Skills

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Skills Techniques

• OVERVIEW

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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

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Skills and TechniquesCycle of Analysis
Key Message - Can you tell me what you did at
each stage?
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How did we analyse our performance?
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1. Observed video of model performer to develop our
   knowledge and understanding of effective court
   movement and what makes a stroke effective.

1. Compared my court movement during competitive
   games to that of a model performer.

1. Assessed the variety and effectiveness of my
   strokes in a competitive game. Discussed with my
   class teacher what my main weakness was.

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1. Assessed the accuracy of overhead clear in closed
   environment using hoop test.

1. Assessed placement of overhead clear during
   competitive game (open environment) using scatter
   diagram.

• Observed video of model performer to develop
  knowledge and understanding of the subroutines
  involved.
• Broke overhead clear down into preparation,
  action, recovery.

1. Compared overhead clear to that of a model
   performer using movement analysis observation
   schedule.

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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?
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Possible Higher Questions

• Describe two methods you used to gather
  information on your performance. (4)
• Select one of the following approaches. Describe
  how you gathered information about your chosen
  skill or technique using this approach?
  
  
• Mechanical Analysis
• Movement Analysis
• Consideration of quality (4)
• Describe, in detail, the methods you used to
  gather information on your level of performance.
  Explain why these methods were appropriate.
  (6)
• Describe, briefly, how you gathered
  data/information about your performance in this
  selected skill or technique. Give specific
  details of how your performance compared to that
  of a model/skilled performance.
  (6)
• What information about your performance were you
  able to obtain using one of the following methods
  of analysis?
  
• Mechanical Analysis
• Movement Analysis
• Consideration of quality (4)
• Explain the benefits of considering a
  model/skilled performance when learning or
  developing this skill or technique.
  
  (4)

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Intermediate 2 Questions

• Describe one method you used to collect data
  about your whole performance.
  
  (4)
• Now describe one method you used to collect data
  about a specific skill in your performance.
  
  (3)
• Explain why both the above methods were
  appropriate. (4)
• Describe the methods you used to analyse the
  weakness identified in Part (a).
  (4)
• How did you collect information on the skill or
  technique chosen Part (a)? (4)
• Using one of the following
  
• Mechanical Analysis
• Movement Analysis
• Consideration of quality
• give details of how you gathered information on
  your chosen weakness.
  (4)

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How did identified weakness effect performance?
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Identified from assessing variety and
effectiveness of strokes that overhead clear was
a weakness. What did you initially identify as
being wrong?
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.
Give specific performance examples to explain how
the factors identified at each of the above
stages affected your performance.
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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?
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Possible Questions

• From your experience in one activity, describe a
  complex skill or technique you have attempted to
  develop. Explain why you found this skill or
  technique difficult to perform .
  
  (4)
• Discuss the results of the information gathered
  in Part (a) (analysis of performance). Make
  specific reference to how your whole performance
  was affected. (6)

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Intermediate 2 Questions

• Describe the strengths and weaknesses in your
  performance. (4)
• Describe one skill or technique that you regard
  as a weakness in your performance.
  
  (4)
• Describe your performance in relation to the
  skilled performance in Part (a).
  (4)
• What effect did the skill or technique that was
  in need of improvement have on your performance?
  (4)
• Choose a skill or technique that you found
  difficult to perform. Describe the specific
  part(s) that you had difficulty with. (4)

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Stages of Skill Learning
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Planning
Practice
Automatic
Cognitive
Associative
Autonomous
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Cognitive Stage
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Cognitive Stage
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 wasnt 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
its 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.
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Associative Stage
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.
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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 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. 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. 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. 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. 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
13. When performing I would never have to
perform more than 10/15 shots without a break.
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Methods of Practice
Stages of Skill Learning Methods of Practice Principles of effective practice Feedback
Associative Stage Repetition Drills Work/rest ratio Progression External VERBAL feedback. Internal INTRINSIC feedback

• 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
  didnt 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.

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Methods of Practice
Stages of Skill Learning Methods of Practice Principles of effective practice Feedback
Associative Stage Combination Practice Work/rest ratio Progression External VERBAL feedback. Internal INTRINSIC feedback

• 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.

