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ZAYED COLLEGE PHYSICAL EDUCATION DEPARTMENT

Internal Assessment Resource

Improving performance

AS 91328: Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills.

Ustada Tessa

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Learning book

(Tasks 1-7)

Name...............................................................

Completed

|Task 1 |Task 2 |Task 3 |Task 4 |Task 5 |Task 6 |Task 7 |

|Analyze and explain |Baseline Testing |Design a program of |Keep a practice log |Testing |Write a draft |Submit final |

|your skill. | |practice | | |report |report. |

|Comments: |Comments: |Comments: |Comments: |Comments |Comments: |Comments |

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CONTENT PAGE

|Goal setting- Improving my performance |Types of Practices |

|Explaining the Standard 90435 achievement standard |Personal Factors affecting skill learning |

|KWL |Feedback |

|Skeletal System |Psychological Skills |

|Types of Synovial Joints |Goal Setting |

|Types of Movement at a Joint |Motivation |

|Movement Analysis |Motivation Lab |

|The Muscular System |Arousal |

|Arm Curl Movement: Worksheet |Confidence |

|Muscles and Their Movement |Internal Assessment Resource |

|Skills |Resource Sheet – Training Log and Evaluation Sheet |

|Motor Skill Learning |Resource Sheet - Terminology |

|The 3 Stages of Learning Resource Page |Assessment Schedule: PE 91328 Practice Makes Perfect |

|Skills |

|Motor Skill Learning |

|Classification of a Skill |

|Subroutines |

Learning Outcomes

Students will:

• L7A2 Apply the principles of exercise to enhance health when learning new skills of chosen physical activity and taking part in practices and competitive games.

• L7A3 Demonstrate an understanding of responsible behaviours requires to ensure that physical and social challenges are managed safely in relation to fair-play ethics when practicing and in the competitive games of chosen physical activity

• L7B1 Appraise physical activity skills by functional anatomy and biomechanical principles.

• L7B2 Adapt skills by applying biomechanical principles and appraise responsible attitudes in challenging physical situations and unfamiliar environments.

• L7B3 Apply skill learning principles and psychological skills and use appropriate resources to improve chosen physical activity performance

• L7B3 Apply functional anatomy and biomechanical principles and use appropriate resources to improve performance in a range of different physical activities

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Explaining the Standard

2.2 AS 91328 Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills.. “Improving performance”

Credits 5

Assessment: Internal

Subfield: Health and Physical Education

Domain: Physical Education

This standard involves demonstrating understanding of how and why biophysical principles relate to the learning of physical skills.

The criteria that you will be assessed against with this standard are:

|Achieved |Achievement with Merit |Achievement with Excellence |

|Demonstrate understanding of how and why | Demonstrate in-depth understanding of how |Demonstrate comprehensive understanding of |

|biophysical principles relate to the |and why biophysical principles relate to the|how and why biophysical principles relate to|

|learning of physical skills. |learning of physical skills. |the learning of physical skills. |

There are key words and terms in the achievement criteria that need to be explained.

Demonstrate understanding means to give explanations of how and why biophysical principles relate to the learning of physical skills. This will be supported with quotes, case studies, research or examples.

Demonstrate in-depth understanding means to give full and thorough explanations of how and why biophysical principles relate to the learning of physical skills and the interrelationship between the biophysical principles, i.e. how do biomechanics and functional anatomy interrelate. This will be supported with quotes, case studies, research or examples.

Demonstrate comprehensive understanding means explaining fully how and why biophysical principles relate to the learning of physical skills and the interrelationship between the biophysical principles, i.e. how can we use these biophysical principles to improve performance and speculate on outcomes. This will be supported with quotes, case studies, research or examples.

Biophysical principles that relate to the learning of physical skills are aspects of exercise science which may include: functional anatomy, biomechanical principles, skill learning and aspects of sport psychology.

Functional anatomy means the knowledge of anatomy required to support the understanding of biomechanical principles. It may include but is not limited to the movement of bones at joints by major muscles and the description of the joint action.

Biomechanical principles may include but are not limited to: inertia, momentum, stability, balance, centre of mass, force, force summation, levers and projectile motion and basic performance appraisal.

Skill learning may include but is not limited to: Stages of learning, types of practice and factors affecting learning.

Sport psychology may include but is not limited to: self-talk, visualisation, mental rehearsal, routines, arousal control, goal setting, confidence and concentration.

