1. SKILLS & TECHNIQUES OVERVIEW

2. Today and tomorrow we will…  Identify the main content  Investigate previous questions  Create a Skills and Techniques mind map  Structure our response to a question  Answer a question with our partner

3. Stop – Traffic Light  Skill Classification  Different ways of classifying a skill  Characteristics of a simple/complex skill  Characteristics of an open/closed skill  Examples from badminton Key Message - Can you tell me?

4. Skills can be a number of things COMPLEX SIMPLE SKILL CLOSE OPEN SKILL SERIALDISCRETE CONTINUOUS

5. Skill Classification Skills exist on a continuum between SIMPLE and COMPLEX: Those which require little decision-making and only basic movements are simple; those which require more thought and decision-making are complex. A number of factors determine whether a skill is simple or complex. These include: 1. 1. The amount of information to be processed 2. 2. The number of decisions to be made 3. 3. The speed at which information processing and decision-making has to occur 4. 4. The accuracy involved 5. 5. The amount and type of feedback which is available ComplexSimple

6. In Summary… Simple SkillComplex Skills Few subroutinesMany subroutines Physically undemandingPhysically demanding Little coordination neededCoordination vital Simple order of movementsComplicated order of movements Few movement at one time Many movements at the same time Few judgements to be madeMany judgements to be made Easy environment (e.g. good weather conditions, no opposition, safety equipment) Difficult environment (e.g. poor weather conditions, full opposition, no safety equipment)

7. Skill Classification Skills exist on a continuum between CLOSED and OPEN: Those which are unpredictable are open. Those which you are in charge of carrying out are closed For example in rugby no two tackles are ever the same. They will differ depending on the size, speed and movement direction of your opponent. For example a player goes to make a tackle on his opposite number but his tackle is controlled almost 100% by whether his opponent tries to pass him on the left or right or attempts to run straight over him. A forward roll in gymnastics is closed. In a forward roll you follow and control a simple set of movements in order to carry out the technique. There are few distractions or other factors to consider when executing your performance. OpenClosed

8. Stop – Traffic Light  How to Collect Data Regarding Your Performance  Different methods of collecting initial data (on your whole game)  Different methods of collecting focussed data (on your specific weakness)  Why do we collect data  Why do we do it specific ways/why they are appropriate methods  How do these ways give accurate/valid data Key Message - Can you tell me?

9. How did we analyse our performance?

10. 1. Observed video of model performer to develop our knowledge and understanding of effective court movement and what makes a stroke effective. Analysis Of General Performance 2. Compared my court movement during competitive games to that of a model performer. 3. Assessed the variety and effectiveness of my strokes in a competitive game. Discussed with my class teacher what my main weakness was.

11. 4. Assessed the accuracy of overhead clear in closed environment using hoop test. 5. Assessed placement of overhead clear during competitive game (open environment) using scatter diagram. 7. Compared overhead clear to that of a model performer using movement analysis observation schedule. Analysis of Identified Weakness AnalysisOf General Performance 6. Observed video of model performer to develop knowledge and understanding of the subroutines involved. Broke overhead clear down into preparation, action, recovery.

12.  Assess the accuracy of overhead clear in closed environment using hoop test. Specific Data Collection – Analysis of Identified Weakness Instructions Move from base position to the back of the court Your partner should feed the shuttle high to the back of the court, opposite the hoop you are aiming for. Perform 10 overhead clears to each hoop, returning to base between each overhead clear. If the feed is poor, do not return the shuttle. Use a different colour of pen for each hoop so you can distinguish the shuttles.

13.  Assess distribution of overhead clear during competitive game (open environment) using scatter diagram. Specific Data Collection – Analysis of Identified Weakness Instructions Play a competitive game up to 14 with an opponent of similar ability. Each time you use an overhead clear, your observer should record it on the scatter diagram When marking OHC, do so with an (X) on the opponents court where they returned the OHC from. If the OHC wins the point record with a ( )

14. Stop – Traffic Light  How weakness effected Performance  Describe the skill and explain its purpose.  Explain what each of the specific observation schedules highlighted.  Explain why the skill was considered to be a weakness and how the weakness effected your performance in games. Key Message - Can you tell me?

