Presentation on theme: "SKILLS AND TECHNIQUES HOMEWORK DUE IN TODAY Higher/Intermediate 2 Physical Education."— Presentation transcript:
SKILLS AND TECHNIQUES HOMEWORK DUE IN TODAY Higher/Intermediate 2 Physical Education
Recap on Methods of Practice Individual Task Complete the table below, recapping on your knowledge from last weeks’ lesson on Methods of Practice. Do one table for each practice, and a practice for each stage of learning: Practice 1 Stage of Learning: Name the Practice: Describe what you did: Three benefits of this practice Group Task Now choose one of your practices. Tell your partner about the practice, what you did, why you did it? When your partner is talking, listen carefully and ask questions!
Copy these into your jotter, and as usual, put a circle beside each one for self assessment at the end LEARNING INTENTIONS *We are going to learn about the principles of practice *We are going to prepare for our next NAB question *We are going to design different kinds of warm ups for Badminton
PRINCIPLES OF PRACTICE So.......... Here’s what we know already - Our Strengths in Badminton - Our Weaknesses in Badminton - Our development needs in a particular skill (what is wrong with our particular shot) - Our stage of learning - Different methods of practice - What a practice session should look like Before we look at planning our first session, we need to consider factors that influence practice. And these are called PRINCIPLES OF PRACTICE
K I S M A C M A C PRINCIPLES OF PRACTICE To remember the PRINCIPLES OF PRACTICES, we use: If you split this acronym into three, it makes it easy to remember. So let’s start at the beginning. The first three letters (K I S) are what you do before you start your sessions.
K I S M A C M A C K = Knowledge of Model Performer Before you start planning your skill development programme, you have to find out what is wrong with your skill. To do this, we have used a MODEL PERFORMER CHECKLIST. We have compared ourselves to a Model performer – someone who is able to perform our chosen skill at a high level and who we wish to copy.
I = Identify Strengths and Weaknesses K I S M A C M A C Our Model Performer Checklist AND our Data Collection have allowed us to identify our performance strengths and weaknesses. If we didn’t know these, we wouldn’t know where to base our practices, or what to work on. This is why collecting data before we start is VERY important.
S = Set SMART Goals K I S M A C M A C To allow us to monitor whether we are improving in our skill development programme, we need to set ourselves goals. These give us something to work towards as well as keeping us motivated and focussed. Goals need to be: S=Specific M=Measured A=Accepted R=Realistic T=Timed
M = Make practices PROGRESSIVE K I S M A C M A C When practicing, it’s important that in order to keep challenging yourself and keep interested, you make the practices constantly harder. As soon as you have achieved a practice, make it harder. E.g. A Shadow practice becomes too easy for someone who has mastered the basic movement patterns. They might move on to a feeder practice.
A = Avoid Fatigue K I S M A C M A C If you get tired – you make mistakes. You start to lose focus and concentration and you are more likely to make mistakes. When considering the length of time you practice for, make sure that it is not too much and that you are able to practice for short periods, but of high quality.
C = Consider quality over quantity K I S M A C M A C Again, if you repeat an action constantly with no rest, you are likely to form bad habits. So shorter repetitions with rest periods are far better than simply repeating a skill 40 times! e.g. In a feeder practice, ten repetitions of the skill in a set in beneficial, followed by a one minute rest.
M = Make practices game like K I S M A C M A C Your practices should be working towards game like movements. You don’t practice to get better at a skill on its own. You practice to get better at a skill to be able to use it in a game and have a better game performance! Your practices should mirror situations that happen in the game
A = Avoid boredom K I S M A C M A C If you are bored, you will switch off. You won’t progress and you will lose focus. Make your practices fun by adding in challenges, targets in order for you to keep interest. C = Consider Stage of Learning Make sure your practices are suitable to your stage of learning. Make them too easy and you won’t progress. Make them too hard and you will lose focus!
TASK K I S M A C M A C Write down, in your notes, what your short and long term goals are going to be for your six week development programme: Short Term Goals:What you want to have achieved at the end of every session. Long Term Goals:What you want to have achieved at the end of the six weeks
NAB Preparation Higher Question 4 Higher NAB Question 4: Explain, in detail, the knowledge you gave gained when studying the key feature of “Methods of Practice” - Pick FOUR practices - Draw a Diagram - For each practice, you should - Name it - Describe it - Explain why it is a good practice - Stage of Learning it is in Think NEDS (Name, Explain, Describe, Stage of Learning)
NAB Preparation Higher Question 4 NAB Preparation Higher Question 4 Look at the sample practice and emulate this for each of your practices. This question is NOT asking you what you have done already. Instead it is asking you WHAT YOU KNOW! -Diagram AND Description - Tell them how many repetitions you would do/rest time you would have - Why you would choose this practice? Why is it suitable?
NAB Preparation Intermediate 2 Question 2 Intermediate 2 NAB Question 2: Explain why the methods you used were appropriate In question 1, you described the methods you used to collect data. You told me what you did. Question 2 is asking for WHY you used these methods. Look at the sample answer and prompt sheet
FINAL INFORMATION Both NABs will be completed next Wednesday during Period3. You will have the whole period to complete the question. Final Task Go back to the Learning Intentions from the beginning of the period, and traffic light them as to whether you feel you understand them.