KWL

|What do you know about functional anatomy? |What do you know about biomechanics? |

|What do I want to learn about functional anatomy relating to |What do I want to learn about functional anatomy relating to |

|physical activity? |biomechanics? |

|What have I learned in this unit about functional anatomy? |What have I learned in this unit about biomechanics? |

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|Skeletal System |

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|Types of Synovial Joints | |

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Synovial joints are the ones we are interested in as they are able to ……………………….

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|Type |Draw a picture of the joint |Movement |Example |

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|HINGE | | |1. |

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|BALL AND SOCKET | | |1. |

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|Explain why we need to know how different joints move? |

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Other types of joints are …

|Types of Movement at a Joint | |

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A joint only allows certain types of movement depending on what type of joint it is. For example a hinge joint allows different types of movement from a ball and socket joint.

Complete the following chart of common types of movement.

|Type of Movement |Definition |Example |Diagram |

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|Flexion | | | |

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|Extension | | | |

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|Abduction | | | |

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|Adduction | | | |

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|Circumduction | | | |

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In pairs using only knee, hip, shoulder and hip joint, ask partner to demonstrate 5 movement terms and change over. Eg knee extension, shoulder adduction etc

|Movement Analysis | |

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|Action | | | | | |

| |Bone(s) |Joint(s) |Joint(s) Type Movement Term(s) |Agonist(s) Antagonist(s) |Synergist(s) |

|Press-up | |Elbow | | | | | |

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| | |Shoulder | | | | | |

|Knee lift |Femur | | | | | | |

|Arm curl | | | | | | |Deltoid |

|Dips | | | | | |Biceps | |

|Squat | |Knee | | | | | |

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|(Upward phase) | | | | | | | |

|Raise on tip toes | | | | |Gastrocnemius | | |

|The Muscular System | |

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Arm Curl Movement: Worksheet

Label the diagram.

|Muscles and Their Movement | |

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|Joint Movement |Muscle |Joint Movement |Muscle |

|Neck Flexion |Sternomastoid |Trunk Flexion |Rectus Abdominus and Obliques – internal and external |

|Neck Extension |Neck extensors |Trunk Extension |Semispinalis (thoracic), Errector Spinae and Quadratus Lumborum|

|Lower Arm Supination |Supinator |Trunk Lateral Flexion |Rectus Abdominus – unilateral, Obliques – unilateral, Erector |

| |and Biceps Brachii | |Spinae – unilateral and Quadratus Lumborum - unilateral |

|Lower Arm Pronation |Pronotor Quadiatus and Pronator|Trunk Rotation |Obliques – external (opposite side), Obliques – internal (same |

| |Teres | |side), Erector Spinae (same side) Semispinalis (opposite side) |

|Wrist Flexion |Wrist flexors and finger |Hip Flexion |Rectus Femoris (quadriceps), IIiopsoas |

| |flexors | | |

|Wrist Extension |Wrist extensors and finger |Hip Extension |Gluteus Maximus and hamstrings |

| |extensors | | |

|Elbow Flexion |Biceps Brachii, Brachialis |Hip Abduction |Gluteus Minimus and Medius |

|Elbow Extension |Triceps Brachii |Hip Adduction |Adductor group |

|Shoulder Flexion |Anterior Deltoid and Pectoralis|Hip Rotation Medial (inward) |Obturator – external and internus and Gluteus Minimus |

| |Major | | |

|Shoulder Extension |Latissimus Dorsi, Teres Major, |Hip Rotation Lateral (outward) |Hamstring group, Sartorius and Gluteus Maximus |

| |Pectoralis Major – sternal and | | |

| |posterior Deltoid | | |

|Shoulder Abduction |Deltoid – anterior, middle, |Knee Flexion |Hamstrings and Gastrocnemius |

| |posterior | | |

|Shoulder Adduction |Latissimus Dorsi, Pectoralis |Knee Extension |Quadriceps |

| |Major and Deltoid anterior | | |

|Shoulder Medial (inward) Rotation |Teres Major, Pectoralis Major, |Ankle Extension (plantar flexion) |Tibialis posterior, Soleus and Gastrocnemius |

| |Latissimus Dorsi and Deltoid | | |

| |anterior | | |

|Shoulder Lateral (outward) Rotation |Infraspinetus, Teres Minor and |Ankle Flexion (dorsi flexion) |Tibialis Anterior and Peroneus tertius |

| |posterior Deltoid | | |

Motor Skill Learning is “looking at the ways of learning and factors that

influence learning”

What is a skill?