15. How did identified weakness effect performance? Analysis of Specific Weakness Plan long & short term targets

16. Analysis of Specific Weakness Plan long & short term targets Discuss what the information gathered by the Hoop Test showed with regards the accuracy of your overhead clear. Discuss what the information gathered by the Scatter Diagram told you about the placement of your overhead clear shots. Discuss what you discovered about your performance at the preparation, action and recovery stages when you compared yourself to a model performer. Identified from assessing variety and effectiveness of strokes that overhead clear was a weakness. What did you initially identify as being wrong? Give specific performance examples to explain how the factors identified at each of the above stages affected your performance.

17. Stop – Traffic Light  Methods of Practice  Describe methods of practice  Explain why method(s) chosen were appropriate  Link Method of practice to Cognitive Stage/ Associative Stage/Autonomous Stage  Programme of work for each method Key Message - Can you tell me?

18. Stage 5 Stage 1 Stage 2 Shadow Practice Repetition Practice Stage 3 Combination Practice Stage 4 Pressure Drills Conditioned Games Gradual Build Up

19. Methods of Practice Shadow Practice Shadow practice is an appropriate method of practice during the Cognitive Stage as it focuses solely on learning the movements involved in the overhead clear. Also errors are common during the Cognitive Stage, by removing the distraction of the shuttle I can reduce the number of errors it’s possible to make and remove the need for a feeder. Work to Rest Ratio By removing the need for a feeder I allow my partner to concentrate on providing me with verbal feedback. During the Cognitive Stage it is important to receive plenty of positive feedback. For the feedback to be effective, it needs to be given as soon as possible. For this reason I had low work to rest ratios during shadow practice drills. During my initial shadow practice drill my partner provided me with feedback after each overhead clear. As my performance improved the feedback was given after 5 overhead clears. It was important that the feedback was positive, giving negative feedback would not have been useful as it would fail to explain how I could improve Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Cognitive StageShadow Practice Work/rest ratio Progression External VERBAL feedback.

20. Methods of Practice Repetition Drills Repetition practice involves setting up drills which require you to repeatedly practice a particular part of the overhead clear or the whole technique itself. For example our initial repetition drill involved your partner feeding the shuttle high above you so you could play an overhead clear. At first you started in the back tramlines meaning you didn’t have to move into position (repeatedly practiced the action + recovery phases). As performance improved you had to move from base to the rear of the court to return the shuttle. During repetition practice the intention is to grove the skill. It is vital that movements are performed repeatedly until the movement is grooved into the muscles memory. Work to Rest Ratio In order to groove the skill it is vital that the skill is performed repeatedly, however for practice to be effective you need to consistently perform the skill to a high level. For this reason it is vital to ensure adequate work to rest ratios are used. For example 10 overhead clears would not be enough, but 30 would be to many so you would perform 3 sets of 10. Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Associative StageRepetition Practice Work/rest ratio Progression External VERBAL feedback.

21. Methods of Practice Combination Practice Combination practice involves setting up drills which require you to link your overhead clear with other shots to play a specific sequence of shots. For example our initial combination drill required two feeders. Feeder 1 dropped the shuttle over the net, bringing you into the net to play a net shot. Feeder 2 on the other hand served high to the rear tramlines allowing you to play an overhead clear. As performance improved the practices became more game like. A later stage of the practice involved three feeders. Feeder 1 served to the back left of the court, feeder 2 played a drop shot and feeder three served to the back right hand corner. During combination practices the aim is to continually play the cycle of shots effectively a set number of times. If any errors occur, for example a poor feed, you would stop and restart from the beginning. This is more effective than carrying on with a broken practice – playing the wrong shot or playing a shot incorrectly. Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Associative StageCombination Practice Work/rest ratio Progression External VERBAL feedback.

22. Methods of Practice Pressure Drills Once the movement patterns of the overhead clear have been established and your performance of the skill has begun to move towards the Autonomous Stage it is important to increase the pressure to ensure the demands of practice are specific to your performance level and that practice becomes increasingly more game like. Pressure can be gradually increased as your level of performance increases. The chances of a skill becoming automatic are greatly increased after pressure training. Initially we used repetition pressure drills which required you to repeatedly perform overhead clears while under pressure from two feeders. Pressure was increased by decreasing the time interval between feeds forcing you to move to and from base quicker – reducing the time you had to move into position. As your performance improved we progressed to using combination pressure drills, which required you to perform an overhead clear along with a net shot in pressured situations. Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Associative StagePressure Drills Work/rest ratio Progression External VERBAL feedback. Internal INTRINSIC feedback

23. Methods of Practice Conditioned Games Conditioned games are essentially adapted forms of the activity. They can take various forms. Often they are used to provide an individual or team with an advantage over their opponents, this makes achieving tasks easier. Conditioned games may also involve certain adaptations to the rules of the game to emphasise the particular skills that you have been working on developing. Give Three Examples of conditioned games Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Autonomous StageConditioned games Work/rest ratio Progression External VERBAL feedback. Internal INTRINSIC feedback

24. Stop – Traffic Light  Stages of Learning  Cognitive Stage/ Associative Stage/Autonomous Stage  What each stage is  What your performance would be like at each stage  What practices would you do at each stage  How do you move up a stage Key Message - Can you tell me?

