1. 4PE3 Data Collection

2. All performers want to get better at what they do, but how do they know which area of their performance they need to develop?
Gathering data on your performance can give you an idea of strengths and areas for improvement.
Various methods can be used to gather data, depending on the nature of the activity.

4. Gathering data is useful because:
It helps identify or confirm a problem (weakness) exists
It identifies strengths in your performance
Establishes baseline measurement criteria
Provides information with which to measure the success of implemented improvements
It can aid motivation when training
It allows you to plan targets and short/long term goals.
Data collection also acts as a good method of monitoring your progress in an activity as you can complete it at the start of a programme of work/training programme and again at the end to measure improvement

5. In order for data collection to be useful, the method used must be:
Objective (non-bias, produce a consistent result irrespective of the tester)
Valid (measure what it aims to measure)
Informative (gives information that we need it to give)
Comparative (able to compare to other results)
Accurate (provide a true reflection)
Relevant (to the performer, the activity and the weakness)
Reliable (capable of consistent conditions and repetition at a later date)

6. Explain Questions
'Explain' questions are asking you to give reasons why something may happen and why something may/may not be used. In answering explain questions, you should follow the PEE acronym:
Make a Point.
Explain or give reasons why this point is important.
Evidence your reasons with an Example.
Explain questions are therefore asking you to expand your answers. Consider using appropriate linking phrases such as 'this could lead to' or 'this could mean' to introduce the Explanations for your Points.

7. In order to answer these questions we use PEE.
Point
Explain
Expand

8. Describe a method used to gather data on your badminton performance (4 marks):
Remember to include as much detail as possible.
Brief description of the sheet used
Where
When
Who
How long?

9. Explain why you selected this method to gather data on your performance in the identified factor (4 marks) This is where we use our OVICAR to complete our answer. Think PEE. Point, Explain, Evidence

10. Methods of Practice
There are many methods of practice you can use to develop your performance. In badminton, we use:
Shadow Practice
Repetition
Drills
Conditioned Games

11. Shadow Practice
This is when we learn all the different sub-routines of the skill and how the should be performed.
We learn from a model performance of the skill or from Criteria for Success
Once we learn each individual part of the skill we put them all together to perform the whole skill.

12. Shadow Practice – Examples
Standing in the middle of the court, shadow the movements of the OHC
Move from base position to the back of the court and shadow the OHC before returning to base position
Using a racquet, move from base, shadow the OHC then return to base.
Perform each of the stages above 10 times, have a 1 minute break and then repeat this 5 times

13. Shadow Practice – Benefits Shadow practice is useful as you can ensure that you perform each subroutines effectively before moving on to the next. It can be used by novice performers who are learning the skill for the first time or experienced performers who are trying to correct their technique. If you have a particular sub-routines which is causing problems when performing the whole skill, this can be practiced in isolation. It allows you to groove the action of the skill so that it becomes automatic and therefore you do not have to think about how to perform it within the game. Lots of feedback can be given during this practice in order that you don’t pick up any bad habits. As it is performed in isolation, there is no pressure on you and therefore you can take your time without having to think of an opponent

14. Repetition Practice
This is when we perform the whole skill repeatedly over and over
Repetition practices often involve targets
Often a feeder is required to complete the practice if the skill is open ended

15. Repetition Practice – Examples
Using a feeder, perform an OHC from base to the target landing area
Using a feeder, perform an OHC from the back of the court to the target landing area
Using a feeder, perform an OHC by moving from base position to the back of the court, execute the shot then return to base.
As in the above practice but now aim for the corners of your opponents’ court using hula hoops as a target.
Perform each of the above repetition practices 15 times, take a 1 minute rest and then repeat 3 times. Ensure you can complete each task appropriately before moving onto the next.

16. Repetition Practice – Benefits Can further groove the action by including the use of the shuttle and target area Practice is more game like as you can include elements of competition and pressure by having to react to the feed Still practicing in isolation so can gradually increase pressure Can still receive lots of corrective feedback from a partner/teacher to ensure correct execution of the skill

17. Pressure Training
Once a skill has been practiced and the basic movements and criteria established, different types of demands (pressure) can be added to further improve the skill. For example the speed at which the movements have to be repeated or adding a time limit to the drill, eg the number of overhead clears you can play in one minute.
Conditioned games / Small sided games
In order to improve a skill the normal rules of a game can be changed so that the skill being learned occurs more often or has greater importance. For example to encourage the smash in badminton, a condition could be added to the game that if you score by playing a smash, double points are awarded. Or the front and back of the court could be eliminated to encourage players to aim for the target zone in the middle.