We can use the term “skill” in different ways:

1. -to refer to specific tasks or acts which we perform.

Eg. A short serve in badminton

2.—to refer to a series of movements that have a clearly defined objective. Eg. In games where the performer does not only have to have good techniques but also has to interpret situations correctly.

3.—we use the term in qualitative manner to describe how consistent, successful and technically correct the performer is.

Or

“ Learned ability to bring about predetermined results with maximum

certainty often with minimum outlay of time or energy or both.” – Knapp 1963

Or

“A skilled movement is one in which a predetermined objective is accomplished with maximum efficiency with a minimum effort” - Robb

What is the difference between a skilled performance and an unskilled one? (think about the sport you play or a recent skill you are learning)

Skilled Unskilled

What is the difference between a school top team skilled performance and a NZ team skilled performance?

Skilled school Skilled NZ Player Player

How do we learn & develop skills

There are three stages of learning we go through when learning new skills, these are:

Cognitive Stage-……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..……….

How do we get through this stage quickly?

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Associative Phase- PRACTICE

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..…….

The amount of time spent in this phase depends on:

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Autonomous Phase- PERFECTION

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

What must you do to stay in this stage?

•

Take the skill of learning to drive a car, identify signs of the learners progress through the stages.

|Stage of learning |Characteristics |

|Cognitive | |

|Associative | |

|Autonomous | |

RESOURCE PAGE

Cognitive Phase:

• To find out what is required to perform the skill, the sequencing and timing of subroutines.

• The beginner needs to be shown or told the actions of the skill. (knowledge on how the skill

• is performed)

• Instructions need to be clear with key points. (one point at a time)

• Immediate and detailed feedback.

• The beginner makes frequent mistakes.

• Improvement is quick.

• Time in this stage can be from minutes to hours.

Associative Phase:

• Practicing the skills associated with the task. Learning to sequence and time movements.

• Understands skills and can practice them, recognises errors, more consistent, less errors.

• Instructions give feedback, increase amount of information received.

• Time at this stage can be up to many years , depending on the amount of practice,

Instruction, feedback, ability and motivation.

Autonomous Phase:

• The skill is performed without “thinking” and with very few errors. This frees up the nervous system to deal with other factors eg strategies

• Advanced performer, skills automatic, accurate and consistent.

• Higher degree of skill, few errors.

• Speed and efficiency is increased

• Less nervous system (mental) control

• Less likely to be distracted eg. by the crowd.

• Require expert coaching, specific and concentrated.

• More mental decisions can be made about strategies and tactics in the game.

• Time in this Stage—stay but never stop learning.

• Can move back into the associative stage if one wants to change the skill.

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Each skill we learn require a series of co-ordinated ____________. These learned series of movements are known as the _________________ or

action plan. These motor programmes are made up of ___________________.

These subroutines are often performed in ________________. Some skills have clear subroutines, which can be taken out of the motor programme and practiced individually (eg. javelin throw) whereas other skills can not be broken down (eg. running)

|Motor programme, sequence, movements, subroutines, |

Complete the above sentences

With the words in the box.

What kinds of practice can we use?

|Practice |Definition |Advantages |Disadvantages |

|technique | | | |

|Massed | | | |

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|Distributed | | | |

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|Whole Learning | | | |

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|Part Learning | | | |

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|Drill | | | |

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|Problem solving | | | |

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|Mental practice | | | |

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|Physical practice | | | |

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How do we use this knowledge?

With the information you have learnt so far explain what types of practice would benefit you and why.

RESOURCE PAGE

— the whole skill is practiced/taught in it’s entirety. Ideally, all movements should be taught as a whole as this method allows the learner to experience the feel of the skill.

Part— the skill can be broken down into separate subroutines. Part Practice involves working on an isolated subroutine with the intention of perfecting it.

Whole– Part-Whole –this practice involves practicing the whole skill, then concentrating on a set subroutine and then concluding with the whole skill again.

Mass –performing a skill over and over again without rest until it is achieved. The risks are fatigue, poor technique, boredom, injury, frustration. Mass practice suits people that are highly motivated, low energy demand tasks and simple skills

Distributed—performing the skill with rest sessions in between, until the skill is learned. Distributed practice is often the preferred method when in the early stages of learning, energy demands are high, skill is complex, performer is not motivated, task is boring.