25. PlanningPracticeAutomaticCognitive AssociativeAutonomous

26. Cognitive Stage Even although some of the subroutines involved in the skill maybe new, it does not mean that you are at the beginner level in badminton. Beginner Level Badminton Player During the Cognitive Stage, you find out what the skill involves – work out the subroutines. Preparation Action Recovery After establishing the different subroutines you make your first attempts at learning the skill Errors are likely to be common during the Cognitive Stage. As a result of this you will need lots of advice and encouragement

27. Cognitive Stage model performing playing the stroke During the Cognitive Stage, I found out exactly what the overhead clear involved. To do this I observed a model performing playing the stroke. I was then able to break the skill down into three phases: 1. Preparation, 2. Action, 3. Recovery This enabled me to identify each of the subroutines that make up the skill. By doing this I had a clear understanding of the movements I had to perform in order to play an effective overhead clear. Even although some of the subroutines involved in the overhead clear were new, I wasn’t a badminton beginner, I had some previous experience of the activity. After establishing the subroutines involved I made my first attempts at performing the skill by shadowing the movements of a model performer. As my performance improved I attempted different shadow practices which got progressively more difficult. It was important to ensure my practice was progressive to keep the practices challenging and prevent boredom. Shadow practice is an appropriate method of practice during the Cognitive Stage as it focuses solely on learning the movements involved in the overhead clear. Also errors are common during the Cognitive Stage, by removing the distraction of the shuttle I can reduce the number of errors it’s possible to make and remove the need for a feeder. By removing the need for a feeder I allow my partner to concentrate on providing me with verbal feedback. During the Cognitive Stage it is important to receive plenty of positive feedback. For the feedback to be effective, it needs to be given as soon as possible. For this reason I had low work to rest ratios during shadow practice drills. During my initial shadow practice drill my partner provided me with feedback after each overhead clear. As my performance improved the feedback was given after 5 overhead clears. It was important that the feedback was positive, giving negative feedback would not have been useful as it would fail to explain how I could improve.

28. Associative Stage Your level of performance will determine how quickly you progress through the practices. To ensure you move on at the correct time you could have specific success criteria to achieve before you move on. During the Associative Stage you link together all the subroutines and practice the skill using a variety of practice methods. Repetition Drills Combination Drills Pressure Drills Appropriate practice will gradually reduce the number of mistakes made during performance. As performance improves the difficulty of practices will gradually increase. Performance Level Difficulty of practice To avoid boredom and ensure high quality practice it is important to vary your practice. If you repeat the same thing over and over again you will become bored, disinterested and your level of performance will decrease.

29. During the Associative Stage I linked together all the subroutines involved in the overhead clear and practiced the skill by using a variety of different practice methods. Repetition Practice Combination Practice Pressure Drills varied programme By completing a varied programme of practice sessions I was able to gradually reduce the number of errors I made when performing the overhead clear. To ensure progression in my practice sessions I increased the difficulty of the practices as my level of performance improved. Repetition Drills For example initially I used Repetition Drills which involved my partner feeding the shuttle high above me so I could play an overhead clear. At first I started in the back tramlines but as my performance improved I had to move from base to the rear of the court to return the shuttle. Combination Practices After focussing on repetition practice my level of performance had improved to such an extent that I progressed to using Combination Practices. This involved playing another stroke in addition to my overhead clear. For example initially I worked with two feeders. One fed the shuttle to the rear of the court allowing me to return with an overhead clear, the other dropped the shuttle over the net forcing me to play a net shot before returning to the rear to play another overhead clear. Pressure Drills As I was moving towards the Autonomous Stage I started to use Pressure Drills. Initially I used repetition pressure drills which required me to repeatedly perform overhead clears while under pressure. As my performance improved I progressed to using combination pressure drills, which required me to perform my overhead clear along with a net shot in pressured situations. work to rest ration By varying my sessions and having clear progression routes between practice methods I kept my motivation levels up avoiding the onset of boredom. To avoid fatigue I ensured I had adequate rest, my work to rest ration was usually 1:3. When performing I would never have to perform more than 10/15 shots without a break.

