Skills and Techniques Intermediate 2 & Higher Physical Education

Lesson objectives… Principles of Effective Practice Thinking SMART to ensure the principles of effective practice are applied Review model answer on principles of effective practice Consider how feedback and motivation will influence our practice sessions Investigate types of feedback Investigate what motivates us to improve our performance Goal Setting Remember research project homework due Friday 2 nd December

These will be key to our practical sessions Principles of Effective Practice

Principles of Training Principles of Effective Practice They are not the same Does not equal Remember

Progression + Work / Rest Ratio = Principles of Effective Practice

Principles of Effective Practice – fill in the blanks For our practice to be effective it needs to be _________ to our strengths and weaknesses. This means that our practice sessions will have to become ________________ more __________ as your level of performance improves. Also to avoid __________ and fatigue our practice sessions will need to be stimulating/interesting. For it to be stimulating it needs to be ______________ yet achievable, varied and last an appropriate amount of _____. Furthermore __________________________________________ stage of practice ________________________ time, ____________ _____________________ measureable objectives. specific progressivelydifficult boredom challenging time to ensure you move onto the next at the appropriate practices must have clear

Performance Level Difficulty of practice Principles of Effective Practice – Progression

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 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. To ensure you progress at the appropriate time, practices must have clear objectives / success criteria. Principles of Effective Practice – Progression

 To avoid fatigue and injury practices should be achievable in a short period of time.  High quality practice for a short time is better than repetitive low level practice over a long period of time. Principles of Effective Practice – Work / Rest Ratio

Work / Rest Ratio + Progression = Principles of Effective Practice To ensure we consider work/rest ratio and progression we will need to think SMART to ensure our practice is effective Think…. SMARTSMART Specific: To stage our stage of skill learning (ability) Measureable: Targets which we can measure to check for improvement / ensure we progress at the correct time. Achievable: Practice must be challenging but achievable to keep you motivated. Problematic if to easy/difficult Realistic: Keep practice related to demands of badminton and the overhead clear (game like). By doing this makes it easier to transfer improvements into activity. Time: Consider work to rest ratio to ensure high level of performance, avoid fatigue / injury

Review the two model answers on the principles of effective practice 1.Read the two model answers on principles of effective practice. (on school website) (click here) 2.Highlight the information that relates to work/rest ration and progression 3.Make notes in your class jotter on how SMART was used to ensure work/rest ration and progression were considered/ensured.

These will be key to our practical sessions Feedback and Motivation

In addition to the principles of effective practice, feedback, motivation and concentration are important in the development of any skill/technique. We will be focussing on Feedback and Motivation as these are the most important to us. If you had to answer a question on how one or two of the above influenced your performance you would more likely discuss Feedback and Motivation.

Feedback  Feedback is information you collect about your performance. There are different types of feedback. The types you collect depend on the task you are completing and what you wish to know about your performance.  Feedback is essential for performance improvement.  Enables you to identify your strengths and weaknesses.  Helps plan improvements to your performance.  Provides reinforcement about the successful parts of your performance.  Positive feedback increases your motivation and encourages you to work towards further improving your performance.  There are two main categories of feedback:  Internal (Intrinsic) Feedback.  External (Extrinsic) Feedback. Feedback Internal (Intrinsic) External ) (Extrinsic )

Internal (Intrinsic) External (Extrinsic)  Internal feedback concerns movement awareness, i.e. how it feels to you (Kinaesthetic awareness).  You can feel how you execute shots, do you feel:  Side on.  Balanced.  Weight on back foot.  Transferring weight forward.  During an overhead clear you would receive internal feedback about the action through the positioning, control, balance, co-ordination and timing you felt when completing the overhead clear.  External feedback concerns information gathered from another source.  It could be gathered from:  Observation Schedules  Video Recording  Digital Images  Information from teacher  Knowledge of results.  You could receive external feedback on the result of an overhead clear from a scatter diagram, video recording of you performing overhead clear, feedback from teacher, knowledge of whether you won a point.

Using feedback to help you The manner in which you use/collect feedback should relate effectively to the activity and be specific to what you need to know. In badminton you could use internal feedback towards the end of the associative and during autonomous stage of skill learning to help you grove the overhead clear action to muscle memory. When completing the overhead clear you should be aware of your stance – do you feel like you are standing side on, is your weight transferred to your back foot, does your weight transfer forward at moment of impact with shuttle. By being aware of these factors, you will develop a feeling and awareness of when you have performed the overhead clear effectively. For the same action you could use various forms of external feedback to help you grove the overhead clear action to muscle memory. You could use a video recording to see yourself perform the overhead clear. You could also use the video to slow your performance down and more accurately complete an observation schedule of your overhead clear. A variety of observation schedules could be used to gather a variety of information. Movement Analysis to compare yourself with a model performer at Preparation, Action, Recovery stages. Scatter diagram to record where you played your overhead clears to.

Ensuring Feedback is effective…  For feedback to be effective it needs to be positive.  Positive feedback focuses on what you did well and suggests how further improvements could be made. Positive feedback links to motivation. For example, if you have just finished your game and you receive positive feedback about the effectiveness of your overhead clear this is more likely to motivate you to make further improvements.  Giving negative feedback which tends to concentrate on what you are doing wrong is not useful, and should not be given. Negative feedback fails to explain how you can improve your performance and is dispiriting and de-motivating.  To ensure that the positive feedback you receive is effective, it needs to be accurate, relevant to your performance and given as soon as possible after performance.

Motivation  Motivation is your level of desire to succeed. You need to be motivated in order to improve your level of performance. (You need to want to do it. In sport you will have heard the expression he/she/they wanted it more than their opponent)  Your aim is to optimise your motivation for the practice session you are undertaking.  The most common distinction is whether your motivation is Internal (intrinsic) or External (extrinsic)Motivation Internal (Intrinsic) Motivation External (Extrinsic) Motivation

Having only one form of motivation is rare in sport. Commonly both internal and external motivation are involved. For example in Physical Education……. Internal motivation comes through a genuine desire to improve your performance. (You will have picked PE because you enjoy it, you participate in a particular activity because you enjoy it). The only reason you want to improve your overhead clear is to make you a better badminton player. External motivation comes through wishing to achieve a better practical grade or using your overall qualification to gain entry to college or university. You wish to improve your overhead clear to get a better badminton grade which will help you achieve a better overall course award.

External Motivation – Goal Setting You can use goal setting to keep you motivated and ensure that you perform at your highest level Setting goals is a good way of keeping you motivated. Why… Because when your internal motivation is low (can’t be bothered/lazy) you will have little desire to improve. However if you set yourself a goal your external motivation will more than likely increase motivating you to work harder. Goal setting involves you setting challenging yet achievable targets which are specific to your level of performance. For example… In Golf you may set a target of trying to only two putt on any green. Once this has been achieved you could increase the difficulty by having to one putt on four greens and two putt on the remaining holes.

Homework Task 2 (mini project): Due – Friday 2 nd December Choose two skills, one should be a weakness (Overhead Clear) the second should be a strengths. This is not an essay answer, you may wish to produce a PowerPoint or a booklet. You may wish to include pictures, a video clip or a diagram. The key content that should be included is as follows:  Description of the purpose of each skill (i.e. When and why it would be used)  Description of how a model performer would perform the skill  Explain how your performance differs from a model performer