Part A 1. 0 Skill One’s Classifications Catching a fly ball can be classified as a gross-motor skill, serial skill, locomotor skill and an open skill. 1. 1 Justified Classifications Catching a fly ball is classified as an open skill because it is performed in an unpredictable environment e. g. the catcher wont know were the ball will go until it has been hit in that direction.
Catching a fly ball is a serial skill because you use several discrete skills and form a Continuous performance e. g. you have to move underneath the ball that has been hit and put your glove up to try and catch the ball. Gross-motor skills involve using large body parts, which you do use catching a fly ball.
Catching a fly ball can be classed as a locomotor skill as you have to move to where the ball will land so that you catch it. 2. 0 Skill Two’s Classifications Running Between bases can be classified as a discrete skill, gross-motor skill, locomotor skill and both closed and open skill. 2. 1 Justified Classifications Running between bases is classified as a discrete skill because you have a distinct beginning and end.
You use large body parts while running in-between bases and that is why it is classed as a Gross motor-skill. Running between bases is both an open and closed skills because to be an open skill it has to be unpredictable so that’s sneaking bases, but to be a closed skill it is predictable so that is when all bases are loaded and everyone has to run between bases. You travel from one place to another while running between bases and that is why it can be classed as an loco-motor skill. 3. 0 Phases of learning When learning how to perform the skills catching a fly ball and running between You will go through all of these stages. To be good at the two skills displayed above involves the three learning phases Cognitive Stage, Associative Stage and the Autonomous Stage.
The Essay on 8 Higher Thinking Skills through IT-Based Projects
There are four types of IT Based projects which can be used in order to engage students in a higher plane of thinking. The resource-based project relates to finding information to make students go beyond the textbook material. Simple creations make students create their software material to support the need for relevant and effective materials. Guided hypermedia Projects produce self-made ...
3. 1 Cognitive Stage (Understanding) The performer: . Needs to know the skill to be practised. Needs to know how the equipment is to be used. Makes frequent errors.
Forms a rough mental plan. Requires a great deal of feedback 3. 2 Associative Stage (Practise) The performer: . Refines the accuracy of performing the required task. Reduces the degree of error. Recognises why an error is made.
Knows “how to do” rather than “what to do.” Demonstrates that performance is getting closer to automation. Requires constant feedback 3. 3 Autonomous Stage (Automatic Performance) The performer: . Is at an advance level of skill acquisition.
Respond automatically with skill. Makes infrequent errors. Can use feedback. Relies on internal feedback Bibliography 1. Armezdroz.
G, Davis. D, Dickens. S, Hos ford. G, (1999) Queensland Senior Physical Education, South Yarra: Mac Million Education Australia.
