OCR Physical EducationAS / A-Level Skill AcquisitionPowerPoint SummariesThis resource has been written by John Ireland for PEfocus and has been designed to support teaching andlearning of the ‘new’ OCR AS and GCE/A-Level PE specification for teaching from September 2016.

All content mirrors the OCR Skill Acquisition specification perfectly.The resource comprises:

üApprox 40 full colour / fully animated teacher slidesüStudent slides as PDFs – with gaps to fillüTeacher slides as PDFs – with ‘answers’

This resource can be used to present new work, for summing up topic areas and for consolidation at theend of the course.

We really hope that you and your learners will find it both engaging and helpful.

Herearejustafewsampleslides– wehopeyoulove

them!Bothteacherandstudent

slidesareincluded(thelatterwillbesuppliedasPDFfilefor

photocopying)

Skill Acquisition – student slides

The aim is for students to build their own bank of Skill Acquisition knowledge that can be used throughout the course as well as at the end for review.

A favoured layout is to print two slides per A3 sheet; this appeals to students who often find the large visual style manageable, engaging and valuable as a supplement to their other notes and resources.

Sets of these student slides (PDFs) can be given to students as they start a topic area. They can work on the set slide by slide as each element of work is completed (e.g. Newton’s Laws); or as a whole topic area once it has been ‘covered’. This can be done in class or as a homework / private study task

Student slides can be posted on secure areas of centres’ intranet/moodle platforms for easy access and further assimilation.

It is highly recommended that students check the accuracy of their work/completed worksheets against a printed copy of the teacher slides. (NB – agreed Terms and Conditions limit access to the full colour animated PowerPoint slides to staff only)

2.1

Partpractice

Uses… but…Goodforclosedskillsandthoseofloworganisatione.g.tennisserveorcleanandjerk

Goodatcognitivestage

Helpsunderstanding

Givesearlysuccess

Raisesconfidence&motivation

Limitsinformationtoprocess

Saferforlearningdangerousskills

Notsuitableforskillsofhighorganisatione.g.sprinting

Limitsawarenessofwholeskill

Limitskinaestheticdevelopment

Transfertowholeskillmaybedifficult

Canbede-motivatingforhighabilitylearners

Takestime

Wholepractice

Uses…Goodforhighorganisation,continuousandsimpleskillse.g.sprintingorcycling

Givesholisticviewofskill

Savestime

Goodforhighabilitylearnersorthoseattheautonomousstage

Createsmentalpicture

Encouragesfluency

,Unsuitableforcomplexskillse.g.triplejump

Difficultforlowabilitiesandthoseatthecognitivestageoflearning

Toofastforsomelearners

Canbede-motivatingiffailureexperienced

but…

SkillbrokenintosubroutinesThen,subroutinespracticedseparately

�Then,subroutinesputtogether

NotbrokenintosubroutinesSkilllearnedinitscompleteformMovementattemptedholistically

Typesandmethodsofpractice- characteristicsandusesofeach.

2.1

Partpractice

Uses… but…

Wholepractice

,

SkillbrokenintosubroutinesThen,subroutinespracticedseparately

�Then,subroutinesputtogether

NotbrokenintosubroutinesSkilllearnedinitscompleteformMovementattemptedholistically

Typesandmethodsofpractice- characteristicsandusesofeach.

Uses… But…Goodfor________skillsandthoseof______organisation e.g.tennisserveorcleanandjerk

Notsuitableforskillsof_________ organisatione.g.sprinting

Goodat_____________stageoflearning

Limitsawarenessof_________ skill

Helpsunderstanding Limits___________development

Givesearlysuccess Transferto___________skillmaybedifficult

Raisesconfidence&motivation

Canbe________________forhighabilitylearners

Limitsinformationtoprocess

Takestime

Saferforlearning_______________ skills

Uses… But…Goodforhigh______________ ,continuousand_________skillse.g.sprintingorcycling

Unsuitableforcomplexskillse.g.triplejump

Givesholisticviewofskill Difficultforlowabilitiesandthoseatthe_____________ stageoflearning

