Activity Description Scoring Classification of task Score · · 2014-03-1712 m, serve a...

Queensland Senior Physical Education 2nd edition

Copyright © Glenn Amezdroz, Sue Dickens, Geoff Hosford and Damien Davis 2005 Published by Macmillan Education Australia

Chapter 2 Classification of skills Tabloid sports Learning experience 2.1 Page 67

Activity Description Scoring Classification of task Score

1 Threading a nut on a bolt Thread the nut fully onto the bolt and back off again.

1 point for every on–off cycle.

2 Soccer ‘keep it up’ Count how many times your group can hit the ball with any part of the body except the hands or arms, before the ball touches the ground.

Points equal to the highest number of consecutive hits achieved in one attempt.

3 Netball shooting Each person takes 10 shots from marked points in the goal circle.

Points equal to the total team score.

4 Juggling Juggle 2 balls in one hand for as long as possible. Count the number or successful catches (i.e. made when the other ball is in the air).

Points equal to the highest individual score for one attempt.

5 Balance beam Walk to the middle of a balance beam or bench. Perform a 180º turn on your toes in the centre of the beam. Continue to the end of the beam by walking backwards. If you touch the ground you must start again.

1 point for every successful completion of the task.

6 Shuttle runs Run 10 m to a marked point and 10 m back.

Up and back equals 1 point.

7 Baseball pitch From a distance of 12 m, throw a ball overarm at a 1 m x 1 m target.

1 point for each hit within the target area.

8 Hockey shot From a distance of 15 m, hit a stationary hockey ball at a goal 0.5 m wide.

1 point for each goal.

9 Five-pass basketball Play 2 vs 2 on a marked area of court, trying to keep possession of the ball.

1 point for every 5 consecutive passes.

10 Volleyball serve From a distance of 12 m, serve a volleyball underarm or overhand to land on the full in a bin next to a wall. Rebounds off the wall are allowed.

1 point for each successful serve landing in the bin.



Chapter 4 Stages of skill learning Tennis ball throw and bounce with the non-dominant hand Learning experience 4.2 Page 79 Set A trials

Trial number

Name 1 2 3 4 5 6 7 8 9 10 Total out of 10 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Average per trial

Set B trials

Trial number

Name 1 2 3 4 5 6 7 8 9 10 Total out of 10 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Average per trial



Chapter 4 Stages of skill learning Tennis ball throw and bounce with the non-dominant hand Learning experience 4.2 Page 79 (continued) Tennis ball throw results

1.0

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

1 2 3 4 5 6 7 8 9 10

_____ Trial A

.......... Trial B

Trial number

Averages for class



Chapter 5 Types of practice Massed versus distributed practice Learning experience 5.1 Page 85 In the table below, indicate the scores for each player by circling each trial that is successful and crossing out those that are unsuccessful.

Test 1

Name Massed Practice Distributed Practice

1 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

2 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

3

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

4

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

5 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

6 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

7 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

8 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

9 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

10 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

10 MIN

UTE

BRE

AK

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End



Chapter 5 Types of practice Massed versus distributed practice Learning experience 5.1 Page 85 (continued) In the table below, indicate the scores for each player by circling each trial that is successful and crossing out those that are unsuccessful.

Test 2

Name Massed Practice Distributed Practice

1 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

2 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

3

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

4

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

5 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

6 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

7 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

8 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

9 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End

10 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

10 MIN

UTE

BRE

AK

1 2 3 4 5 6 7 8 9 10 Break

11 12 13 14 15 16 17 18 19 20 Break

21 22 23 24 25 26 27 28 29 30 End



Chapter 6 Processing information Types of cues Learning experience 6.1 Page 94 In the table below, select a skill for each category of physical activity and list the cues (internal or external) that you would concentrate on to improve your performance. An example has been provided.

Category of activity Sport example Specific skill Cues

e.g. Indirect interceptive Tennis Receiving serve Quick feet

1 Direct interceptive

2 Indirect interceptive

3 Performance

4 Aesthetic

In the table below, select a skill for each category of physical activity and list the cues (internal or external) that you would concentrate on to improve your performance. An example has been provided.

