Throwing for distance and accuracy using non-dominant hand

1. Throwing for distance and
accuracy with your non-dominant
hand
Achievement Standard: 91328
Credits 5

2. Movements at Joints
Throwing for distance and accuracy

3. Flexion
 Refers to movement where the angle between two bones
decreases.
 Flexion is commonly known as bending.
 Example: Bicep Curl

4. Extension
 Refers to movement where the angle between two bones
increases.
 Extension is otherwise known as straightening.
 Example: Tricep Extension

5. Adduction
 Is movement of a body segment toward the midline of
the body.
 Example: bringing legs together in a star jump

6. Abduction
 Is movement of a body segment away from the midline
of the body.
 Example: moving legs/arms away in star jump

7. Circumduction
 This is a movement where the joint is the pivot and the
body segment moves in a combination of flexion,
extension, adduction and abduction
 Example: Butterfly in swimming

8. Rotation
 Refers to a pivoting or ‘twisting’ movement. Rotation is
broken down further into medial and lateral rotation.

Example: Head rotating on
vertebrae

9. Supination

10. Pronation
 Movement so the palm of the hand faces down

Example: Wrist pronation – rotating
hand from a supinated to a
pronated position

11. Inversion
 Is the movement of the foot to bring the sole of the foot
to face inward.

12. Eversion
 Is the movement of the foot to bring the sole of the foot
to face outward.

13. Dorsiflexion
 Is moving the top of the foot toward the shin or ‘raising’
the toes.

14. Plantarflexion
 Is moving the top of the foot away from the shin or
‘pointing’ the toes.

15. Types of Joints
 Gliding - Carpals
 Hinge - knee
 Pivot – atlas and axis of neck
 Condyloid/Ellipsoid – carpal and radius
 Saddle – metacarpal of thumb
 Ball & Socket – shoulder & hip

16. BIOMECHANICAL PRINCIPLES
Throwing for distance and accuracy

17. Inertia
 An object as rests tends to remain at rest unless acted
upon by some external force
 An object’s resistance to movement

18. Momentum
 An object that is moving will continue to move in the
direction the force was applied until another force is
applied

19. Stability
 The ability to hold or maintain a position in space

20. Balance
 An ability to maintain the line of gravity of a body within
the base of support

21. Centre of Mass/Gravity
 The point in the body at which all parts of the body are
in balance OR at which gravity is centred

22. Force
 Force is defined as a PUSH or a Pull
 Kicking a ball, leg applies force to the ball

23. Force Summation/Kinetic Linking
 The production of large forces by the body is dependent
upon using each joint in the correct order, and using
each joint at its most appropriate time.

24. Levers
 A rigid structure, hinged at some part and to which
forces are applied at two other points
 3 Parts: Force, Load, Pivot

25. Projectile Motion
 A projectile is any object released into the air. Once an
object is in the air its flight path is governed by factors
prior to its release.
 Speed, Height, Angle of Release

26. Basic Performance Appraisal
 Where do I ‘stack up’ compared to where I should be?

27. Skill Learning
Throwing for distance and accuracy

28. Skill Classification: Fine
 Involves small muscle groups, intricate precise
movements.
 High level of hand-eye co-ordination
 Darts, Snooker

29. Skill Classification: Gross
 Involves large muscle groups and/or the whole body
 Shot Put, Swimming

30. Skill Classification: Open
 The timing depends on external forces
 Skills are perceptual and externally paced
 Football pass

31. Skill Classification: Closed
 Skills take place in a stable, predictable environment.
 Skills are not affected by the environment
 Movements follow set patterns
 Free throw in Basketball

32. Skill Classification: Discrete
 Single, specific skills that are well defined actions with
clear beginning and end
 Hockey penalty flick

33. Skill Classification: Continuous
 No obvious beginning or end
 Skill is repeated like a cycle
 Running, Swimming

34. Skill Classification: Serial
A group of discrete skills strung
together to make a new and
complex movement.
The sequence of skills for the
triple jump.

35. Phases of Learning

36. Cognitive or Understanding Phase
 Performances are inconsistent and success is not
guaranteed.
 Process of trial and error with a success rate of 2-3 out
of 10 attempts.

37. Needs of Cognitive Phase:
 Requires all of your attention and rely on the external
cues – teacher/coach
 Correct performances must be reinforced through
external feedback.

38. Phases of Learning: Associative
 Performances more consistent as motor programmes are
being formed.
 Start to get a sense of internal 'kinesthetic' feedback.
 Success rate 5-7 out of 10.