Drill– learning a skill through repetition (best suited for closed skills)

Problem Solving—learning through investigation, experience or discovery ( best for practicing open skills)

Mental Practice—performing the skill in your mind without physical movement. It is good in the rest phases of distributed practice. Mental practice can include watching a video, mental imagery and reading and listening to instruction.

Physical Practice—the skill is performed by active/physical involvement.

RESOURCE PAGE

Heredity—inherited characteristics eg. physique

Environment and Opportunity (Previous Experience)—have some knowledge. Experiences are influenced by the environment you grow up in. Need to be given opportunities to participate in physical activities to develop physical skills. Time, facilities available, coaching available, cost and whether parents are prepared to be involved affect opportunities.

Age— Readiness for learning and age are closely related.

Gender—differences in interest, strength, physique

Level of ability—more co-ordination, balance than others

Intelligence—greater mental ability tends to give an advantage ie.

concentration, memory

Motivation and Personality — The more motivated you are the better your performance is likely to be. Your motivation to achieve depends on your

personal needs, drives and incentives. The most important factors are desire to belong to a group/team, desire for excellence and your interest in the activity. Personality is the key to how motivated you are.

Personality characteristics

|Over Achievers |

|Highly motivated, often perfectionist |

|Extroverted (outgoing) |

|Not satisfied with poor performance |

|Under Achievers |

|Disinterested, often lazy |

|Introverted (shy) |

|Do not care about the quality of the movement |

RESOURCE PAGE

Information Overload—Giving too many instructions to a beginner at one time.

Retention—Short Term Memory/Long Term Memory

Information received reinforced through practice and repetition and put on permanent memory.

Transfer of Learning— Is the effect that learning one task has on another. Eg. Rollerskater learning to ice skate

Type of Instruction -Trial and Error, Self Discovery , Guided Instruction

Mental Rehearsal—practice the skill in your mind. The performer imagines or sees themselves performing the required skills and then performs the skill.

Types of practice– whole, part, mass distributed, drill, problem solving, whole-part-whole.

Fatigue

Feedback –positive, negative, terminal, external, internal, knowledge of results, knowledge of performance

Arousal or Activation Level –How alert or degree of preparedness and excitement present in a performer who is about to take part in physical activity.

Equipment/Environment– Limits of rules, weather conditions, condition of equipment eg. Worn badminton racquet grip.

How can we get information back to help our learning?

Describe the types of feedback with a definition and

example for each

Feedback is of little use if it is of poor quality. So we need to know what to look for when

analysing performance. We need criteria so that we can provide the necessary feedback to improve performance.

|_______ |Specific criteria/ sub routines |Key words that could be used to |

|performance | |improve performance |

|Skill 1 | | |

|Skill 2 | | |

|Skill 3 | | |

|Skill 4 | | |

Remember to use the information on feedback when deciding what would be useful keywords to help your peers

Feedback is vital in any skill learning situation. If we receiving very little or no feedback it becomes extremely difficult to move from the cognitive to the

Associative phase, or the associative to autonomous phase. An athlete can receive many different types of feedback before, during, or after skill execution. On the illustration below, identify where the feedback can come from.

Feedback serves 3 main functions:

________________________________________________________

________________________________________________________

________________________________________________________

However, feedback is of little use if it is of poor quality. What is the best type of feedback? How should it be given?

________________________________________________________________________________________________________________________

Feedback Lab:

1. Divide class into groups of 4. Each person has a role.

• Person 1– Receives no feedback

• Person 2– Receives only “yes” (success) or “no” (miss)

• Person 3– Receives immediate, detailed feedback on the success. Eg. Your shot just missed by a metre and slightly to the right of the target zone.

• Person 4—Records the results.

2. The task involves been blindfolded and has to serve a ________ serve into a set area.

Each person has 10 attempts. Record results in the table below:

|Condition |No. of successes |

|NO feedback | /10 |

|“yes”/”no” feedback | /10 |

|Detailed feedback | /10 |

Does immediate detailed feedback improve performance? Why?

________________________________

________________________________

What are the implications of this in coaching? _________________________________

_________________________________

_________________________________

_________________________________

How do we use our mind to improve performance?

Goal setting– why should we do it?

A Goal is a……………………………………………………………………………...……………

………………………………………………………………………………………………………..

Long term goals are useful for……..

Shot term goals are useful for……..

