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PDHPE Assessment Task #3-Factors Affecting Performance

Skill being tested: Juggling a soccer ball

Person being tested: metin (friend)

I have chosen to teach metin how to juggle a soccer ball as it is a closed skill and the results are predictable and consistent. Closed and self-paced skill as it is under the direct control of the athlete, making it an easier skill to teach over 7 days. Juggling a soccer ball is a gross motor skill as it involves large muscle groups such as the quadriceps and the hamstrings. It’s a serial movement as it in theory it has a beginning and end movement to each juggle making it a discrete skill, however it is also continuous in nature as the intention is to continue the movement for as long as possible with a repetitive movement. Also it is serial as the discrete skill will differ depending on balance, ball placement, power etc. Often, when just starting out and learning how to juggle, it can seem almost impossible to keep the ball up in the air. But as you've heard numerous times before, you need to practice and practice and practice. Soon enough, things will start to click and you can build from one juggle, to two juggles, to ten, and on up to fifty touches and beyond, with the ball in the air.

Characteristics of a Learner- Metin has personality traits such as confidence, motivation and curiosity her skill acquisition is high which makes her more likely to learn motor skills more quickly to fulfill her potential. Metin is a very fit athlete is is willing to learn all new skills; he plays most sports because skills are learnt not inherited, and our genetic makeup has minimal impact on learning new skills. Heredity will however, provide skill learning benefits in circumstances where genetic features are significant in the learning process for example; having a higher proportion of fast twitch fibers my enhance learning the skill of shot-put because of the strength and power benefits needed to perform this skill.

Physical environment- Metins practice sessions are taking place on a grassy area in he’s backyard, as this is a learner safe environment and is protected by the wind. It is free from distractions such as extreme climate changes, slippery surfaces and other negative factors.


Day 1-
Today’s session involved a me teaching metin the basics of juggling a soccer ball and watching a short film on hot to juggle. Metin is a highly motivated person making the massed practice highly effective. I used a whole practice technique as metin is a quick learner and picks up new skills easily. We Started by kicking the ball into your hands, dropping the ball down to your feet and kicking the ball back up to your hands. Then do two juggles with your feet before sending it back up to the hands. Then do three and four if you can which would be a massed practice because there were no stops. Metin is clearly in the cognitive stage, as he made frequent errors; he had to focus on what to do rather than how to do it and was unable to recognize errors when made. Although being able to do a few juggling in a row she was not in control of the ball and did not have a stationary position, having to chase the ball around.

As metin is still in the cognitive stage his main source of feedback is external (me). I provided feedback that included knowledge of results; how well he did the movement, what he did wrong/right, and how he could improve on the juggling movement. Knowledge of results is a delayed feedback as is presented at the conclusion of the session and it is presented by an external source such as a coach.

As this was metins first time actually trying to juggle the soccer ball his kinesthetic senses, anticipation and timing, consistency and technique were not performed fluently and he was unable to demonstrate understanding of these characteristics.

Day 2-
Today we tried distributed practice as metin wasn’t in a very compliant mood. We did basically the same as...
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