14th session

Arrived 15 minutes before beginning of the session, which gives me plenty of time to set up. On a Friday i usually get alot more girls than a Monday as all years 4, 5 and 6 are allowed. This session only 6 of the girls showed up all were the year 5's, so i just planned out to repeat the session performed on Monday as it is a good all rounder exercise. It helps develop footwork when landing, it also helps the children to catch and pass, and it also allows them to try and read passes from the feeder to be able to be on top of the ball and catch it with no problems.
Towards the end into 15 minutes of the game the girls got called away for their dinner, they mentioned that they wouldn't be back in time for more netball at the end of the session, so i packed everything up and finished 15 minutes before the session was supposed to finish.

Skills

Gross skills: involve large muscle movements, where the major muscle groups are involved. The movements are not very precise, and include many fundamental movement patterns such as walking, running and jumping. The shot putt is an example of a primarily gross skill.

Fine skills: involve intricate movements using small muscle groups, tend to be precise and generally involve high levels of hand-eye coordination. A snooker shot or playing the piano are examples fine skills.

Open skills: sports such as Netball, Football, and Hockey usually involve open skills. This is because the environment is constantly changing and so movements have to be continually adapted. Therefore, skills are predominantly perceptual. The skill is mostly externally paced, for example a pass in football.
Externally paced skills: the environment, which may include opponents, controls the rate of performing the skill. The performer must pay attention to external events in order to control his/her rate of movement. These skills involve reaction, and are usually open skills. i.e. in ball games the performer must time his actions with the actions of other players and the ball.

This continuum is concerned with how well defined the beginning and end of the skill are - discrete, serial and continuous skills.

Discrete skills are brief, well-defined actions that have a clear beginning and end. They are single, specific skills, which make up the actions involved in a variety of sports such as hitting and throwing. Hockey. i.e. a penalty flick in.

Serial Skills are a group of discrete skills strung together to make a new and complex movement. i.e. the sequence of skills for the triple jump.

Continuous skills have no obvious beginning or end. The end of one cycle of movements is the beginning of the next, and the skill is repeated like a cycle. These skills could be stopped at any moment during the performance of the skill. i.e. Swimming, Running, Cycling.

Interactive skills are those performed where other performers are directly involved. e.g. rugby, football, basketball, netball.

A simple skill is one that is straightforward with very few subsections to go through to perform the skill. This skill also requires little concentration and cognitive ability of the performer.

A complex skill involves a large attention span because they are complicated and are practiced in training repeatedly to make it easier to perform in competition.

A low organisation skill is very easy and uncomplicated moves like riding a bike and the phases that make the skill are usually discrete and might be practiced separately to make your technique better. Not as much attention needed.

A high organisation skill have a complex amount of skill involved and you can say that it is many skills closely linked together to make this skill. They cannot be broken down and practiced separately as they are linked closely together. These require large amounts of attention.

A major factor influencing the development of a skill is practice of which there are two main types:

• Variable - practicing a skill in a variety of different contexts and experiencing the full range of situations in which the technique or tactic might be used in competition. The learner applies the skill to a number of different environments in practice, allowing both the development of the skill and the ability to adapt the skill to a range of possible situations. This is vital for open and interactive skills
• Fixed - a specific movement is practiced repeatedly, often referred to as a drill. This type of practice is ideal for skills that are always performed in the same way, that do not require adapting to the environment. Closed, interactive and coactive skills tend to require fixed practice to allow the motor sequence to be perfected, since they will remain the same in practice as they will in competition

The organisation of a practice session will depend greatly on those involved and the activity being practiced. Depending on the amount of experience, the skill level and the performer's fitness, practice may be organised in two ways:

• Massed - the skill is practiced until learnt without taking a break. These sessions are good for athletes with high level of fitness and experience and are most suited to fixed practice
• Distributed - practice is interspersed with breaks that can either be rest or another skill. These sessions are good for athletes with lower levels of fitness and experience and are most suited to variable practice

(Brian mac)

www.brianmac.co.uk

www.netballwellington.co.nz/sport%20netball%2