Setting SMART goals

|Aspects of smart |This means…. |How would you do this for running, give |

|Goal setting | |specific examples. |

| |Make sure the goal is clearly | |

| |defined. Who, what, why should be | |

| |considered. Narrow the goal so you | |

|SPECIFIC |know what is required. | |

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|M………………… | | |

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|A………………… | | |

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|R………………… | | |

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|T………………… | | |

What could stop me from achieving my goals?

Barriers to achieving

My goals

Choose three of the barriers above and offer some solutions to them

|Barrier |Solution to barrier |

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1. Identify the skills/technique you need to practice.

2. Set SMART goal(s) to achieve.

My goal (s) is to

_____________________________________________________________________________

___________________________________________________________________________

What are steps am I going to have to use to reach my goals

Think about the following:

Use an appropriate practice, for example, drill, distributed, whole-part-whole, mental practice

or problem solving to improve. Make sure every member of your group get equal time to

practice and give feedback on their performance. Note: Try to use all appropriate methods to

improve performance including now what you know about biomechanics.

Evaluate your session.

Did you achieve your goal(s)? Yes/No (Circle) and Why?

What are your next steps?

Definition: Motivation is the direction and intensity of and individual’s efforts (Sage, 1977)

Motivation for Participation:

There are different factors that affect an individual’s motivation. These factors are Personal Factors and Situational Factors. These two sets of factors are added together to produce a situation that will either provide or not provide an individual with the motivation to participate.

Motivation and Performance:

People are motivated in different ways and their performance can be affected depending on what techniques are used. The two common methods used in motivating people are reinforcement and punishment.

Positive Reinforcement/Reward - Performance may be improved by giving the participant something that they like (praise/money/chocolate) and lead to an increased motivation to get more rewards.

Punishment – Performance may be improved by punishing the participant when they do not reach the appropriate performance level. This may increase the motivation to perform well and avoid further punishment.

Competition – Performance may be improved by competing against an opposition. This may increase the motivation to perform well by beating the opposition.

Motivation Lab:

The following tasks aim to determine which type of motivation has the biggest impact on your performance.

All three tasks will use the performance of the ___________ serve. A successful performance is when ball lands in the designated target area for the serve. The serve must be performed from the base line The object is to get 3 out of 5 serves to land in the target area.

Complete all three tasks and answer the questions that follow:

Task 1:

Aim to get 3 out of 5 serves into the target area. If you are successful, you will get a reward from your teacher.

|Shot # |1 |2 |3 |4 |5 |

|In (√) / Out (X) |  |  |  |  |  |

Task 2:

Aim to get 3 out of 5 serves into the target area. If you are not successful, you will receive a punishment from your teacher.

|Shot # |1 |2 |3 |4 |5 |

|In (√) / Out (X) |  |  |  |  |  |

Task 3:

Aim to get more serves into the target area than your partner. The person that gets the most serves in will get a reward, the other will receive a punishment. There are no draws, so you will need to continue until someone wins.

|Shot # |1 |2 |3 |4 |5 |

|In (√) / Out (X) |  |  |  |  |  |

Questions:

What do you feel was the most useful source of motivation for you? Why?

What do you feel was the least useful source of motivation? Why?

Give an example of how motivation could be used to improve performance in another activity/sport.

What is arousal? Pg 154, Inside physed

Arousal is how mentally ready you are to perform in game or an event. It is possible to be in three states of arousal. The right level of arousal is often referred to being in the zone.

• Under aroused

• Right level of arousal

• Over aroused

Low Medium High

Arousal level

A= …………………………….

B= …………………………….

C= …………………………….

Athletes in an under aroused state will be

•

•

•

•

At the right level of arousal athletes will be

•

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•

•

Internal Assessment Resource

Achievement Standard Physical Education 91328

Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills

Resource title: Improving my performance

Credits: 5

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 91328. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This assessment activity requires students to apply theoretical knowledge of biophysical principles to learning a specific skill in a context of their choice. It is expected that the biophysical principles below have been taught previously in conjunction with various other physical activities.

For the purposes of this assessment, biophysical principles may include:

1. functional anatomy, for example: the movement of bones at joints by major muscles and the description of the joint action

2. biomechanical principles, for example: stability, levers and projectile motion, inertia, force, force summation, momentum, balance, centre of mass, and basic performance appraisal

3. skill learning, for example: types of practice, stages of learning, and factors affecting learning

4. sport psychology, for example: self-talk, visualisation, mental rehearsal, routines, arousal control, goal setting, confidence, and concentration.