Category of activity Sport example Specific skill Cues

e.g. Indirect interceptive Tennis Receiving serve Quick feet

1 Direct interceptive

2 Indirect interceptive

3 Performance

4 Aesthetic



Chapter 8 Reaction time Cues Revision question 6 Page 110

Category of activity Selected sport Particular skill Cues to aid anticipation

Direct interceptive Australian Rules football

A player is about to handball.

The player is holding the ball in one hand.

Direct interceptive

Indirect interceptive

Indirect interceptive



Chapter 9 Feedback and skill learning Self-analysis Learning experience 9.4 Page 116 Select a skill for self-analysis. Analyse your performance over a number of trials using this worksheet as a guide. Trial 1 Aim To complete a _________________________________________________________________ (identify a specific motor skill, e.g. float serve in volleyball)

focusing on ___________________________________________________________________ (identify a specific subroutine, e.g. ball toss).

Key elements of skill execution

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Performance appraisal Did I complete the desired movement pattern?

What aspects could be improved?

How did the movement feel?

Which technical point(s) do I need to focus on in the next trial?

Trial 2 Aim To complete a _________________________________________________________________ (identify a specific motor skill, e.g. float serve in volleyball)

focusing on ___________________________________________________________________ (identify a specific aspect of the subroutine, e.g. height of the ball toss).

Additional elements of skill execution _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Performance appraisal Did I make any errors? If so, what were these?

How did the movement feel?

Which element should I focus on for the next trial?

The process of self-analysis is ongoing. Trial 3 would focus on the element identified and indicate the focus of trial 4, and so on.



Chapter 10 Mental training Maintaining concentration Learning experience 10.4 Page 124 Concentration grid Cross off the numbers sequentially from 1–100 in the concentration grids below. You have 60 seconds in which to complete each trial.

Trial 1 08 59 29 72 41 03 32 54 46 25

80 19 52 39 22 78 88 11 66 25

14 34 71 09 69 27 63 43 94 74

61 48 60 84 17 45 05 95 21 36

28 91 01 44 89 68 15 56 50 82

49 23 64 70 10 30 38 83 26 93

58 02 40 18 62 16 47 99 12 55

77 51 76 57 53 73 85 20 87 24

07 97 13 33 100 06 79 67 75 04

92 31 96 65 81 90 42 86 37 98

Trial 2

08 59 29 72 41 03 32 54 46 25

80 19 52 39 22 78 88 11 66 25

14 34 71 09 69 27 63 43 94 74

61 48 60 84 17 45 05 95 21 36

28 91 01 44 89 68 15 56 50 82

49 23 64 70 10 30 38 83 26 93

58 02 40 18 62 16 47 99 12 55

77 51 76 57 53 73 85 20 87 24

07 97 13 33 100 06 79 67 75 04

92 31 96 65 81 90 42 86 37 98



Chapter 10 Mental training Changing negative thoughts to positive thoughts Learning experience 10.6 Page 124 Rewrite the following list of negative thoughts from a more positive point of view.

Self-defeating thoughts Self-enhancing thoughts

I can’t believe it’s raining. I hate playing in the rain.

No-one likes playing in the rain, but I can play as well in it as anyone else.

This referee stinks. We’ll never win.

I’ll take it easy this practice session and go hard next workout.

Who cares how well I do anyway?

This hurts too much. I don’t know whether it’s worth it.

The coach must think I’m hopeless. He never helps me.

There’s no sense in practising. I have no natural talent.

Why did they foul me in the last minute of play—I’ll probably choke and miss everything.

We’ll win this meet if I can get a 9.0 in this routine.

Adapted from Jean M. Williams (ed.) 2001, Applied Sport Psychology, 4th edn, Mayfield Publishing Company, table 17.1



Chapter 11 Goal setting Setting goals Learning experience 11.2 Page 129 Use this worksheet as a template to complete a goal-setting task for a specific skill in a sport in which you are involved. See page 130 for a completed sample for volleyball.