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Methods of Practice
Stages of Skill Learning Methods of Practice Principles of effective practice Feedback
Associative Stage Pressure Drills Work/rest ratio Progression External VERBAL feedback. Internal INTRINSIC feedback

• 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.

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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.
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Methods of Practice
Stages of Skill Learning Methods of Practice Principles of effective practice Feedback
Autonomous Stage Conditioned games Work/rest ratio Progression External VERBAL feedback. Internal INTRINSIC feedback

• 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

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Stages of Skill Learning Methods of Practice Principles of effective practice Feedback
Cognitive Stage Shadow Practice Work/rest ratio Specific Targets Progression External verbal feedback.
Associative Stage Repetition Drills Combination Drills Pressure Drills Work/rest ratio Specific Targets Progression External verbal, written, video feedback. Internal feedback
Autonomous Stage Conditioned games Work/rest ratio Specific Progression External verbal, written, video feedback. Internal feedback
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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?
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Possible Higher Questions

• Describe some of the features that can be
  identified at each of the stages of skill
  learning. Give specific examples from the chosen
  activity.
  (6)
• When learning and developing a skill, it is
  important to work through the three stages of
  learning. These are
  
• The preparation / cognitive stage
• The practice / associative stage
• The automatic / autonomous stage
• Explain what you understand about each stage.
  (6)
• Discuss why it is appropriate to use different
  methods of practice at two different stages of
  learning. Give examples from your programme of
  work to support your answer.
  
  (6)

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Intermediate 2 Questions

• When learning a new skill or techniques you would
  have been performing at the cognitive
  (preparation) stage of learning. Identify
  methods of practice suitable to this stage of
  learning. Explain why they are appropriate.
  (4)

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Programme of Work
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Stages of Skill Learning Methods of Practice Principles of effective practice Feedback
Cognitive Stage Shadow Practice Work/rest ratio Specific Targets Progression External verbal feedback.
Associative Stage Repetition Drills Combination Drills Pressure Drills Work/rest ratio Specific Targets Progression External verbal, written, video feedback. Internal feedback
Autonomous Stage Conditioned games Work/rest ratio Specific Progression External verbal, written, video feedback. Internal feedback
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Gradual Build Up
Gradual Build Up
Stage 5
Conditioned Games
Stage 4
Pressure Drills
Stage 3
Combination Practice
Stage 2
Repetition Practice
Stage 1
Shadow Practice
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Skills TechniquesRevision Notes

• Shadow
• Feeder
• Repetition Drills
• Combination Drills
• Pressure drills
• Pressure Drills
• Conditioned Games
• Gradual Build Up
• Whole-Part-Whole

• Week 1 and 2
• (cognitive/ preparation stage moving
• into associative/ practice stage)
• Week 3 and 4
• (associative/ practice stage)
• Week 5 and 6
• (autonomous/ automatic stage)
• During the learning process
• Used to fix small parts of technique in the
  automatic stage

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Stop Traffic Light

• Methods of Practice
• Shadow/Feeder/Repetition Drills/ Combination
  Drills/Pressure drills/Conditioned Games/ Gradual
  Build Up / Whole-Part-Whole/
• Know what each of these are
• Be able to describe them
• Be able to give practical example of each
• Be able to discuss a training programme for your
  weakness

Key Message - Can you tell me?
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Principles of Effective
Work / Rest Ratio
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Think.
Principles of Effective
SMART

• Specific To stage of skill learning
• Measureable Targets which you can measure to
  check for improvement/ensure progress at
  correct time. Allows you to monitor programme
  to.
• Achievable Practice must be challenging but
  achievable to keep you motivated. Problematic
  if to easy/difficult
• Realistic Keep practice related to demands of
  whole performance/activity (game like). By
  doing this makes it easier to transfer
  improvements into activity.
• Time Ensure appropriate work to rest ratio to
  ensure high level of performance, avoid fatigue
  / injury.