It is expected that this Achievement Standard will be run in conjunction with AS 91329 and that a training/practice program is undertaken by the student in their chosen context.

Conditions

This assessment activity takes place in conjunction with a unit of work. It is suggested that 8–10 weeks of in- and out-of-class time be allocated for the purpose of the training program.

Resource requirements

Students may need to use the Internet, sports magazines or journals, or books to find images that show consecutive phases of the skill being produced for comparison as the ideal.

Students may use Silicon Coach to analyse their chosen skill for task 1.

.Additional Information None

Internal Assessment Resource

Achievement Standard Physical Education 91328 v1 :

Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills

Resource title: Improving my performance

Credits: 5

|Achievement |Achievement with Merit |Achievement with Excellence |

|Demonstrate understanding of how and why biophysical|Demonstrate in-depth understanding of how and why |Demonstrate comprehensive understanding of how and |

|principles relate to the learning of physical |biophysical principles relate to the learning of |why biophysical principles relate to the learning of|

|skills. |physical skills. |physical skills. |

Student instructions

Introduction

The skill you will be learning is running

This assessment activity requires you to:

1. analyse running

2. collect data regarding your performance

3. practice running over an 8 week period

4. re-test yourself to see if you have improved.

5. Produce a detailed report that will explain how and why the identified biophysical principles relate to the learning and performance of running.

You will be assessed on the logic and clarity of the judgements and explanations you make about how biophysical principles relate to running and about the inter-relationships between those principles. You will also be assessed on how well you support your judgements and explanations with evidence from your own and others’ research as well as observations from personal experience.

Part 1 - Preparatory activity

Task 1: Analyse and explain running

This will be taken in and marked however it will not form part of your final assessment grade.

Be aware that an accurate and detailed analysis is crucial in answering the functional anatomy section of your final report.

In considering your technique with your chosen skill, you might like to record your observations as an ordered checklist that assesses the parts of the entire movement that you observe and compare those movements with the ideal technique for that skill.

You may use Silicon Coach to compare your performance with that of an “ideal performer” when we go to Unitec and screen shots may be included in your report – remember “a picture is worth a thousand words”

Then, using relevant anatomical terminology, take notes about the most relevant of the following biomechanical aspects in terms of your running technique:

• Stability

• Inertia

• Momentum

• Force

• Force summation

• Levers.

Part 2 - Program of practice

Task 2: Baseline Testing

To know if you have improved over the course of your program of practice you need to test yourself at the beginning and the end. This testing should ideally have identical conditions so that the only difference in your performance relates to your improvement in ability. Make sure you control all the variables you can and perform a number of trials to account for any strange results.

Task 3: Design a program of practice

Using your knowledge of skill learning principles, design a six week programme to improve your running:

This program should detail when you will practice, how long you will practice for and what type of practice you will use. This program is to be submitted for approval prior to beginning your practice.

Task 4: Keep a practice log

Over the course of your program of practice you must complete a log of each training session detailing your performance and any other factors relating to your running improvement.

See resource sheet 1.

It is expected that during the course of your program of practice you will modify both your skill practice and your technique in light of internal and external feedback.

Task 5: Testing

To know if you have improved over the course of your program of practice you need to re-test yourself at the end of your program of practice. This testing should ideally have identical conditions so that the only difference in your performance relates to your improvement in ability. Make sure you control all the variables you can and perform a number of trials to account for any strange results.

Part 3 - How good are you now?

Task 6: Write a report

Complete a draft written report. Your report must make coherent judgements of how and why the biophysical principles relate to the learning of running and the inter-relationship between the biophysical principles.

Judgements may consider:

• What you did well in relation to biophysical principles at the start of your program.

• What you improved in relation to biophysical principles.

• What else you could do to improve in relation to biophysical principles.

• How and why these principles relate to learning to run.

Support your judgements with evidence showing specific knowledge of these principles from your own research and examples from what you've experienced and observed.

In your report, refer to the most relevant and applicable of the following biophysical principles:

• functional anatomy, for example, the movement of bones at joints by major muscles and the description of the joint action

• biomechanical principles, for example, stability, levers and projectile motion, inertia, force, force summation, momentum, balance, centre of mass, and basic performance appraisal

• skill learning, for example, types of practice, stages of learning, and factors affecting learning

Part 4 - Can you do it when it counts?