Name: ____________________________________________________

Goal: ______________________________________________________________________________

______________________________________________________________________________

Type: __________________________ Date set: _______________________

1 What do I have to do?

2 How am I going to do this?

3 How can I measure improvement?

4 Who can help me achieve this goal?

5 How will I know I have achieved it?

6 How will I prevent myself from achieving this goal? What excuses will I use?

Frank S. Pyke (ed.) 2001, Better Coaching: Advanced Coach’s Manual, 2nd edn, Australian Sports Commission



Chapter 13 Arousal and performance The influence of arousal on task performance Learning experience 13.2 Page 140



Chapter 16 Analysing performance Analysis of skills Revision questions Page 153 Skill Patterns Phases Starter mechanism

Freestyle swimming Arm cycle

Volleyball Spike

Soccer Kick

Gymnastics Floorwork

Canoeing Draw stroke

Bob sled Two-man

Golf Drive

Ice skating Pirouette

Athletics Javelin throw

Aerial skiing Take-off

Rowing Pull phase



Chapter 16 Analysing performance Skill techniques Revision questions Page 153 List the skill techniques that could relate to the following biomechanical principles.

Accuracy Summing momenta Impulse Rotational

inertia Balance Action– reaction



Chapter 17 Force and momentum Force and momentum Learning experience 17.1 Page 165 Summing body momenta

Tennis ball throw Distance (steps) Running totals

Condition A

Condition B

Condition C

Condition D

Condition E



Chapter 18 Collisions between a ball and a striking implement Coefficient of restitution Learning experience 18.1 Page 172 Task 1

Type of ball Height bounced Coefficient of restitution

Super ball

Field hockey ball

Golf ball

Volleyball

Basketball

Task 2

Type of surface Height bounced Coefficient of restitution

Wood

Concrete

Grass

Astroturf

Other

Task 3

Distance basketball dropped (m) Height bounced Coefficient of restitution

1.00

1.25

1.50

2.00



Chapter 18 Collisions between a ball and a striking implement Collisions between a ball and a striking implement Revision question 2 Page 173 Golf drive Number in order of preference from 1–3.

Club Speed of swing Mass of club Preference

A Increase No change

B Increase Increase

C Decrease No change

1 = maximum drive, 3 = minimum drive



Chapter 19 Inertia Rotational inertia Revision questions Page 182 Tick the appropriate box.

Skill Low R.I. Medium R.I. High R.I.

Diver Dive in pike position

Gymnast Giant circle on horizontal bar

Cricket Fast bowler straight bowling arm

Cricket Fast bowler flexed non-bowling arm

Archer Bow with stabilisers

Baseball Bat at preparation

Baseball Bat at impact



Chapter 20 Balance Balance Revision questions Page 187 Tick the appropriate box.

Skill Large effective base of support

Small effective base of support

Softball Batter’s stance

Gymnastics Handstand

Golf drive Stance

Boxing Fore/aft stance

Gymnastics Cartwheel

Athletics Javelin throw

Diving Take-off

Sumo Lat/med stance

Field hockey Push pass



Chapter 21 Action and reaction Action and reaction Revision questions Page 191

Skill Name the action Describe the reaction Resultant effect on the body



Chapter 22 Projectile motion and motion in fluids Angle, height and speed of release of a projectile Learning experience 22.1 Page 199 Angle and height of rebound

Skill Rebound angle with ground (higher/lower)

Rebound velocity (faster/slower)

Squash Boast

Table tennis Forehand drive

Volleyball Ball landing with backspin

Tennis Slice forehand

Golf Nine iron

Basketball Ball bouncing with sidespin

Cricket Fast bowl



Chapter 23 Movement in water Buoyancy Learning experience 23.1 Page 210

Variable Positive buoyancy (floats out of the water)

Neutral buoyancy (floats just lipping the surface of the water)

Negative buoyancy (sinks)

Balloon full of water (ignore weight of balloon skin)

Balloon half filled with water and half filled with air

Swimmer with a weight density of 0.95

Swimmer with a weight density of 1.2

Body with a light frame and musculature

Fastskin swimsuit

Wetsuit



Chapter 24 Occupational biomechanics Efficiency and injury prevention Revision questions Page 215

Principle Skill technique Application of principle in

order to increase efficiency and prevent injury

Rotational inertia

Balance

Accuracy

Force

Action–reaction

Activity Description Scoring Classification of task Score · · 2014-03-1712 m, serve a...

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