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Skills and Techniques- Badminton KC 3- The development of skill and the refinement of technique Motivation, Concentration and Feedback.

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Presentation on theme: "Skills and Techniques- Badminton KC 3- The development of skill and the refinement of technique Motivation, Concentration and Feedback."— Presentation transcript:

1 Skills and Techniques- Badminton KC 3- The development of skill and the refinement of technique Motivation, Concentration and Feedback

2 Once you have considered your stage of learning, methods of practice and principles of effective practice, it is useful to study how Motivation, Concentration and Feedback affect your performance.

3 Motivation Motivation is your level of desire to succeed when learning or practicing a skill/playing competitively etc. You MUST be motivated in order to improve your level of performance. Your aim is to optimise your motivation for the performance you are working on.   Some performers are capable of motivating themselves This is called INTERNAL MOTIVATION   Other performers rely on encouragement This is called EXTERNAL MOTIVATION

4 Motivation  Being motivated enables the performer to be self driven to listen to instructions and act on it, it helps the performer to be self determined/give of their best/come from behind/respond to immediate problems/competitive challenges/not worry if mistakes are made and re channel focus.

5 Internal Motivation   This is your own ‘internal’ level of desire to succeed You want to be the best in the class/Glasgow/Scotland   You are able to maintain practice sessions as you have a desire to improve. This is particularly important if you have to practice many times over a week.   You will have taken part in activities in the past and decided not to pursue them because your interest was not high enough.   If you are interested in your own work you are far more likely to make progress. In order to succeed you require high levels of internal motivation, fitness and skill.

6 External Motivation   This occurs when your involvement in an activity is for reasons apart from simply participation e.g. earning money though competing   Everyone has an optimum level of motivation. You have probably been in situations where your fear of failure or desire to do well has adversely affected your performance. Top performers become proficient at motivating themselves to the optimum level required for a special performance.   How could you motivate yourself during practice sessions? Target Setting- Make targets achievable so that confidence is high. To remain motivated continually reset targets once you have achieved your goal.   Always have something to aim for!

7 Concentration   To perform to a high level you need to pay part attention to some cues and full attention to others. This is a major feature of performance in all activities.   Your level of concentration must be compatible with the demands of the task. In most activities you cannot pay full attention all the time, therefore, you heighten your level of concentration at special times so that you are alert and pay less attention at other times. This is especially the case with activities that have a pronounced start/stop pattern of play e.g. racket sports   Your stage of learning will also affect what you need to concentrate on. Beginners have to focus their attention on performing the skill e.g. PAR, whilst elite/skilled performers are able to pay attention to other areas of their performance e.g. opponents court position, shuttle placement etc.

8 Concentration Concentration enables the performer to   Focus on instructions and demonstration to ensure they fully understand how to execute and apply the skill correctly   Ensure bad habits are not formed or can be eradicated   Enables the performer to perform their role and apply their skills appropriately   Enables the performer to read play, make effective decisions and adapt to the immediate situation.

9 Feedback   Feedback is information you collect about your performance. There are different types of feedback. The types you use depend on your ability, the type of task you are completing, the type of skill performed and the nature of the activity. Feedback is essential for performance improvement.   It helps you to plan improvements to your performance   It provides reinforcement about the successful parts of your performance   It should be positive and is most effective if it is clear, precise, accurate and given immediately after the performance. For example, a time out in basketball.   Feedback and motivation are linked. You are more likely to be motivated to do well if you receive positive feedback on your performance.

10 Feedback cont. The main types of feedback are   Internal (Kinaesthetic)   External

11 Internal Feedback   This type of feedback concerns movement awareness (the feeling of different parts of the action)   You receive internal feedback about the action through control, balance, co-ordination and timing you felt when executing the skill. As a result you will develop a feeling and awareness of what a good performance is.   Beginners are unable to process feedback internally as they are unaware what the correct movement patterns feel like. Automatic performers know immediately whether or not the action has been executed correctly. Consider the examples on the following slide.

12 Internal Feedback When Tiger Woods drives the ball he can collect his tee without watching the outcome of the drive. He knows from the feeling of the action when he has made the correct connection with the ball and that it will land on the fairway. When David Beckham takes a free kick he begins celebrating before the ball has crossed the goal line. He knows from the feeling of the action he has made the correct connection with the ball and that it will result in a goal. When Chris Patterson takes a kick he can begin running back to his own half without watching the flight of the ball. He knows from the feeling of the action he has made the correct connection with the ball and that he has scored a conversion.

13 External Feedback This type of feedback comes from an external source. This can include:   Coach/Teacher Feedback(Verbal/Quantitative/Qualitative)   Video/Dartfish/Photographs(Visual/Quantitative/Qualitative)   Match Analysis Sheets(Written/Quantitative)   Observation Checklists(Written/Quantitative/Qualitative)   Scatter Diagrams(Written/Quantitative)   Knowledge of Results(Verbal/Visual/Written/Quantitative)   Knowledge of Performance(Verbal/Visual/Written/Qualitative)

14 External Feedback   Coach/Teacher Feedback (Example) “You successfully achieved 7/10 OHC. When performing these OHC, Preparation and Recovery stages were performed exceptionally well. By contacting the shuttle with a straight arm your performance would be improved further.”   Scatter Diagram (Example) I could clearly see from the diagram that out of 20 Drop Shots played only 9 landed before the service line. 6 made contact with the net, 3 were played out of court and the remaining 2 were played over the service line.   Knowledge of Results (Example) From the 5 full court badminton games I played I won 3 and lost 2. My 3 wins were comfortable and I narrowly lost my other 2 games. My scores were as follows: 3 wins 21-11, 21-14, losses 19-21, 18-21

15 External Feedback The type and timing of the feedback you receive can depend on certain factors Stage of Learning (Examples)   Preparation Stage- Qualitative/Quantitative immediately after the action has been performed. Positive and small amounts focussed on technique. This helps prevent bad technical habits developing.   Automatic Stage- Qualitative/Quantitative after a pressure practice has been completed. Focus on shuttle placement, consistency, tactical elements and minor changes to technique that could improve performance by a fraction. More detailed feedback can be processed at this stage. Nature of the Activity   Badminton/Tennis- Stop/start activities, therefore, feedback can be provided on a regular basis during the game. There are small breaks in between each point which allows coaches to relay information to the performer.   Basketball- Each team is allocated a specific number of timeouts. Coaches can call a time out at key points in the game to make tactical changes.   Football/Rugby- Although feedback can be provided at half time, the pattern and speed of play can be quick and constantly changing. Therefore, analysing your own/teams performance in detail tends to take place after the game.

16 Homework   Complete Homework task 6 for Friday 12/12/08


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