Saves____________ Toofastforsomelearners

Goodforhighabilitylearnersorthoseatthe____________ stage

Canbe_________________iffailureexperienced

Createsmentalpicture

Encouragesfluency

2.3 Typesandmethodsofpractice- characteristicsandusesofeach.

Massedpractice Distributedpractice

Practiceisrepetitiveandcontinuous

NorestintervalsE.g.repetitiveandcontinuousdrivingingolfor

setshotsinbasketball

Idealfordiscreteskillse.g.golfdriveorbasketballset

shot

Goodforsimpleorshortdurationskillse.g.netball

shooting

Goodattheautonomousphase

Goodforexperiencedorolderormoremotivated

performers

Helpstogrooveoroverlearntheskill

Canbetooexhaustingand/orboring

Couldcausedrivereductionormentalfatigue

Idealforhighenergycontinuousskillse.g.sprintingorswimming

Errorscouldincreaseduetotherepetitiveandcontinuousnatureof

practice

Restintervalsmaydisjointthepractice,causing

learningtobehindered

Canleadtooveruseinjuries

Goodforcomplexanddangerousskillse.g.

trampolining

Helpsunderstandingattheassociative&autonomous

stagesTimeforrest,mental

rehearsal,reinforcement&feedback

HelpstoformS-Rbonds,developkinesthesisand

schema

Goodatthecognitivestageorforlessfitperformers Canbehardtoregain

intensityofpracticeorconcentrationafterabreak

Longorfrequentbreakscanbedemotivating

Practiceisinshortbursts

Regularrestintervals

E.g.sprintingorswimming

Uses… But… But…Uses…

HelpstoformS-Rbonds,developkinesthesisand

schema

2.3 Typesandmethodsofpractice- characteristicsandusesofeach.Massedpractice Distributedpractice

Practiceisrepetitiveandcontinuous

NorestintervalsE.g.repetitiveandcontinuousdrivingingolfor

setshotsinbasketball

Idealfordiscreteskillse.g.golfdriveorbasketballset

shot

Goodforsimpleorshortdurationskillse.g.netball

shooting

Goodatthe______________phase

Goodforexperiencedorolderormore

______________performers

Helpstogrooveor_______________theskill

Canbetoo____________and/orboring

Couldcausedrivereductionormental

___________

Idealforhighenergycontinuousskillse.g.

____________orswimming

Errorscouldincreaseduetotherepetitiveandcontinuousnatureof

practice

Restintervalsmaydisjointthepractice,causing

learningtobehindered

Canleadtochronicor______________injuries

Goodforcomplexand____________skillse.g.

trampolining

Helpsunderstandingattheassociative&

______________stagesTimefor______,mental

rehearsal,reinforcement&_______________

HelpstoformS-Rbonds,developkinesthesisand

__________

Goodatthe_________stageorforlessfit

performersCanbehardtoregainintensityofpracticeor_______________

afterabreak

Longorfrequentbreakscanbedemotivating

Practiceisinshortbursts

Regularrestintervals

E.g.sprintingorswimming

Uses… But… But…Uses…

Helpstoform___________,develop

kinesthesisandschema

Theoriesoflearningmovementskills.4.5

Cognitivelearningtheoryinvolves….

Thecoachgivingthelearnerthewholeproblemtosolve

theGestaltapproachtolearning;orconsideringtheproblemasawhole(notinparts)

perceptionorintelligence

interveningvariables…thismeans…drawingtogetherthedifferentaspectsoftheproblem

usingpastexperiencestosolvetheproblem

insightorintuitivelearning

Practicalexamplesofhowcognitivetheoryhelpsthelearningofmovementskillinclude….

thedancerneedstothinkaboutthesituationbeforeworkingouthowtoperformthemovement

workingoutaneffectivesolutionaddstothedancer’sexperience

thedancerunderstandshowtointerpretthemusicandspiritofthedance

ajudoplayerwouldconsidertheopponent’spreferredspeed,skillandthrowsbeforedecidingonstrategy

movementsfrompreviousjudomatchesmaybetransferredtohelpthelearningofnewmovement

boththedancerandthejudoplayerwouldunderstandwhatneedstobedonetosolvetheirrespectiveproblems

byconsideringfactorssuchasthemeandrhythm,thedancerwouldproduceaneffectivesolution

optimisinglearningthroughthinking

Cognitivetheoryoflearning

Theoriesoflearningmovementskills.4.5

Cognitivelearningtheoryinvolves….

