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STAGES OF LEARNING. PLANNING/PREPARATION STAGE This stage of learning is when you are at the beginning of learning a new game or new skill.

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Presentation on theme: "STAGES OF LEARNING. PLANNING/PREPARATION STAGE This stage of learning is when you are at the beginning of learning a new game or new skill."— Presentation transcript:

1 STAGES OF LEARNING

2 PLANNING/PREPARATION STAGE This stage of learning is when you are at the beginning of learning a new game or new skill.

3 What it looks like  Performers are often uncoordinated and miss the shuttle  Limited number of shots available to them.  Action/technique not yet fully learned.  Actions reduced to simple movements with limited sub-routines and limited movement.

4  Very little in the way of pressure or decision – making which will be too much for the performer at this stage.  Action towards the closed skill end of the skill classification with performer repeating the same action.  Practices are simple with shadow, self-feed, simple repetition being the main forms of practice.

5  Many mistakes with the use of regular feedback vital in establishing the correct technique.  If the result is correct, repeat the action. If the result is incorrect or an error, change action.  Establishing neurological pathways, therefore movement patterns must be learnt correctly to eradicate bad habits.

6 Factors Affecting Learning  Concentration – on the model performer  Motivation – link to Gradual Build up  Feedback – lots immediately from teacher verbal – why?

7 Principles of Effective Practice  SMARTER  Specific – Drills - GBU, Shadow – why  Measurable – Out of ten  Achievable – GBU, Shadow – everything out of ten allowing targets to be set  Realistic – Targets 10/10 – likely?  Time Phased – comes from 10 – short sharp! (motivation)  Exciting – Simple repetition  Recorded - training diary

8 PRACTICE STAGE This stage of learning can have a wide range of ability, ranging from hitting back and forward to having a range of shots but inconsistency in playing them.

9 What it looks like  Actions are smoother  Fewer occasions where the shuttle is missed.  Increased number of shots in their repertoire although they lack consistency, fluency and accuracy.  Action slightly more established although mistakes can still be made.  Action is more fluent and rhythmical.

10  Accuracy and consistency is greater.  More sub-routines and movements are added  Repetition makes way for simple drills and then more complex drills.  Other shots, either fake or actual, are added to increase the game-like conditions

11  More pressure is added by the addition of smaller target areas, greater targets to achieve (7out of 10)  Feedback is still given but towards the end of a practice.  Type of feedback can vary from verbal, internal, knowledge of results.  Some decision – making goes on but limited.  Some awareness of opponents positioning

12 Factors Affecting Learning  Concentration – targets are set, drills a bit more exciting will this help to keep you on task?  Motivation – Conditioned games, targets, see improvements from last stage  Feedback – tends to be after a drill rather than immediately, internal feedback now comes in.

13 Principles of Effective Practice  Specific – Drills and the stage you are at – repetition drills, conditioned games  Measurable – targets, comparison to model  Achievable - targets  Realistic - 10/10 likely?  Time Phased – all done in blocks of 10  Exciting – Conditioned games  Recorded – Training Diary, Movement analysis, block of ten

14 AUTOMATIC STAGE At this stage performers have a good grasp of how to perform skills. They require practices that help them with decision making and placement of shots. Practices are more complex at this stage.

15 What it looks like  Actions are fluent and efficient  Full range of shots in their repertoire  Rarely miss shuttle  Action is now established and can be performed without thinking how to do it

16  Focus is now on where, when and what action to do.  Focus is now on decision – making and playing under pressure.  All the external factors are now part of practice and play  Performer is now more able to concentrate on tactics.

17  Practices are now game- like or are conditioned games.  Feedback is continually received by the performer seeing, feeling if the action is correct. Feedback is self evaluation.

18 Factors Affecting Learning  Motivation – Games? Pressure Drills  Concentration – within game setting as the focus is on decision making under game pressure  Feedback – all internal, self evaluation

19 Principles of Effective Practice  Specific – drills at this level  Measurable – again all out of 10  Achievable –  Realistic -  Time Phased -  Exciting – focus on games and decision making  Recorded – Training Diary


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