30. Autonomous Stage At the Autonomous Stage the majority of subroutines have become automatic. They have been grooved to muscle memory. As a result, little attention is paid to them. To ensure practice is specific to your skill level and realistic to the unpredictable nature of badminton conditioned games are the most effective way of further refining your overhead clear. Conditioned games can take various forms, often they are used to provide one player with an advantage or rules are adapted to emphasis particular skills. During the overhead clear this may mean that you track the path of the shuttle, adopt a side on stance with your weight on your back foot – transfer your weight forward, impact with shuttle above racquet arm – bring racquet down across body and recover to base. Preparation Action Recovery    As you are able to perform the subroutines of the overhead clear automatically you are able to pay closer attention to the flight path of the shuttle and where on your opponents court the shuttle lands.

31. Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Cognitive Stage Shadow Practice Work/rest ratio Specific Targets Progression verbal External verbal feedback. Associative Stage Repetition Drills Combination Drills Pressure Drills Work/rest ratio Specific Targets Progression verbal, written, video External verbal, written, video feedback. Internal feedback Autonomo us Stage Conditioned games Work/rest ratio SpecificProgression verbal, written, video External verbal, written, video feedback. Internal feedback

32. Stop – Traffic Light  Principles of Effective Practice  Explain that the two principles you took into consideration were Work/Rest Ratio and Progression.  Explain how you applied them using the anagram SMART  Explain the term that each letter of anagram represents  Give practical examples from programme of work for each of the terms Key Message - Can you tell me?

33. 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

34. 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 practicesmust have clear

35.   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 achievable objectives / success criteria.   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

36. 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

37. Work / Rest Ratio + Progression = Principles of Effective Practice To ensure we consider work/rest ratio and progression we will need to Think…. SMARTSMART Specific: To our current stage of skill learning and improving performance level 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. Appropriate points to receive feedback from partner or teacher

38. Stop – Traffic Light  Feedback, Motivation and Concentration  Explain how you took feedback and motivation into consideration  Name the types of feedback you received  Link types of feedback and methods used to receive feedback to programme of work and stage of skill learning  Explain how you took motivation into consideration  Explain how you used goal setting to maintain motivation Key Message - Can you tell me?

39. 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)

40. 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.

41. 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.

42. Using feedback to help you 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.

43. 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.

44. 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) External (Extrinsic)

45. 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.

46. 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.

47. Stop – Traffic Light  Reassessing performance / Effectiveness of Programme  Describe how you reassessed your performance at end of development programme.  Explain what you discovered from each observation schedule  Explain how performance of overhead clear had improved  Explain how overall badminton performance improved as result of improved overhead clear  Identify future development need Key Message - Can you tell me?

48. Describe how your performance of specific skill/technique has changed Describe how you reassessed your performance using all three specific observation schedules under the same conditions. Explain briefly why it was important to retest under same conditions. Explain the improvements shown in Hoop Test – improved accuracy Scatter Diagram – more at rear of court, better use of space Movement analysis observation schedule – how has performance improved at Preparation, Action, Recovery stages Describe how your performance has altered during competitive games what are you now more able to do that you couldn’t previously. Outmanoeuvre opponent – play shuttle front to back Tactically link overhead clear with other shots Use overhead clear as defensive shot when under pressure When opponent is close to net – play flat attacking overhead clear At autonomous stage – subroutine automatoc - can focus on shot placement and disguise Explain that when you re-assessed overall performance using stroke effectiveness observation schedule you identified a new development need. Name the skill that you have identified as new development need. Explain that because you can perform the OHC automatically does not mean you are at the autonomous stage for all skills.

49. Stop – Traffic Light  Model Performer  Explain the benefits of considering a model performer  Explain how you used a model performer to help you develop your performance Key Message - Can you tell me?

50. Model performers and the improving of 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. Model performers and the performance of difficult skills and techniques In badminton, some skills and techniques are difficult to carry out effectively, for example, a backhand clear. 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. Model performers motivate you to improve 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 performing at their level.

51. Model performer movement analysis / observation schedule 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 an observation schedule which breaks a skill down, into its three phases of action (1. Preparation. 2. Action. 3. Recovery), and explains in words the small movements (subroutines) that make up the skill. By breaking the skill down you are able to learn and understand the small movements that make up the actual skill. You can also use the observation schedule to make comparisons between your performance and that of the model performer. Helping you identify your strengths and weaknesses.