 MEASURE SUCCESS OF GOALS  Video technique or obs. check. To measure technique goals  Accuracy plot sheet to measure accuracy goals  INTERNAL FEEDBACK-write down kinaesthetic feeling  EXTERNAL FEEDBACK-TECHNIQUE OR ACC.  MARK DOWN IN DIARY  Compare results between both sets of analyses  Knowledge of results MATCH ANALYSIS SHEET to provide statistical, objective comparison against previous matches.  Look at specific improvements and what drills will have brought about these improvements to establish which drills were effective. Eg. Improvements in technique showed that my repetition drills were effective.

 Allows you to measure improvement  Allows you to measure effectiveness of drills  Allows you to measure if goals are being met  Allows you to adapt skills programme to meet your needs  Avoids learning plateau  Allows progression to continue

 Motivation  Concentration  Feedback  Confidence  Usually the top 3 appear in an exam.

 Why is it important to monitor and review your training programme? (4marks)  10 minutes to answer this question.

 Draw a mind map for motivation  List as many things as you can regarding how motivation will/could affect your performance.

 Internal/Intrinsic Motivation  This is your own level of desire to succeed.  If you are interested in the activity then you are far more likely to improve and make progress in your performance  It would be impossible to achieve a high level of performance if you did not have a high level of INTERNAL MOTIVATION.

 This includes:  knowledge of results  observation schedules  factors affecting results  video of performance  information from teachers or coaches. (written/visual/verbal!!)

 For example in, a badminton smash you would receive internal feedback about the action through the control, balance, coordination, and timing you felt when completing the skill; you would receive external feedback on the same smash based on the result of the smash e.g. a point won, and also when your teacher has given you some information about the factors that led to the successful smash.

 You should use feedback in a way that related effectively to the activity being pursued. For example, in badminton you could use internal feedback to gain awareness about the qualities and actions involved in playing different shots. When completing an overhead clear, you should be aware of how and when to contact the shuttle. As a result you will develop a feeling and awareness of what is a good performance.

 For the same action you could use various forms of external feedback: you could use a video of your overhead clear to study some of the factors that affected performance. This could provide information about whether or not you contacted the shuttle at the correct point.

 In competitive games, knowledge of results can be a useful form of external feedback. As the pattern and speed of play can often be quick and constantly changing, studying information about it after the performance can provide detail. In badminton, an observation schedule on your drop shots in a game could detail the number of points won with a drop shot. It could then move on to provide more exact details on where the shuttles were aimed and which of these won the rally.

 For feedback to be most effective it needs to be positive and corrective. Positive feedback focuses on what you did well and corrective feedback suggests how further improvements could be made. Giving negative feedback to someone is not useful as it fails to explain how improvements can take place and can demotivate the performer learning the skills.  For external feedback to be effective, it needs to be precise and accurate and be given as soon as possible after the activity or part of the game.

 Motivation is your level of desire to succeed. A performer must be motivated in order to improve their performance. Motivation is a key factor in learning and practicing skills. A performers aim should be to maximise motivation for performance.  It can also be internal and external

 Internal motivation is a performer’s individual level of desire to succeed. How much a performer wants to win or succeed for him/herself.

 This is a motivation to be involved in an activity for reasons apart from simply participation for example for a prize or reward.  It is important that performers have different levels of motivation. For example some performers are motivated by activities with closed skills which are not directly competitive. On the other hand some performers are more motivated in directly competitive open skilled activities.  A useful way to maintain motivation for an activity is to use target setting. Setting goals and aims helps keep motivation going in order to achieve the desired level of performance. It is important that the targets are specific to the performer and realistic.

 To perform at 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.  Even when performing closed skills the level and focus of a performer’s concentration affects the quality of the performance.

 A performer’s level of concentration must be compatible with the demands of the task. In most activities you cannot pay full attention all the time. Therefore it is important that performers heighten their level of concentration at particular times during the performance. This is especially the case in activities which have pronounced start/stop patterns for example badminton.

Discrete Skills  Skills with a distinct beginning and end. A high serve in badminton is an example of a discrete skill. This skill has a clear beginning and ends as the player makes decisions about his or her court movement and future shot selection after the serve.

Serial skill  Skills consisting of several discrete skills with distinct parts, the order of which is very important. For example the long jump. Continuous skills  A skill with no clear beginning or end. As one cycle ends another begins, and this will be ongoing until the performer decides to end it.

Simple/Complex Skills  the amount of information to be processed  the number of decisions to be made  the speed at which information processing and decision-making requires to occur  the accuracy involved and the amount and type of feedback which is available.

 Open Skills  Unpredictable.  Never performed the same way.  Different Heights.  Different Position.  Different speeds.  Differing judgements  Different Opponent  Factors out with your control

 Closed Skills  Always performed the same way  Predictable Conditions  Factors are within your control.  Same Judgements  You control when you play the shot

 Past Paper Q5a 2012  Explain what you understand about closed skills open skills.(6 marks) Or 2007 Q6b When learning or developing a skill or technique, discuss the importance of one of the following : (i) Information Processing Model (ii) Skill classification.(4 marks)