2 Designing Practices…Identify current performance strengths and weaknesses.Base your practices on your current level of ability. Use this as your start point.This will help you design practices that are realistic and effective for specific aspects of skills and technique.
3 Designing Practices…Set realistic targets for improvement over a specified period of time.Keep your practices closely related to the demands of the whole performance.By doing this it is easier to transfer your improvements back into the activity.Avoid endless repetition of the same practice.Quality practice is better than quantity of practice.
4 Designing Practices…Consider the work-to-rest interval when you are training.Make sure you rest enough and avoid fatigue.Make sure the practices show progression.As you improve, you can move on to to slightly more demanding practices.
5 PRINCIPLES OF EFFECTIVE PRACTICE The Principles of Effective Practice can be easily remembered as; V.P.S.M.A.R.T.E.RVariableProgressiveSpecificMeasurableAchievableRealisticTimed – PhasedExcitingRecorded
6 Methods of Practice DROPMCL Drills Repetition Opposed/Unopposed PressureMassed/DistributedConditionedLearning (methods of learning)
7 DRILLSSingle Feed practice is a drill where the performer focuses on the skill itself or aspects of the skill.This gives the performer the opportunity to focus on the movement patterns that need improvement without the distraction of the game and/or other skills.Be ready with several drills that are progressive. For instance, multiple feed practices are more challenging and also ensure repetition.
8 REPATITIONDuring practice it is vital that movement patterns are repeated until the body systems (muscle and nerves) have learned to move ‘automatically’ in the newly learned way.The movement will be grooved into the muscle’s memory.Used with every other type of practice
9 OPPOSED / UNOPPOSED To begin, the practice is done with no opposition. This allows the learner to learn the movement patterns unopposed.Passive opposition is then introduced which gradually becomes more active.Later the skill can be attempted in conditioned games(Method also used when developing tactics)
10 PRESSUREOnce a skill has been established in a pressure situation, pressure can be gradually increased to groove the skill whilst consideringtime restrctionsfatigue factors.The chances of the improved skill being used successfully in a game are greatly increased after pressure training
11 MASSED / DISTRIBUTEDDemands of different activities influence whether practicing different skills / techniques is best practiced on a MASSED or DISTRIBUTED basis;Skill demand (simple/complex)Ability levelsMotivation LevelsPracticing under Fatigue
12 MASSED Skills have been learned to a good level Practicing when tired is importantMental demandsChoice of shotObserving opponents positionSkill executionBody positionFootworkReal to game
13 DISTRIBUTED Short practice Complex skills / technique Fatigue leads to De-motivatedPoor execution of skillInjuryShort number of practice attempts followed by rest intervalsMental rehearsal during rest period
14 CONDITIONED GAMESRule imposed on the game to encourage the use of a particular shot.For example, to encourage net play, the court can be shortened.Improvement programmeworking on weaknessmaintenance programmeworking on strengths
15 LEARNING (methods of learning) For a programme to be effective, the correct learning approach must be selected. The method of learning is directly related to the ‘stage of learning’ and ‘open/closed’ situations.WHOLE - PART – WHOLEGRADUAL BUILD UP
16 WHOLE – PART - WHOLE EXAMPLE Individual parts can be separated Some experience of activityNot wasting time or being bored by working on areas of strength within the technique.EXAMPLEFor example Shadow practice is a type of whole/part/whole learning we use in Badminton. The movement patterns are learned without the distraction of the shuttle or the game. Movement patterns are practised separately e.g. practising the chasse step and lunging movement towards the net, mimicking net play.
17 GRADUAL BUILD UP Learning complex skills Skill involves risk Many subroutines learned in stagesChallenge yet achievableInformation load is kept to a minimum at early stages – easier to learn.Attention to vital aspects is enhanced and fatigue is minimised
18 GOAL SETTINGUse goal-setting to ensure that you can perform at your highest level. Goal-setting involves you (either individually or with your teacher) setting challenging targets which are specific to your performance.