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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?
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• Describe the programme of work that you followed
  to develop this skill or technique. (4)
• Outline the programme of work that you followed
  to develop your performance in this skill or
  technique. Explain why this programme of work
  was appropriate. (6)
• Describe, in detail, two methods of practice you
  used and considered important to develop this
  skill or technique.
  (6)
• In relation to your current performance, describe
  in detail a programme of that would be
  appropriate to develop the skill or technique
  identified. (6)
• Describe, in detail, a programme of work you used
  to develop this skill or technique. Give
  examples of how the principles of effective
  practice were applied in the programme. (6)
• Describe, in detail, two different methods of
  practice you used to develop your performance of
  the skill or technique identified. Explain why
  you considered each of the practice methods
  selected to be appropriate. (6)
• From the information gathered, briefly describe a
  programme of work you used to develop this skill
  technique. Explain why it is important to review
  your programme. (6)

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• Discuss how the principles of effective practice
  were applied to the programme. (6)
• Explain, in detail, the principles you took into
  account when using these methods of practice to
  ensure your programme was effective.
• Explain in detail, what you understand about the
  principles of effective practice when developing
  skill and/or refining technique. (5)
• Describe, in detail, a programme of work you used
  to develop this skill or technique. Give
  examples of how the principles of effective
  practice were applied in the programme. (6)

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Intermediate 2 Questions

• Describe, in detail, an improvement programme you
  used to develop your skills and
  techniques. (5)
• Select a skill or technique you found difficult
  to perform. Describe two methods of practice you
  used to develop this skill or technique. Give
  specific examples. (4)
• Describe two methods of practice you used to
  develop the skill or technique you identified as
  a weakness in Part (a). (4)
• Describe how you planned a programme of
  improvement. (4)
• Describe two methods of practice you used to
  develop your skill or technique chosen in Part
  (a). Give examples of the practices used.
  (5)
• To further develop the skill or technique,
  outline a programme of work. (4)
• Describe in detail an improvement programme you
  used to develop a skill or technique which you
  found difficult to perform. (5)
• What methods of practice did you use to develop
  this skill or technique? Give examples.
  (4)

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Intermediate 2 Questions

• Explain how you used the principles of effective
  practice when developing your skill or technique.
  (4)
• Within your programme of work, what principles of
  effective practice did you consider? How did
  they help you develop your skill or technique.
  (4)
• How did you make sure your programme of work was
  effective? (4)
• How did you make sure the practice was effective?

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Reassessing our performance
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• 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 couldnt 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

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Stop Traffic Light

• Reassessing performance
• 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?
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Possible Questions

• Having developed your skill or technique in
  practice, discuss why your performance may still
  not be effective when applying this skill or
  technique during whole performance.
  
  (4)
• Having developed this skill/technique, discuss
  the effect that this has had on your whole
  performance.
  (4)
• Explain how your whole performance was affected
  on completion of this programme of work.
  (4)

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Intermediate 2 Questions

• Describe the changes to your whole performance,
  after completing your improvement programme.
  (4)
• What effect did the methods of practice have on
  your whole performance? (4)
• How did the improvement programme help your whole
  performance? (4)
• How did you monitor the effect these practices
  had on your whole performance? (4)

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Feedback

• Purpose of Feedback.
• 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.

• Ways we receive external feedback
• Written
• Visual
• Verbal

• Examples of this within programme of work
• Cognitive Stage - Verbal
• Associative Stage - Visual - Model
  performer/video
• Automatic - Written Model performer
  comparison/scatter diagram

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Motivation

• Motivation is your level of desire to succeed.
  You need to be motivated in order to improve your
  level of performance.
• 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)

• 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)
• External motivation comes through wishing to
  achieve a better practical grade or using your
  overall qualification to gain entry to college or
  university.

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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 I you set yourself a goal your external
  motivation will more than likely increase.
• 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.
• Question Give an example of how you used goal
  setting in a badminton practice you undertook.

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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?
51
Possible Higher Questions

• From the list below, select one of the factors
  that are influential in skill development.
  Discuss how the factor chosen affected the
  development of your skill or technique during
  practice.
  (4)
• Motivation
• Feedback
• Anxiety
• Concentration
• Confidence
• Select two of the influential factors listed
  below.
• Motivation
• Feedback
• Concentration
• Explain what you understand about each factor.
  (6)

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Intermediate 2 Questions

• Choose one of the factors from the list below.
• Motivation
• Concentration
• Feedback
• Explain why it was important in the development
  of the skill or technique in your performance.
  (4)
• Choose one of the following factors
• Motivation
• Concentration
• Feedback
• Explain the importance of this factor in your
  performance. (4)
• Describe how you used one of the following during
  your programme. (4)
• Motivation
• Feedback
• Concentration