Defining a Skilled Performance (Leaving Cert Physical Education): Revision Notes

Defining a Skilled Performance

The characteristics of skilled performance

1. Kinaesthetic awareness
2. Anticipation
3. Consistency
4. Technical execution

1. Kinaesthetic Awareness

Performers with kinaesthetic awareness understand their body position in sports. Sensors in muscles, joints, and tendons (proprioceptors) provide information about body position. This helps performers adjust their movements to succeed. Combining kinaesthetic awareness with visual and auditory signals gives the brain vital information about the athlete's situation.

Example:

• Discus Throw: Athletes need refined body position awareness to throw accurately. High levels of kinaesthetic awareness help them launch the discus at the best angle and speed. Errors in judgement can lead to unsuccessful attempts.

2. Anticipation

Skilled performers can predict opponents' moves. This ability helps them take appropriate actions to gain an advantage. Anticipation is developed through experience in different scenarios in their sport.

Example:

• Gaelic Football: A defender watches an opponent's movements to decide the best defensive action. Reading these movements can lead to decisive actions, like a block or near-hand tackle.

3. Consistency

Skilled performers execute skills with high success rates and deliver high-quality performances consistently over time. This consistency sets them apart.

Example:

• Aine McKenna consistently performs at a high standard for the Irish Women's basketball team.

4. Technical Execution

Skilled performers move efficiently and use correct techniques. Good technique helps them to succeed, to use energy more efficiently, better performance in pressurised situations and reduces the risk of injury.

Example:

• Movements: A swimmer using an optimal stroke technique to reduce drag and conserve energy.

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The indicators of a skilled performance

When observing and evaluating performers, the following indicators help identify highly skilled movements:

1. Aesthetically pleasing
2. Consistent
3. Efficient
4. Fluent
5. Accurate
6. Controlled
7. Economical

Aesthetically Pleasing

• The performer looks good while executing the skill.
• Movements are delivered with poise, making them appealing to spectators.

Consistent

• The performer can repeat skills with a high success rate.
• Skills are executed reliably over time.

Efficient

• The performer uses the best movement patterns and options available.
• Correct movements are chosen to avoid wasting energy.

Fluent

• Movements are smooth, graceful, and effortless.
• Skills are linked seamlessly, making them appear easy.

Accurate

• Skills are executed precisely.
• Each skill has specific requirements that are met correctly.

Controlled

• The performer can manipulate their body as desired.
• Movements are executed with precision and control.

Economical

• The performer does not waste energy.
• Skills are executed in an energy-efficient manner.

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Describing Skills - The Skill Continua

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1. Environmental Influence Continuum
2. Muscular Involvement Continuum
3. Pacing Continuum

1. Environmental Influence Continuum

Classifies skills based on the stability of the environment in which they are performed. Open skills occur in dynamic environments, while closed skills occur in stable, predictable environments.

• Open Skills:
  • Occur in changing environments.
  • Directly affected by the environment.
  • Example: Hockey player choosing the correct pass based on the number of approaching defenders.
• Closed Skills:
  • Occur in stable environments.
  • Not directly affected by the environment.
  • The skill is performed the same way every time.
  • Example: Free throw in basketball.

2. Muscular Involvement Continuum

Differentiates skills based on the size of the muscle groups required, ranging from gross skills to fine skills.

• Gross Skills:
  • Involve large muscle groups, large muscular contractions and dynamic movements.
  • Example: Butterfly stroke in a swimming race.
• Fine Skills:
  • Require precision with small muscle groups and small muscular contractions.
  • Example: Throwing a dart.

3. Pacing Continuum

Distinguishes skills based on who controls the timing and speed of the activity, ranging from self-paced skills to externally paced skills.

• Self-Paced Skills:
  • Athlete controls timing and speed.
  • Example: Badminton serve.
• Externally Paced Skills:
  • Environment, such as the other players, controls timing and speed.
  • Example: Being forced to pass a hockey ball rather than passing when you wish.

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Types of Skills

Skills are not only impressive body movements. Decision-making and problem-solving skills are also important during sporting performances.

1. Psychomotor Skill
2. Perceptual Skill
3. Cognitive Skill Psychomotor skills involve voluntary bodily movements to achieve a specific outcome e.g. striking a ball in hurling-the ball will move.

Perceptual skills involve interpreting the sporting environment to allow athletes to make effective decisions during play e.g. a tennis player will interpret the body position of their opponent when they hit the ball. They anticipate the ball's spin and flight as it approaches them.

Cognitive skills involve problem-solving and decision-making during play. The athlete has used their perceptual skills and must decide what to do next e.g. a player observes that their opponent struggles to kick with their left leg and so forces them onto this side.

Ability

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• Co-ordination, flexibility, balance, muscular power and muscular endurance are abilities that relate to PE and can be assessed.

The Difference Between Skill and Ability

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