Using the following psychological principles, try and improve your performance further in preparation for an additional skill test prior to the final submission of your report.

• self-talk, visualisation, mental rehearsal, routines, arousal control, goal setting, confidence, concentration.

Task 7:

Complete your final running test and add to your draft report.

Final submission of your report is due by Monday 9th April week 11 and should include additional information relating to the effect of the psychological skills on your running and the relationship between them and the other biophysical skills used in your running practice.

Resource sheet 1 Training Log and Evaluation Sheet

Training session number: ___ Date: __ / __ / 2012

|Planned activities |

|Time Activity Load Intensity |

|Skill Learning principle(s) and/or Principle(s) of training applied |

This training session went [pic]

|Because: |

|Changes for next time |

|Any other results, comments or observations |

| |

| |

| |

| |

Resource 2: Terminology

Biophysical principles

Biophysical principles may include (see below for details):

• Functional anatomy.

• Biomechanical principles

• Skill learning

• Aspects of sport psychology.

Functional Anatomy

• movement of bones at joints by major muscles

• description of the joint action.

Biomechanical principles may include but are not limited to:

• inertia

• momentum

• stability

• balance

• centre of mass

• force

• force summation

• levers

• projectile motion

• basic performance appraisal.

Skill learning may include but is not limited to:

• stages of learning

• types of practice

• factors affecting learning.

Sport psychology may include but is not limited to:

• self-talk

• visualisation

• mental rehearsal

• routines

• arousal control

• goal setting

• confidence

• concentration

Assessment Schedule: Physical Education 91328 Practice makes perfect

|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |

|The student has demonstrated their understanding of how and why |The student has demonstrated in depth understanding of how and why |The student has demonstrated comprehensive understanding of how and why |

|biophysical principles relate to the learning of physical skills. |biophysical principles relate to the learning of physical skills. |biophysical principles relate to the learning of physical skills. |

|This means that the student has: |This means that the student has: |This means that the student has: |

|given explanations for how and why at least 3 of the biophysical |given full and thorough explanations for how and why at least 3 of the |made coherent judgements about how at least 3 of the biophysical |

|principles (functional anatomy, biomechanical principals, skill |biophysical principles (functional anatomy, biomechanical principals, |principles (functional anatomy, biomechanical principals, skill |

|learning, and sport psychology) relate to the learning of physical |skill learning, and sport psychology) relate to the learning of physical|learning, and sport psychology) relate to the learning of physical |

|skills |skills and has shown how the biophysical skills are interrelated |skills and has shown how the biophysical skills are interrelated |

|supported their explanations with evidence from observations, as well as|supported their explanations with evidence from observations, as well as|explained strengths and weaknesses in the application of the biophysical|

|references to texts and other sources. |references to texts and other sources. |principles |

| | |supported their judgements with evidence from observations, as well as |

|Example |Example |references to texts and other sources. |

|I used distributed practice instead of massed practice in the practice |I used distributed practice instead of massed practice in the practice | |

|plan I made. |plan I made. |Example |

|This is because from my analysis of my activity, the skill I wanted to |This is because from my analysis of my activity, the skill I wanted to |The process of analysing myself performing my skill and making notes on |

|improve on is a gross motor skill which takes a lot of energy to |improve on is a gross motor skill which takes a lot of energy to |the biomechanics of the movement gave me a good basis for planning the |

|practice. |practice. |learning process. I was able to look at each biomechanical principle and|

|By breaking up the practice sessions I could get much better quality |By breaking up the practice sessions I could get much better quality |decide how I could use my knowledge to improve the quality of my skill |

|practice and therefore improve faster. |practice and therefore improve faster. |performance. |

|I did not get low in the preparation phase of my kick and was using |From my analysis I realised that I was not lowering my centre of gravity|The biophysical skills all work together to improve the learning |

|mainly my leg to produce the movement rather than engaging my core. |during the preparation phase which did not allow me to engage my core |process. Because of my knowledge of anatomical movement, I was able to |

|Distributed practice allowed me to repeat the skill with rest breaks to |during the execution phase of the movement decreasing my overall power. |understand the technical information that would help with my |

|ensure the skill was executed with high quality rather than getting |This also meant I was not as stable when executing the kick affecting my|biomechanical deficiencies. For example, I was not lowering my centre of|