18. Stages of Learning
Preparation/ Cognitive Stage
Practice/ Associative
Automatic/ Autonomous

19. PREPARATION / COGNITIVE STAGE
Find out what is involved in the skill
Beginners often need to see a performance so they have a mental picture
Demonstrations, instructions and physical guidance
Establish the parts of the skill
Make first attempt at the skill
Even high level performers can be at this stage
Trial and error
Errors are common
Practices should be kept simple
Advice, encouragement and general feedback required
Support to prevent unnecessary accidents
Attention should be given to individual learning styles

20. PRACTICE / ASSOCIATIVE STAGE
You link together all the required subroutines
Ability, experience and type of skill determines amount and type of practice required
Old habits previously learned are tried out and either consolidated (if successful) or discarded (if unsuccessful)
Appropriate practice will reduce the number of mistakes made during performance
Feedback must be specific
A change in feedback from visual and verbal to internal
KEY ISSUES; the length of practice sessions, type of practice used, specificity of feedback

21. AUTOMATIC / AUTONOMOUS STAGE
Most key subroutines have become automatic
Little attention is required to subroutines
Can concentrate on other aspects of performance, eg flow, flair, quality
Errors are less likely
Feedback can be received intrinsically, performers can analyse their own performance
The action is grooved to the muscles
Skills become more autonomous, less subject to conscious thought
The speed and efficiency and consistency of performance increases
Performers should be encouraged to contribute more and more to their own learning, through self analysis, mental practice and personal motivation

22. Preparation Stage = Shadow Practice Drills Practice Stage = Repetition Drills Pressure Drills Automatic Stage = Pressure Drills Conditioned Games

23. Principles of Effective Practice
There are a number of principles we must apply to make sure our practise methods are suitable to develop our performance. We remember these by using the acronym:
VPSMARTER

24. Principles of Effective Practice
V - VARIED
P - PROGRESSIVE
S - SPECIFIC
M - MEASURABLE
A - ACHIEVABLE
R - REALISTIC
T – TIME PHASED
E - EXCITING
R - RECORDED

25. VARIED
During your performance improvement plan, you must use a variety of different methods of practise to ensure you stay motivated and challenged

26. more demanding practices. You can add to the demands of practices by
PROGRESSIVE
Practices must show progression. As you improve, you can move on to slightly
more demanding practices. You can add to the demands of practices by
increasing competition, having to carry out skills quicker, performing longer
sequences of work and being able to cope with the demands of performing under
pressure.

27. SPECIFIC
Practices must be specific to the performer, the activity and the stage of learning they are at.

28. MEASURABLE
Set measurable targets for improvement. For example, land the shuttle in the back tramlines, 15 out of 20

29. ACHIEVABLE
Practices must be achievable in order to allow success in practice and keep motivation.

30. Realistic
Practices must be realistic to the performer. It is important that they don’t work at a level beyond their capabilities in order to ensure they are working at the correct stage of learning.

31. Time Phased
Based around time.
Calculating the ratio of work relative to the rest is important.
Variables needed to be taken into account are:
Previous ability
Level of practical ability
Complexity of Skill
Physical Demands of practice

33. So far we have looked at approaches to develop our Physical Fitness
So far we have looked at approaches to develop our Physical Fitness. We are now going to investigate methods to help improve our mental weakness,

34. Mental Imagery/Visualisation Mental imagery, or visualisation, involves the athlete imagining themselves in an environment performing a specific activity using all of their senses (sight, hear, feel and smell). The images should have the athlete performing successfully and feeling satisfied with their performance. 

35. Mental Imagery can be used to: Familiarise the athlete with a competition site, a race course, a complex play pattern or routine etc.
Motivate the athlete by recalling images of their goals for that session, or of success in a past competition or beating a competitor in competition
Perfect skills or skill sequences the athlete is learning or refining
Reduce negative thoughts by focusing on positive outcomes
Refocus the athlete when the need arises e.g. if performance is feeling sluggish, imagery of a previous best performance or previous best event focus can help get things back on track
See success where the athlete sees themselves performing skills correctly and the desired outcomes
Set the stage for performance with a complete mental run through of the key elements of their performance to set the athlete's desired pre-competition feelings and focus.

36. Relaxation Techniques  Relaxation itself can be useful in a number of circumstances including: the promotion of rest, recovery and recuperation
the removal of stress related reactions, e.g. increased muscular tension, etc.
the establishing of a physical and mental state which has an increased receptivity to positive mental imagery
the establishing of a set level of physical and mental arousal prior to warming up for competition

37. 5 Breath Technique This exercise can be performed while you are standing up, lying down or sitting upright. You should inhale slowly, deeply and evenly through your nose, and exhale gently through your mouth.