Thecoachgivingthelearnerthe_________problemto_______

theGestaltapproachtolearning;orconsideringtheproblemasa________(notin________)

_____________orintelligence

____________variables…thismeans…drawingtogetherthedifferentaspectsofthe___________

usingpast_____________to___________theproblem

_____________orintuitivelearning

Practicalexamplesofhowcognitivetheoryhelpsthelearningofmovementskillinclude….

thedancerneedstothinkaboutthesituationbeforeworkingouthowtoperformthemovement

workingoutaneffectivesolutionaddstothedancer’s_____________

thedancerunderstandshowtointerpretthemusicandspiritofthedance

ajudoplayerwouldconsidertheopponent’spreferredspeed,skillandthrowsbeforedecidingonstrategy

movementsfrompreviousjudomatchesmaybe______________tohelpthelearningofnewmovement

both thedancerandthe judoplayerwould____________whatneeds tobedoneto________theirrespective__________

byconsideringfactorssuchasthemeandrhythm,thedancerwouldproduceaneffectivesolution

optimisinglearningthroughthinking

Cognitivetheoryoflearning

Visualguidance Verbalguidance

Manualguidance Mechanicalguidance

Thelearnerwatchesamodeltoformamentalimage

…pictures,charts.DVDs,boxesorguidancelines

E.g.demonstrationofapassinrugby

Ademonstration,andalso…

Thelearneristoldwhattodo

Spokeninstruction

Goodforfeedback

E.g.tellingtheplayerwhichtacticstouse

Thelearnerisgivenphysicalsupportbytheteacher

Movingthejointsorlimbsthroughthemovement

Manipulatingthelearner’sbodytotrytodevelopkinesthesis

E.g.physicalsupportduringaforehandshotintennis

Thelearnerusesequipmentorapparatustohelpperformance

Supportingthebodythroughthemovementusingapparatustodevelopconfidence

E.g.usingaharnessintrampolining

Typesandusesofguidance6.1

Visualguidance Verbalguidance

Manualguidance Mechanicalguidance

Thelearnerwatchesamodeltoforma___________image

…pictures,charts.DVDs,boxesorguidancelines

E.g.__________________________

Oftena_____________,butcouldalsobe…

Thelearneristoldwhattodo

Spokeninstruction

Goodfor________________

E.g.______________________

Thelearnerisgiven____________supportbytheteacher

Movingthejointsor_________throughthemovement

Manipulatingthelearner’sbodytotrytodevelop________________

E.g._______________________

Thelearnerusesequipmentorapparatustohelpperformance

Supportingthebodythroughthemovementusingapparatustodevelop_____________

E.g._________________________

Typesandusesofguidance6.1

Learningandperformingphysicalactivityskills

Shallowprocessing=shorterlastingmemories

Deepprocessing=longerlastingmemories

Recognisingphysical/sensoryfeaturesofastimulus– seeingshapes/hearingsounds

Recognisingandunderstandingthemeaningofstimuli

ShallowProcessingfromMaintenancerehearsal

DeepProcessingfromElaborativerehearsal

CraikandLockhart’slevelofprocessingmodel8.7 GCE/Alevelonly

Learningandperformingphysicalactivityskills

______________ processing=shorterlasting_____________

__________processing=longerlastingmemories

Recognising__________orsensoryfeaturesofastimulus– seeing_________/hearing_________

Recognisingand______________themeaningofstimuli

____________Processingfrom

Maintenancerehearsal

Deep___________________

fromElaborativerehearsal

__________and_____________’s levelofprocessingmodel8.7

GCE/Alevelonly