|tired and/or sloppy in the practice sessions.. |balance and precision. |gravity enough and was not in a stable position in the preparation phase|

| |She I needed to start in a lower position (by using flexion at the knee |of the kick. |

| |and hip joints) in order to use my leg and hip muscles (quadriceps and |My centre of gravity was not low enough, affecting my balance as she was|

| |gluteals) to extend during the execution phase and allow me to |struggling to keep her line of gravity inside her base; this was because|

| |effectively use the core, hip and leg muscles to execute the movement |I was not flexing my knee and hip enough on my approach to the ball. I |

| |and to use more effective force summation. |needed to start the execution phase in a lower position in order to use |

| | |my leg and hip muscles (quadriceps and gluteals) to initiate the |

| | |movement and to use more effective force summation. |

| | |The movement would be moving from flexion to extension of the knee and |

| | |hip. During extension, the quadriceps are the agonist and the hamstrings|

| | |are the antagonist at the knee, the gluteals are the agonist and the hip|

| | |flexors are the antagonist at the hip. |

| | |Each of these points will improve my ability to overcome the inertia |

| | |that the ball has and to create a greater force on the ball. |

| | |Distributed practice was important to use as the movement takes a great |

| | |deal of energy. For practice to be of high quality breaks were necessary|

| | |to ensure I didn’t get tired and sloppy. Distributed practice also gave |

| | |me time to process the movements as I is at the cognitive stage of |

| | |learning. |

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

-----------------------

[pic]

After your teacher has covered all the requirements of the unit including the assessment write in your long term goal at the top of the staircase. Then write in your short-term goals – the steps to help you achieve your long term goal for the unit.

For example

To achieve 90435

With excellence

Asking questions

When I do not understand

Completing

All class work/

Homework

Focusing in

Class

Labels

Clavicle Radius

Cranium Ribs

Femur Scapula

Fibula Sternum

Humerus Tibia

Patella Ulna

Pelvis Vertebrae

Labels

Abdominals

Biceps

Deltoids

Gluteals

Gastrocnemius

Hamstrings

Latissmus Dorsi

Pectorals

Quadriceps

Trapezius

Triceps

The skills and psychology to improve my _________ performance

GOAL SETTING ROUTINES

SELF-TALK VISUALISATION

AROUSAL CONFIDENCE

CONCENTRATION MOTIVATION

Classification of a

Skill

Type of Practices

Personal Factors affecting Skill Learning

Others factors affecting skill learning

Feedback comes in many different ways and tells the learner how to improve their performance by

comparing current performance with the desired one. Good feedback is:

Given back straight away

Motivates the learner to make changes to performance

Provides useful information

Reinforces good performances

Is precise

Types

Of

Feedback

Psychological

skills

B

C

A

Performance

Poor Average Excellent

Athletes in an over aroused state will be

Athletes in an over aroused state will be

Athletes in an over aroused state will be

1.

2.

3.

4.

Confidence can be defined as having a high expectancy of success. There are many positives to having confidence. These are:

Positive Emotions. With confidence, you are more likely to remain calm and relaxed.

Facilitates Concentration. Your mind is free to focus on the task at hand. You are not worried about how you are doing or how others think you are doing.

Increases Effort. With confidence, you have the persistence and belief that you can achieve goals that have been set and you can exert an extra effort.

Psychological Momentum. Going from strength to strength. It is said that “success breeds success”. The more confident you are in achieving goals the more likely you will be in succeeding.

However, there is a level where optimal confidence is reached. Beyond that point, overconfidence may have a negative affect on performance.

üÿ

Lack of Confidence: This undermines performance by creating anxiety, breaking concentration and causing indecisiveness. Individuals focus on what they are doing wrong rather than their strengths.

Over Confidence: Confidence is greater than the ability being performed. Performance declines because individuals feel they do not need to prepare. Slight mental preparation may cause the individual to get behind in the game and generally their performance continues to deteriorate. False overconfidence is also a mechanism used to cover self-doubts about abilities.

MOST IMPORTANT!!

• YOU must write about at least 2 biophysical principles

• Functional anatomy is required to support the understanding of biomechanical principles, therefore anatomy and biomechanics must be included in the biophysical principles

• Explanations are required (the how and the why) for BOTH biophysical principles, in order to show how they relate to the learning of a physical skill, to achieve the standard

• Interrelationship of the biophysical principles must be evident (required for Merit)

• You need to do practical to develop your understanding of biophysical principles.

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