’s (1986)
constraints led approach to teaching
motor skills in physical education
When learning motor skills we are going through an ongoing
process that is dynamic and nonlinear. While trying to learn
these motor skills we have constraints that limit our
ability to perform the skill.We can categorise these
constraints into

Athlete constraints Environmental constraints Task constraints


11.1.2 Discuss Newell’s (1986)
constraints led approach to teaching
motor skills in physical education
How can a coach manipulate the constraints to
help increase learning?
11.1.3 Suggest how a constraint led
approach to learning a given sport
can influence motivation
Using a specific sport suggest ways in which you can use the
constraint approach to increase learning.

Here are some examples

-Athlete; adapt the rules for rugby so that you can pass the ball
forward

-Environment; lower the net in volleyball to help increase success

-Task; reduce the complexity of the task for example can not be
tackled in football
11.1.3 Suggest how a constraint led
approach to learning a given sport
can influence motivation
What are some of the downfalls of using a
constraint approach for too long with an
athlete?
11.2.1 Outline the reasons for using
notational analysis in physical
education and sports
It is used during the coaching process to improve athletic
performance

Using the video clip develop


some notational analysis that
a coach may find useful
11.2.1 Outline the reasons for using
notational analysis in physical
education and sports ● Providing recorded objective
feedback

How can notational analysis improve ● Quantifying performance in a


athletic performance? reliable manner

● Facilitating quantitative and


qualitative feedback
11.2.2 List five applications of
notation in physical education and
sporting contexts
1.Tactical evaluation

2.Technical evaluation

3.Analysis of movement

4.Development of database/models

5.Educational use with teacher/coach and athlete

What did you use in the cricket example?


11.2.3 Distinguish between a phase
analysis model and performance
outcome model of qualitative
biomechanical analysis for an
individual sport technique.
Phase analysis model Performance outcome model
Specific factors affecting performance
- Preparation
- Speed principles
- Retraction/backlift
- Force principles

- Action - Coordination principles

- Follow-through - Specific performance principles


11.2.4 Explain how a flow chart
system can be used for match
analysis in a team invasion game PASS
Was the pass successful
Flowcharts should include

- Player in possession
Do you have possessions Pass, run or kick Was the gain line made
RUN
YES
KICK - Location for change of
NO
Did the kick find the
intended space possession
Are you in defensive
position
- Player who gains possession
NO YES

Get into the defensive line Call out a defender - The method for change of
possession
11.2.4 Explain how a flow chart
system can be used for match
analysis in a team invasion game
Create a flow chart that could be used for match analysis of
an invasion game of your choice.
11.2.5 Suggest how
to develop a simple
notation system for
team games

Playing a game of darts


develop a notation system
that could be used to help
gain feedback for an
athlete/coach.
11.2.5 Suggest how to develop a simple
notation system for team games
What system did you develop? Why is it not appropriate for
11.2.5?

Using football as the sport, develop a simple notation


system using the following,

- Scattergram

- Frequency table

- Sequential system
11.2.6 Outline three examples of the
use of digital technology in sports
analysis
Select one of the following Answer the following
technologies used in sport
analysis; What is does?

-Motion tracking (e.g.Hawk eye) Who benefits from its data?

-Performance analysis (e.g.Prozone) Has it improved sport/health? Why


or Why not?
-Nutrition, fitness and training
analysis (My fitness pal) Find a video online to share with
the class to show it working
11.2.7 Evaluate the use of
information technologies in sport
analysis for different sports contexts

Pros Cons
11.2.7 Evaluate the use of
information technologies in sport
analysis for different sports contexts
- Provides data that is not available - Coaches need training to make
through traditional analysis most effective use of
techniques
interpreting data
- Provides data over shorter/longer
timescales
- Limited availability in many
regions
- Data is objective and accurate
- Limited use in all situations
- Allows comparison between images and locations

- Feedback is immediate - May lead to over reliance on


objective data
- Feedback information is manageable
and specifically adjusted for
athletes

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