1. { Easter School Wednesday 8 th April 2015

2. Why gather data Why monitor Skills & Techniques   Methods of Data Collection   Methods of practice / programme of work   Principles of effective practice   Model performer Structures and Strategies   Description of SSC   Programme of work to develop   Evaluating SSC i.e. gathering data Content

3. Why Gather Data

5. Why it’s important to monitor: Methods used to monitor: Why methods used were appropriate: Used the information from monitoring to:

6. Why important to monitoring   Check to see if improvement programme is appropriate and set at the appropriate level   Able to check current level against previous results to track progress   Track progress against goals   Identify if performance was improving or not   If not need to investigate why, to easy or to difficulty   If performance improving need to increase difficulty to ensure further progression   Able to get internal feedback by how I felt during programme of work and games (if Skills and Techniques, dependent on Stage of Learning)

7. { Skills and Techniques Badminton

8. Methods of Data Collection General / initial Data Name of 1 st test: Court Movement Focus of obs. schedule: Key word for description: Key words for why appropriate: What strength did you discover: Name of 2 nd test: Stroke Analysis Focus of obs. schedule: Key word for description: Key words for why appropriate: What weakness did you discover:

9. Methods of Data Collection Specific / Focussed Data Name of Open Test: Focus of obs. schedule: Key word for description: Key words for why appropriate: What did data show: Name of Closed Test: Focus of obs. schedule: Key word for description: Key words for why appropriate: What did data show: Name of test: Focus of obs. schedule: Key word for description: Key words for why appropriate: What did data show:

10. Methods of Practice Gradual Build Up Shadow Practice Define Method: Stage of Learning: Description of work: Targets set: Type of Feedback: Repetition Practice Define Method: Stage of Learning: Description of work: Targets set: Type of Feedback: Combination Practice Define Method: Stage of Learning: Description of work: Targets set: Type of Feedback: Pressure Drills Define Method: Stage of Learning: Description of work: Targets set: Type of Feedback: Conditioned Games Define Method: Stage of Learning: Description of work: Type of Feedback: Gradual Build Up Define Method: Description of work: How did you know to progress:

11. Principles of Effective Principles of Training Principles of Effective Practice They are not the same Does not equal Work / Rest Ratio ProgressionProgression Performance Level Difficulty of practice

12. Principles of Effective Practice Progression:Work Rest:Ratio Why is progression important: Why is it important to consider work rest:ratio:

13.   To ensure practices are specific to your current level of skill learning and ability they must progress in difficulty as your performance improves.   You can add to the demands of practices by, increasing the number of skills you have to perform, increasing the pressure or increasing the opposition.   To ensure you progress at the appropriate time, practices must have measurable objectives / success criteria.   To avoid boredom it is essential to ensure that you work at a challenging but achievable level at all times. To easy or to difficult and you will quickly become bored/disinterested.   Practices also need to be realistic to the activity. The more game like a practice is the easier it is to transfer into the game Principles of Effective Practice – Progression

14. 1.To avoid fatigue, boredom and injury practices should be achievable in a short period of time. 2.High quality practice for a short time is better than repetitive low level practice over a long period of time. 3.Ensuring an appropriate work to rest ratio also enables us to receive feedback at an appropriate point. In the cognitive and associative stage regular feedback is important to avoid grooving errors to muscles memory. Principles of Effective Practice – Work / Rest Ratio

15. Specific Define principle: What did you have to consider: How did you apply it: Performance Example: Measurable Define principle: What did you have to consider: How did you apply it: Performance Example: Achievable Define principle: What did you have to consider: How did you apply it: Performance Example: Realistic Define principle: What did you have to consider: How did you apply it: Performance Example: Timed Define principle: What did you have to consider: How did you apply it: Performance Example:

16. Think…. SpecificTo stage of skill learning MeasureableTargets which you can measure to check for improvement / ensure progress at correct time. Allows you to monitor programme to. Achievable Practice must be challenging but achievable to keep you motivated. Problematic if to easy/difficult RealisticKeep practice related to demands of whole performance / activity (game like). By doing this makes it easier to transfer improvements into activity. Time Ensure appropriate work to rest ratio to ensure high level of performance, avoid fatigue / injury. SMART Principles of Effective

17. Benefits of a Model Performer Help when at the Cognitive Stage of Skill Learning: Why does a model performer encourage you to practice: How can you use a model performer to better understand your own performance:

18. Model performers - Improving knowledge and performance As you attempt to learn a new activity or improve your performance, model performers can help you improve your knowledge and understanding of what it means to perform effectively. The idea is that, by seeing someone else perform to a high standard, you will get a clear picture of what it is you are striving to do. It may be that a fellow pupil is able to play to a high standard providing you with ideas about how you can improve your performance. Able performers may need to watch a top level performer to get an idea of how to be a more effective player. Consider How did you use the video of a model performer to develop you knowledge of the OHC.