38. Take a deep breath and allow your face and neck to relax as you breathe out
Take a second deep breath and allow your shoulders and arms to relax as you breathe out
Take a third deep breath and allow your chest, stomach and back to relax as you breathe out
Take a fourth deep breath and allow your legs and feet to relax as you breathe out
Take a fifth deep breath and allow your whole body to relax as you breathe out
Continue to breathe deeply for as long as you need to, and each time you breathe out say the word 'relax' in your mind's ear

39. Positive Self-talk Positive self-talk involves the athlete endorsing their own ability or progress by literally talking to him or herself. This is often common in tennis because if they play a bad shot or loose the point they will positive self talk to help them win the next point. This is often common in British tennis player, Andy Murray as you can see him muttering to himself after a lost point or a ineffective shot, of course many players across the sporting world do this as well and for some players you can see the negativity of the self-chatter. This involves the athlete being able to take into account where they are up to with their ability, and being able to progress by talking to themselves to help figure out where to go next. Speaking aloud will commit you (the athlete) to the task and is effective in raising confidence. However, positive self-talk is only of value if performers are of a high standard and are experienced.

40. Describe a method of training you have used to improve your mental aspect of fitness. (4) A method I used to develop my focus and concentration in badminton was positive self talk. This is a method that required me to create 3 positive sentences or statements that I could use if I wasn’t performing as well as I could be during a game. To train positive self talk I allocated myself a time during training after I played each game. I created three statements, “you can do this” “you are better than them” “ You da man”. After each game I would then take myself to a quiet place away from my friends and opponent and repeat my statement 5 times or over and over again before I played my next game helping to improve my focus and concentration. I recorded my results in my training diary.

41. Explain why you chose to use this method of training. (4)
I used positive self talk as it was a method of training that was specific to me. It was specific to me as I created 5 statements that were personal to me that I could use when I wasn’t playing well and felt I could focus and concentrate more. It was me who created these statements and nobody else knew what they were. These statements then helped me to remain focused and fully concentrated helping to improve my performance during a game, as I was able to concentrate on the shuttle and make a better connection with the shuttle during my smash, causing em to win more points and eventually the game.

42. Target Setting
Before creating any programme, you need to know what you want to achieve. It is therefore vital that we set goals for both the short and long-term to guide our planning. The goals we set are informed by the data we have gathered at the start of the Cycle of Analysis

43. It is important that we set goals for many reasons.
1) One benefit of setting goals is that it guides your training programme and provides a focus for each session. As a result, you can select the relevant approaches and set them at the correct intensities to help you reach your goals.

44. 2) Another benefit of goal setting is that it can boost your motivation and determination levels. This is because the goals you set are ones that you have a great desire to achieve. As a result, you will be more likely to give 100% in every training session to improve and achieve them. Furthermore, if you do achieve them, it will further boost your motivation set more challenging goals and continue to work hard to get even better

45. 3) A further benefit of setting goals is that it can be used to help you track and monitor your progress. If you have found that you are not reaching your goals, you can consequently review your programme and adapt it's layout to make it more relevant to your capabilities. If however you have improved, it can boost your confidence levels and positively impact your mental wellbeing

46. You must take into consideration a range of different variables if you are to set effective goals. These variables are encapsulated by the SMARTER acronym: Specific: your targets should be clear and precise. They should also be specific to your weakness and your sporting context (sport, position...etc.). They should NOT be vague: 'I want to get fitter.' Make this better by: 'I want to complete the 20 minutes continuous training approach without coming out of the % heart rate zone for the whole of the session.' Measurable: it should be easy to see whether you have achieved your target. Adjustable: your goals are not always set in stone; what if you find during your monitoring that you are struggling? Or if you find it too easy? What if you get injured or suffer from flu? Use your monitoring processes to ensure your goals remain achievable and realistic. Realistic: your goal should 'stretch you a bit' and not be too easy or too difficult. If your goal is realistic, then it is likely to boost your motivation and determination levels and ensure that you give 100% to achieve it. Timed: make sure your goal has an end point; when do you want to achieve it by? Set a deadline! Exciting: set a small reward for achieving your goal; this will make the challenge more motivating and enjoyable. If something is enjoyable, you are likely to strive harder to achieve it. Recorded: write your target down and have it on display somewhere where you will constantly see it. This serves as a contract and can boost your motivation as you will never forget it. It can also, importantly, help with your monitoring; have you achieved it when you look back on it?