39. Needs of Associative Phase
 Simpler parts of the skill look fluent and are well
learned, however, the more complex elements require a
lot of attention.
 Begin to detect and correct own errors

40. Phases of Learning: Autonomous
 Performances have become consistent, fluid and
aesthetically pleasing.
 The motor programmes involved are well learned and
stored in the long-term memory.

41. Needs of Autonomous
 Attention can be focused on opponents and tactics.
 Retaining the new skill must be constantly practiced to
reinforce the motor programmes.
 Success is now 9 out of 10.

42. Types of Practice:

43. Mass
 the skill is practiced until learnt without taking a break.

44. Mass Practice
 Risks: If individual has a
low level of fitness and
motivation performance
will suffer
 Benefits: best for simple
skills. A rally in
badminton where the
learner must repeatedly
perform drop shots. This
causes fatigue and
therefore simulates the
late stages of a game

45. Distributed
 practice is interspersed with breaks that can either be
rest or another skill.

46. Distributed Practice
 Risks: boredom for
individuals with a high
level of fitness and
highly motivated.
 Benefits: allows for rest
and mental rehearsal.
This is best used in
difficult, dangerous or
fatiguing skills and with
young or lowly motivated
individuals

47. Whole
 When the skill is taught in its entirety; the whole
movement.

48. Whole Practice
 Risks:
 Unsuitable for people
with low attention spans,
complex or dangerous
skills
 Benefits:
 Good for simple skills
that cannot be broken
down into parts

49. Part
 When skills are broken down into its associated parts or
sub routines
 E.g. volleyball serve – ball toss, stance, weight transfer,
arm swing (contact and follow through).

50. Part Practice
 Risks:
 transfer of the skills from
part to whole may not be
effective and it may also
reduce the kinesthetic
awareness (feel) for the
whole skill.
 Benefits:
 Can learn each key
element and focus
on an individual
component as part
of training

51. Drills
 Learning a skill through repetition

52. Drills
 Risks:
 Not game like, or specific
to sport
 Benefits:
 No external variables

53. Problem Solving
 Learning through investigation

54. Problem Solving
 Risks:
 Skills best suited toward
Open skills so Closed
skills cannot be practiced
 Benefits:
 Creative solutions are
required to perform

55. Mental
 Performing the skill in your mind without physical
movement

56. Mental Practice
 Risks
 Can over think things
 You need to take a break
in physical practice to
perform mental tasks.
 Benefits
 Good in the resting
phase of distributed
practice

57. Physical
 What we are familiar with. The skill is performed by
active/physical movement.

58. Physical Practice
 Risks
 Fatigue, boredom
 Benefits
 Actively perform the skill

59. Factors effecting learning
 Age – state of readiness
 Gender – Differences in physique, interests and
motivation
 Mental State – Positive/Negative Self Talk
 Skill Level – different levels of co-ordination, balance,
speed and other skill-related fitness components that
may contribute to faster learning.
 Prior Knowledge – previous exposure to the skill being
learnt will have both a cognitive and physical advantage.
 Confidence – Mental State, Skill Level and Prior
Knowledge combined

60. Sport Psychology
Throwing for distance and accuracy

61. Self-talk
 Thoughts and words athletes and performers say to
themselves
 Self-talk phrases (or cues) are used to direct attention
towards a particular thing in order to improve focus or
are used alongside other techniques to facilitate their
effectiveness

62. Visualisation
 Visualization is the process of creating a mental image
or intention of what you want to happen or feel

63. Mental Rehearsal
 Involves the athlete imagining themselves in an
environment performing a specific activity using all of
their senses (sight, hear, feel and smell).
 The images should have the athlete performing
successfully and feeling satisfied with their performance.

64. Routines
 Helps you organise a consistent and systematic psych-up
period before a race or game, without becoming
psyched-out.

65. Arousal Control
 Arousal is a measure of how excited or ‘hyped up’ you
are to perform a skill or task.
 Under Aroused – bored, not motivated, tired, lethargic
 Over Aroused – Nervous, anxious, worried, scared,
frustrated
 Optimal Arousal – Ability to control your arousal levels,
stress levels, and your emotions during your
performance of sport/skill.

66. Goal Setting
 Gives direction - you can see success as you achieve
your goals which:
 Focuses attention
 Maintains and enhances motivation.
 Increases confidence

67. Confidence
 How strongly you believe in your ability to achieve your
goals.

68. Concentration
 Your ability to maintain and completely focus attention
for a period of time.