19. Model performers - Performance of complex skills In badminton, some skills and techniques are difficult to carry out effectively, for example, an overhead or backhand clear and clear. All three are complex skills which contain a number of subroutines which must be performed in a specific order. Watching a top level performer playing the shot, possibly from a slow-motion video, can assist you in learning how to perform the skill effectively. For example, watching a model performer helped me to understand what was meant by pronation and supination of the forearm.

20. Model performers – Increasing your motivation Observing top level performers can make performance look exciting and motivate you to improve your own performance. When observing performers of a higher standard you can see a wide range of skills in action, motivating you to work towards developing your performance with the aim of performing at their level.

21. Model performer – Analyse & understand your own performance It is not always necessary to observe a model performance to improve your knowledge and understanding of what it means to perform a skill effectively. You can use a model performer movement analysis observation schedule which breaks a skill down, into its three phases of action (1. Preparation. 2. Action. 3. Recovery), and explains the subroutines that make up the skill. By breaking the skill down you are able to learn and understand each of the individual subroutines that make up the actual skill. You can then use the observation schedule to make comparisons between your performance and that of the model performer. Helping you identify your strengths and weaknesses, which helps you understand your performance.

22. { Structures & Strategies Wednesday 8 th April 2015

23. Description of SSC Introduction - Chosen SSC Name SSC: Aim of SSC: Players involved: Speed & Width Explain why speed is essential: Explain how width is created: Explain why width is essential: How does width ensure variation: Gaining Possession – Transition from defence to attack Describe the defensive position of the players: Explain how the centre gains possession: Explain and justify the movements of players once centre gains possession: Description of fastbreak Describe the movements of all three players in DETAIL: Explain and justify the movements of the three players in DETAIL: Explain variation of options: Explain how point guard selects option:

24.   Centre wins a defensive rebound by blocking out his opponent and catching the ball at the peak. of his jump.   Point Guard moves from his defensive position at the top of the key to the wide channel. He does this so that the centre does not have to pass through the key.   Centre makes outlet pass to point guard, point guard dribbles up middle lane at speed.   Centre overlaps point guard to fill the right lane and forward fills the left lane. Basic description of SSC

25.   All three lanes are filled ensuring speed and width. By attacking with speed can break up court and reach opponents key before they can get back. This ensures that which ever player receives the ball from the point guard has an unopposed lay-up. Filling all three lanes pulls any defenders away from the key and middle lane. Creating space for the point guard to drive up the middle lane at speed. By pulling defenders away from the key it creates space for players to drive into and perform an unopposed   The point guard where ever possible will look to use option 1, which is a pass to the forward. However the option selected will be influenced by the defence. If the defence mark or put pressure on the forward, the PG will use option 2 as the centre will be free. Option 3, pg going alone, would normally be used when both the centre and forward are marked. Option 4 would be used....

26. Programme of work to develop SSC Introduction: Depending on previous questions Explain purpose of fastbreak: What are the key principles of attack you need to consider: Or Explain weaknesses identified through specific data gathering: Explain that you used gradual build up to develop SSC/overcome weaknesses Explain why you used gradual build up: Finished with conditioned games: Practice 1 Describe the 2 man fast break Explain the adaptations you made: What was the success criteria: Explain that this practice focussed on: Speed – Width Rebound – Speed - Width Practice 2 Describe the 3 man fast break Explain the adaptations you made to make the practice increasingly more game like: What was the success criteria: Explain that you added extra options and why (depends on future questions) Explain that this practice focussed on: Width – Speed Width – Speed-Skill Execution Skill Execution-Decision making Practice 3 Describe the continuous fast break Explain that the continuous fastbreak was the most game like practice without going into a 5v5 game Explain that this practice focussed on: Transition from defence to attack Speed-Width Decision making Skill execution Practice 4 Describe conditioned games: Explain the conditions you applied, and why they were appropriate: Explain that this practice focussed on: Executing the fastbreak effectively in a game like situation

27. Evaluating SSC General Data Name of 1 st observation: Strategy Analysis Focus of obs. schedule: Key word for description: Key words for why appropriate: What general strength did you discover: Why did you want to know strengths? What general weakness did it suggest: Specific Data Name of Specific Observation: Focus of obs. schedule: Key word for description: Key words for why appropriate: What specific weaknesses were highlighted: Name of second specific Observation: Focus of obs. schedule: Key word for description: Key words for why appropriate: What specific weaknesses were highlighted: