Skills & Techniques

KYLE ACADEMY

Skills & Techniques

Badminton

Higher/Intermediate 2

Name: ______

1 Contents Page

P2 Contents P3 Skills of the Game P4-7 Key concepts and features in skills and Techniques P8-9 Key Concept 1 - Skill and skilled performance P10 Skill and technique P11 Powerpoint notes on Skilled performers P12 The skilled badminton player – Key Point P13 Example answer on describing a skilled performer P14/16 Skill classification (Open,closed, internal, externally paced,etc) P17+18 Example answers on open and closed skills 19 -24 Information Processing system notes 25+26 Information processing system class test 27+28 Importance of model performers 29.33 Methods of data collection and why appropriate. 34.36 Data collection analysis initial and focussed review of performance – Example answers 37+38 Key concept 3 – Skill and refinement in technique 39.41 Stages of Learning 42.44 Example answers on stages of learning 45 Introduction page to factors affecting performance 46-47 Feedback 48-50 Motiviation 50+51 Goal setting 52 Concentration 53 Level of Arousal 54+55 Methods of Practice 56 Principles of effective Practice 57-60 Practice programme for the clear (Practice description through stages of learning) 61 Adapting practices 62+63 Monitoring and evaluating 64 Example answer – changes to whole performance following a programme of work 65-68 Example pupil response

2 The game of badminton

What does it involve?

Key elements/phases

To be successful in these key phases we use a number and variety of techniques:

1. Service - High

2. Defending – Clears

Drop shots

Net shots

Drives

Blocks

3. Building - Clears

Drop shots

Net shots

3 4. Attacking - Smash

Drop Shot

AREA SKILLS AND TECHNIQUES Key Concept 1 The concept of skill and skilled performance

Students should examine in detail the course outlined in the features below.

Key Feature 1

How skills are performed through an information processing model:

 Input information

 Selecting information

 Making decisions

 Output action

 Receiving feedback about performance

 Using received information as new input information.

Key Feature 2

How skills and techniques are performed for effective, consistent performance whilst also displaying qualities of control, fluency and economy of movement. Understanding of skill classification terms in relation to performance.

 Open/Closed

 Simple/Complex

4  Discrete/Serial/Continuous

Key Feature 3

How model performance can be used to enhance and develop performance.

AREA SKILLS AND TECHNIQUES Key Concept 2 Skill/technique improvement through mechanical analysis or movement analysis or consideration of quality. Students should examine in detail the course content outlined in the features below.

Key Feature 1

In relation to performance, the purpose of collecting relevant and detailed information using one or more of the following approaches:

Mechanical analysis: information relating to the mechanics of performance in one or more of the following:

 Mechanical principles of movement

 Centre of gravity

 Resistance

 Balance (static/dynamic)

 Action/reaction

 Use of body leavers

 Axes and planes of movement

Movement analysis: information relating to movement within performance in one or more of the following:

 Preparation, reaction and recovery when using skills and techniques.

 Effort factors such as control of weight, time, space and flow.

 Skills and techniques necessary for efficient and effective movement.

5 Consideration of quality: information relating to consideration of qualities in one or more of the following:

 Economy of movement.

 Creative application of skill.

 Disguise

 Technical, physical, personal and special qualities.

Key Feature 2

In relation to technique improvement, create a detailed plan related to information gathered from the specific approach used in mechanical analysis, movement analysis or consideration of quality.

Key Feature 3

The importance of reviewing and monitoring improvements made through relevant training programmes using mechanical analysis, movement analysis or consideration of quality.

AREA SKILLS AND TECHNIQUES Key Concept 3 The development of skill and the refinement of technique.

Students should examine in detail the course content outlined in the features below:

Key Feature 1

Skills and/or techniques are learned in different stages. This will include understanding of the following stages:

 Preparation

 Practice

 Automatic

Or other terminology used to describe these stages.

When developing skills and/or techniques carry out at least two methods of practice listed below by applying the principles of effective practice:

Methods of practice:

 Solo/shadow/partner/group

 Opposed/unopposed

6  Gradual build up

 Drills/repetition practices

 Massed/ distributed

 Conditioned games/small sided games/coached games

Principles of effective practice:

 Setting clear objectives

 Identification of strengths and weaknesses

 Awareness of model performer

 Achievable progressive stages

 Effect of boredom and fatigue

 Intensity of practice

 Work to rest ratio

Key Feature 2

The influential factors in the development of performance for example, motivation, concentration and feedback.

Key Feature 3

How skills are learned and require refinement of technique through practice.

7 Key Concept 1

The Concept of Skill and Skilled Performance

Key Feature 2

8  How skills and techniques are performed for effective, consistent performance whilst also displaying qualities of control, fluency and economic movement. Understanding of skill classification terms in relation to performance.

 Open and Closed

 Simple/Complex

 Discrete/Serial/Continuous

Have I studied Grasp

Yes/No

Open and Closed skills

Internally and Externally paced skills

Simple and complex skills

Skilled performers

9 Concept 1: The concept of skill and skilled performance

Key Feature 2: How skills/techniques are performed for effective, consistent performance whilst also displaying qualities of control, fluency and economy of movement. The understanding of skill classification terms in relation to performance.

SKILL IS THE LEARNED ABILITY TO BRING ABOUT PRE-DETERMINED RESULTS WITH MAXIMUM EFFICIENCY AND CERTAINTY OF OUTCOME.

 Skill in badminton is goal directed. All strokes have a purpose. As a performer you must understand what you can do with strokes you have in your performance repertoire.

 Skill is learned and requires practice and results from experience and there is permanent change in performance. It is not fluke or beginners luck.

 Skill is efficient in terms of the outlay in energy and time (the right action at the right time).

 Skill is the body's ability to master movement and co-ordinate the senses, brain and muscles efficiently and swiftly.

TECHNIQ UE

The way in which a skill is performed. A skill can be performed using more than one technique. For example a serve in badminton can be both high and low.

Ultimately to become a skillful performer we must strive to become more aware and efficient in the execution of all skills/techniques. However, as you embark on this badminton block you must understand that not everyone has the same skill level. Everyone is different and the rate at which

10 they acquire new skills varies. Every individual will bring their own unique style to the court, which makes each match you play both different and challenging.

11 12 SKILLED BADMINTON PLAYER

 Economic and graceful movement patterns.

 The performer is in complete control of their actions.

 Touch and power shots used in performance situations to outmanoeuvre opponent and create space.

 Broad repertoire of shots from any point on the court.

 Skills can be linked consistently.

 Faster/decisions are made resulting in a quicker motor response.

 Actions show flair, creativity and disguise.

 Skills are carried out automatically without thinking about them (no conscious thought required).

 High success rate.

 Excellent tactical awareness playing to opponents weaknesses.

 Good timing, consistency and accuracy in shots.

 Consistently achieve goals.

 Confidence and mental toughness on display.

 Physical fitness finely tuned to cope with the demands of badminton.

 Speed, agility, flexibility, CRE, power.

13 Skilled performers have the ability to respond to performance challenges.

Discuss the features that you would expect to see from a skilful badminton performer. How would a model performer look as they play? (4Marks) What strengths would they show in their game play?

14 CLASSIFICATION OF SKILL

In order for us to understand skill further it is useful to be able to classify skills according to their differing characteristics. There are different types of skill classification and we will look at three.

OPEN & CLOSED

CLASSIFICATION OF SKILL

In order for us to understand skill further it is useful to be able to classify skills according to their different characteristics. There are different types of skill classification and we will look at three.

OPEN & CLOSED SKILLS

Skills exist on a continuum (a line) between closed (predictable) and open. Those, which are unpredictable, are open. The form of the action is constantly being varied to what is happening around the performer. Those, which you are in charge of carrying out, are closed. The skill is performed in a set way with little reference to the environment.

Closed Open

forward roll rugby tackle

CLOSED SKILLS (example serve) OPEN SKILLS (All other badminton skills) You control when you serve and where. Unpredictable, outwith your control. Same judgements/few judgements Differing judgements (short space of time). Stable environment (no weather elements) Changing environment. Same movement patterns (P.A.R) Movement patterns adapted. You are in control of the shuttle. Never performed the same way twice. Simple series of movements Different speeds, position, heights. More physically demanding. 15 Within closed skills the performer is in control of all the factors, which can affect the execution of the skill. For example: The service in badminton is closed. In the service you follow and control simple movements, in order to carry out the technique you decide when, where and how to serve. Open skills have many factors that are out with the control of the performer. For example: In badminton no two overhead clears are the same. They differ according to your court position, the speed and height of the shuttle. The overhead clear is open due to its unpredictable nature. All skills lie along the closed/open continuum therefore there are some skills, which have factors, which are open, and some, which are closed. For example: A basketball lay-up has some factors which don't change e.g. the court, the ring but there are other factors such as the defenders and the approach to the ring that are always different.

INTERNALLY & EXTERNALLY PACED SKILLS

This is concerned with the extent to which the performer has control over the timing of the action. Actions are said to be self paced or externally paced (or somewhere in between) according to the extent to which the performer can decide when to start the action. For example a tennis serve is self paced the player decides when to serve and the speed of the serve, however a diver can decide when to start but once they leave the board they have little control over the pace. At the other end of the continuum externally paced skills are determined by what is happening in the performance environment. A yachtsman constantly has to make adjustments to the sails and the direction of the boat according to the wind and the actions of their competitors.

16 When we learn externally paced skills which are open in nature we often try to make them as internally paced as possible. Ask the feeder to play the shuttle to exactly the same point on the court. Open skills are often learned in stages and we start off in as closed a situation as possible so that repetition can take place. Example: when practicing clears, the feeder plays the shuttle in the same way and to the same spot every time.

CONTINUOUS & DISCRETE SKILLS

Continuous skills have no obvious beginning or end. The end of one cycle of the skill becomes the start of the next and the skill can be continued as long as the performer requires. Discrete skills have a distinct beginning and end. The skill can be repeated but the performer must start again. There is a third category of skill called serial where a series of discrete skills are linked together and happen in a specific order such as a triple jump which has a run up, a hop, a step, and a jump.

RUNNING TRIPLE JUMP OVERHEAD CLEAR

CONTINUOUS SERIAL DISCRETE

17 SIMPLE AND COMPLEX SKILLS

Skills can also be defined as being simple or complex. The more sub-routines (parts) that make up a skill the more complex it is. Coordination of the subroutines and timing of a skill are also crucial and this can determine whether that skill is simple or complex. Other factors which determine how simple or complex a skill is include the amount of information to be processed the more there is the more complex the skill. The number of decisions which have to be made, the more there are the more complex the skill. The speed at which the information processing and decision making has to occur, the shorter the time the more demanding the skill is.

For example a backhand clear in badminton is a complex skill as it has many sub-routines and the contact with the shuttlecock has to be exact. However, jogging is a relatively simple skill as it involves a relatively straightforward set of subroutines with little decision making required.

18 Question:

A badminton serve is very much a closed skill, which is internally paced. The performer has total control of the timing and execution of the skill. The movement patterns required to execute either the high, flick or low serve are always the same, therefore very few decisions have to be made. No external factors can affect this isolated skill. The performer is solely responsible for any errors, resulting in poor execution. In contrast, a smash is a far more complex skill which has more parts (the preparation to the shuttle, the action phase and the recovery to base). A smash is never executed from exactly the same point on the court. Subsequently, a badminton player must adapt their movement patterns every time this skill is executed. Due to the open nature of a smash, more coordination and timing are therefore required to achieve success. The pace and direction of the shuttle coming over the net will always vary along with the court movements of the opposition. You must learn to deal with these external problems which your opponent sends you by adapting your play.

During service, you can take your time to decide on the most effective course of action. When smashing this is a luxury you simply do not have. The fast pace of open skills demand that judgements are made in a very short space of time, where is my opponent on the court? How much pace should I put on the smash? Where on the court should I play this shot? How do I achieve the desired outcome? (Think technique). Additionally, the physical effort required is significantly different. Serving is a static action where minimal demands are placed on your fitness, quite the opposite from a smash. Speed to reach the shuttle and return to base is essential as is power in your arm action to produce an unstoppable shot.

19 Having a good understanding of skill classification is vital in preparing an effective development programme for an area of weakness. Knowing the nature and complexity of skills, I can set more realistic targets during my training sessions. For example, a backhand overhead clear is the most complex skill to perform in badminton therefore, during training I would expect to set smaller targets because this skill takes longer to learn and develop. Also, I would expect that greater errors shall be generated during practice before significant improvements occur, so patience will be required. Since targets set are more realistic motivation is maintained and failure less likely.

When performing complex open skills, there are number of external pressures and points of technique to consider. It is therefore important in my training programme to eliminate as many of these externally paced pressures as possible. When learning complex skills they should be placed in as closed a situation as possible to develop technique first and skill linkage and pressure opposition second.

For example, when practicing the overhead backhand clear time will be spent with the feeder playing the shuttle to exactly the same point on the court every time to allow me to focus on technique. Plenty of time will also be provided between feeds to enable me to make judgements on my performance and process how successful each shot was.

Once mastered, open/complex skills must be placed in more unfamiliar contexts. Understanding this need, I can work to prepare progressive practices which gradually introduce these external pressures and faster judgements.

All performers require feedback, but with more complex alien skills more feedback is required. This feedback must be given sparingly as the brain can only cope with small amounts of information at this stage of learning. When preparing my development programme, peers and teachers shall therefore be utilised in practice situation to provide constant feedback regarding my skill execution to assist progress.

Key Feature 1

20 How skills are performed through an information processing model:

 Input information

 Selecting information

 Making decisions

 Output action

 Receiving feedback about performance

 Using received information as new input information

Do I know Grasp

Yes/No

Importance of information system

How it works?

Differences which exist between and novice and automatic performer

21 Your brain is like a computer handling all the information it receives.

There are different types of input: your brain will process visual (what you see), auditory (what you hear) and sensory information (what you feel). When the brain receives messages it sorts them and makes sense of them so that messages can be sent to your muscles so that you produce an appropriate movement response to the ‘movement problem’ your opponent has sent you.

1. Your eyes watch and your ears listen to judge the situation.

2. Your brain processes information and makes decisions about what you

are going to do. All messages received are sorted.

3. Your legs take you around the court to play the shuttle. Your brain makes

the decisions about where your legs will take you and about the timing of

your movement.

4. Your arm helps provide power to produce the strokes you play. Your

brain sends messages which make your arm muscles work.

22 5. The transfer of weight from your back foot to your front foot helps generate momentum to increase the power of your shots.

6. Your racquet hits the shuttle to send your opponent a 'problem' or to resolve a 'problem' your opponent has sent you. Your brain makes decisions about the quality of 'touch' you will use.

Skills and Techniques – Badminton

Concept 1 – The concept of skill and skilled performance

Key Feature 1: How skills are performed through an information processing model.

Our brains are human processors of information. This processing of information is used to help us analyse how skills are performed, and also to help us learn.

Whether we are driving a car, dialling a phone or smashing in badminton we receive; process and use information, and as a result, are able to perform appropriate actions.

When receiving a return of service in badminton, a player gains information from what they see. Visual information is obtained on how the opponent responds to the shuttle, the angle of contact, and what speed the shuttle is being returned. This information is processed and decisions must then be made as to what to do next. The player visualises that the choice of return shall be a drop shot and must step into the stroke at the right moment with their racket at the correct angle to perform an effective return. These movements are dependent on the decisions the player makes about the pace and direction of the shuttle.

23 This player must then make a successful return and must decide how to touch the shuttle, and which stroke to utilise. At this time he/she is gaining more visual feedback for future performances.

A player with less experience will be unable to process too much information which would result in errors during practice or competition. When this player practices they will select only information which is necessary, reducing the load on their body’s information processing system.

During a practice session to improve my smash shot in badminton my feeder gave me plenty of time between each feed to let me register the feel of the movement and make judgements. My teacher also provided me with brief external feedback at this time when thoughts and feelings of this skill were strong in mind. Information from the coach and internally are then more likely to be retained resulting in performance improvements. The next time the performer executes a smash he/she will rely on previous and new processed information in order to perform the correct techniques.

By being able to process incoming information quickly you can then make decisions swiftly which result in more efficient movement.

For example: In a badminton game, the greater variety of shots from one position on the court you can make, the slower your opponent will be in responding to the shot you make.

We only get to this state after a great deal of time being spent concentrating on technique and processing information effectively.

Information processing does become better with practice. We are able to retain important points of feedback in memory, which help us to develop our future performance.

When learning to develop skills we often observe model performances and we are able to retain this image in our minds and interpret what we see and compare our own performance to highlight errors and finally to make adjustments.

In summary, in many sporting situations skilled performance is the result of correctly analysing information in the environment to determine which movement is the most appropriate. The decisions we make are reflected in correct movements and contribute to our ability to perform skilled movement.

24 Information Processing Model

INFORMATION TO PROCESS - CLOSED SKILL – SERVICE

long term

Input - Sort and determine what is important make a decision output action

short term

BEFORE

 What type of serve will I use?

25  How did a previous good serve feel to perform effectively? Why was it so successful?  Where is my opponent on the court?  Is my opponent fast?  What are their strengths and weaknesses?  Where on the court will I play this serve?  What are my strengths?  My position on court?  Will I play a forehand or backhand serve?

DURING

 My stance, is it correct?  Have I got the correct grip?  How does it sound? Did I hit the middle of the strings or metal? ·  How easy did my opponent find it to predict my serve?  Am I making my opponent move?  Where did it land?  Was it the correct point of contact? (extension)  Am I side on?  If low serve do I have enough pace to get it over the service line? AFTER  What is my opponent doing with his racket arm?  What type of shot is he looking as though he will play?  What is the direction and pace of the shot?  How can I get to the shuttle as quickly as possible? (anticipation) .  Is it in or out?  What is my next shot?  Where is the space on the court?  Is my racket up?  Example Answer

26 Activity – Badminton Skill – Smash

Applying this skill in a game situation. When performing a smash in a game I firstly needed to rely on my previous experience of the skill. How did it 'feel' to perform all sub routines effectively? Why had it been successful when used previously? And where had been the most successful area to place this shot and play it from on the court.

The range of information which required to be processed initially was:

What is the flight path and pace of the shuttle coming over the net towards me? When will I move to reach the shuttle at exactly the right moment?

Where is my opponent on the court?

Where will I play this shot on the court, which would send him a real problem?

What angle of attack and touch (power, slice) of smash would be best used in this situation?

By making judgments on these aspects of performance quickly I was able to make efficient motor responses quicker. As soon as the shot had been executed I received feedback from my senses immediately about how effective the shot was.

For Example: Visually - Where did the shot land on court (measures accuracy) Was point won?

Hearing - How did the shot sound as the shuttle hit the strings of the racket?

Feelings - How balanced I felt, and how the muscles felt about the movement.

Additionally, I receive information externally from my coach which is also processed.

I made sense or this information and retained how the shot felt. If adjustments were necessary I made decisions on what these were to improve performance next time.

Skills and Techniques – Badminton

Key Concept – The concept of skill and skilled performance.

Key Features – How skills are performed through an information processing model.

27 QUESTION HOW CAN I REMEMBER THIS INFORMATION????????

Information processing is the key to learning motor skills and developing performance to an automatic state. If you are unable to process information on how a skill should be performed or be able to make adjustments to performance based on the information you have received you will never improve. Being able to identify external factors which could limit success, and then make conscious decisions to overcome these scenarios must be learnt. This will result in quicker responses to any given stimulus. The information processing system of our body can be developed through practice. Sub routines are learned until less conscious control is necessary. Fundamental to this is the feedback we receive following an action from our senses and externally. Visual pictures of model performers are retained in our minds and used to compare and solve or own performance problems.

When practicing, observing or applying skills in a range of contexts we receive input information through our senses, such as our vision, touch and hearing, which judges a situation. Theses senses send information directly to the brain to be processed. What the information processing system then does is make sense of the important through cognitive thought and decides which information is deemed to be important. Attention to a particular aspect of a stimulus reduces the load on the information processing system. For a person learning a skill this is necessary. To attempt to concentrate on too many points will result in error. Decisions are then made by this system and an output response then takes place, the desired movement or action.

For example, in badminton, your brain tells your legs where and when to move to an area of the court, and when striking the shuttle the touch and technique you will use to send a problem to your opponent.

Following this response you will again receive information from your senses and externally from a coach etc. You will again intercept the data and make decisions, which will enable you to make changes to the action when it is next performed. Important information is stored in your memory. If the shot was poor you can make adjustments next time, if on the other hand the shot was good you will retain what was good about the shot. This information processing is a continuous cycle. In conclusion, a novice badminton player will take longer to process information and will be very selective about which information they use. An experienced player willbe able to use previous experience and information retained faster to produce a quicker and more efficient motor response. Not only are they able to perform skills automatically, but can concentrate

28 on more pieces of information. For example, when playing doubles in badminton a skilled player could process information visually about where the opposition are on the court, where their shot was placed, feel how balanced there movement round the court is, and listen to the shouts of their team mate about their positions on the court. This is only achieved through rehearsing actions over and over again, receiving feedback until skills are performed with more efficiency.

KEY FEATURE 3

29  How model performance can be used to enhance and develop performance.

Do I know? Grasp Yes/No Importance of a model performer Describe a model performer Compare my performance to a model

MODELS OF PERFORMANCE

30 VISUAL - video image, class teacher, pupil, sports personality

VERBAL - description or explanation

AUDITORY - sound of the action

KINAESTHETIS - Feel of the action and description of the sensations

PROPRIOCEPTION - Manual guidance through the action

All the above methods are observed against criteria, which accounts for the whole model performance. This would be the 'ideal' on how you would wish to perform the skill for ultimate efficiency and effectiveness.

REMEMBER - ACTIONS SPEAK LOUDER THAN WORDS

BENEFITS OF USING MODELS OF PERFORMANCE

 Allows you to see a clear picture of what you are striving to do e.g. In badminton, some skills and techniques are difficult to carry out effectively, for example, a overhead clear. If you watch a model performer playing the shot, possibly from slow-motion video, then you can pick up clues about how to play the shot at different stages in the preparation, action and recovery of the shot.

 Allows you to gauge whether any improvement is being made as you progress.

 Watching models of performance can increase your motivation levels e.g watching able performers can make performance look exciting and keep you interested in trying to improve. When watching better badminton players you can see a wide range of skills in action. It can make you motivated to work towards performing at their level. (strive for success)

 Allows you to compare and contrast your own performance against model.

 Opportunity to set short and long term goals specific to needs.

 Shows different qualities and consistencies in the shots of model performer.

 To realise how much work is required to achieve a model performance. Benchmark.

 To detect any flaws.

31 KEY CONCEPT 2

Skill/technique improvement through mechanical analysis or movement analysis or consideration of quality.

Key Feature 1

In relation to performance, the purpose of collecting relevant and detailed information using movement analysis.

Preparation, Action & Recovery when using skills & techniques.

Can I Grasp Yes/No Describe the SROS and why appropriate Describe video analysis and why appropriate Describe Technique analysis observation schedule and why appropriate Describe court diagram observation Schedule and why appropriate Discuss the results of data collection

FACTORS AFFECTING INFORMATION GATHERING 1 .Type of game/practice

Results will vary depending on the type of game/practice that you are involved in and the

In order to establish if learning has taken place we need to gather data. As learning itself cannot be observed, the results of learning can. Data gathered about changes to our performance can indicate that learning and skill refinement has taken place.

level of ability of your opposition.

For example a) Repetition practice is an easy form of practice because there is more time and space, practice is predictable and there is little pressure. This will give good results but are probably unrealistic.

b) Games with conditioned rallies will be more difficult. There is less time, more pressure, more space to cover and the rallies are unpredictable. Results will be variable but can be considered more accurate and more realistic.

c) Playing a player of poorer standard can give misleading results, this will give the wrong perception of your ability. It is more realistic to measure your progress against a player of similar ability or slightly better.

2. Effort their attempts to help with practices and when they act as opposition during competitive matches.

3. Co-operation of friends and availability of equipment

quality equipment and facilities for each assessment day.

c) Do you have access to a video camera as required?

4. Ability to assimilate information

weaknesses and don't be afraid of initial failures. GATHERING DATA

It is important to be familiar with the cycle of analysis In order for data to be useful it must be, Accurate (true reflection), Relevant (to performer and activity), Valid (measures what it should), Reliable (consistent), Objective (non bias), Comparative (enables comparison).

METHODS OF DATA COLLECTION UTILISED AND WHY THEY ARE APPROPRIATE

Initial Data Collection

 Stroke Repertoire Observation Schedule  Video Analysis

Stroke Repertoire Observation Schedule

To collect initial data on my performance in badminton a stroke repertoire observation schedule was used. This schedule listed the various shots of badminton. Whilst playing two sets against an opponent of equal ability an observer marked down each time I played one of these shots on a sliding scale from effective to ineffective.

Why Appropriate?

 The written format provides a permanent record that allows for comparisons at a later date.  Identifies strengths and weaknesses in game play (variety and range of shots used).

 Good source of positive feedback.

 Gives a good indication of stage of learning.

 The duration and challenge of the match allowed for enough reliable information to be collected.

 The opponent of equal ability ensured that a full range of shots are used in a pressurised situation (highlights consistency).

 Objective feedback - non bias.

 Converted to statistics which are hard to argue with.

VIDEO ANALYSIS The video analysis was completed at the same time as the stroke repertoire observation schedule (2 sets). Any information missed by the observer in this fast paced game could be picked up by the video, increasing the reliability further. Why Appropriate?

 Footage can be slowed down or paused to observe sub routines in more detail to highlight strengths and faults in performance.  Reinforcement of stroke repertoire observation schedule (acts as a back- up).  Permanent record which can be compared at a later date.  Visual feedback (paints a picture of stage of learning)

Focused data collection

Technique Analysis Observation Schedule

Having identified my weakness, the next stage was to obtain more focused data on this shot. Before looking at my own performance, I observed a model performer execute the OHC as many times as necessary to gain the set criteria (P.A.R). This painted a picture of how the skill should be performed. (Mechanics and flightpath) Having written criteria in the form of a technique analysis observation schedule my shot was observed. An observer sat at the side of the court and observed me in a feeder practice whilst a partner racket fed to the back of the court as many shuttles as necessary. The observer put a tick or cross next to each criteria for the identified shot as I moved from base to the back of the court and recovered quickly back to base after striking the shuttle.

Why appropriate?

 Model performer paints a picture of how the shot should look.  Permanent record due to written format for comparison at a later date.  Comparison to a model performer allowed identification of strengths and weaknesses in subroutines.  Through observing the model it motivates you to strive to reach the same standard.  Objective feedback - non bias.  Allows training priorities to be made specific to flaws.

Court Diagram Observation Schedule

To gain a more holistic view of my OHC a court diagram observation schedule was also completed whilst I played against an opponent of equal ability for 1 set. This recorded the outcome of my OHC shot. An observer marked where my shot landed or would have landed on the court diagram.

Why appropriate?

 Observation feedback – non bias.  Tells you the flight path and outcome of a shot which is not highlighted in a technique analysis observation schedule.  Reinforces TAOS findings.  Converted to statistics which are hard to argue with.  Written evidence which can be used as a comparison at a later date.  Competitive game places the specific shot under pressure when against equal opposition. What information about your initial performance were you able to derive?

“ The data that I collected outlined specific strengths and weaknesses in my performance. From my stroke repertoire observation schedule I was able to identify that I had two main strengths in the game of badminton."

One of these strengths was established as being my net shot with 83% successfully placed. This is because I am quick and agile on my feet enabling me to get to the front of the court quickly, contacting the shuttle at the top of the net. Good hip flexibility gave me excellent reach in my lunge to the net. This allowed me to play my net shot tight and close to the net, adjusting the angle of my racket at the last minute in order to play wide to the side of the court. After looking back at the video analysis, this showed that my opponents were taken by surprise as a result of my change of racket angle and so were put under great pressure to adjust their body position. As my shots were tight it forced my opponent to lift the shuttle which I could then smash. The exposed area at the back of the court could also be attacked.

My second strength was my smash with 90% effective. This was so efficient because when I hit the shuttle I had lots of power and downwards angle. I have three types of smash which I mix up in my game. I often smash the shuttle into my opponents body, or slice it at the last moment making it change direction and pace, or I place the smash down the lines or into space. This is a very tricky shot for any opponent to return. By smashing into the body and my opponent had no time to react. When I choose to play my slice smash it fools my opponent and catches him off guard, wrong footing him. When I placed my smash (Sidelines) it was accurate enough to force my opponent to lift the shuttle rather than block due to lack of preparation time letting me punish poor returns and exploit space on the court.

However, the schedule did however highlight a major weakness in execution. From the back rear of the court I showed 0% effectiveness in performing the overhead clear. I lacked confidence and awareness of the appropriate technique to execute this complex skill. When the shot was directed to this corner and played it lacked power and direction. This shot landed mid court, a perfect position for my opposition to attack and smash. Often instead of playing this shot I often played a cross court drop shot which was predictable and anticipated early by my opposition. I also tried to play a round the head clear. This was only successful when I had the time needed to get round the shuttle. My opponent frequently sent me to this corner to exploit my weakness.

OVERHEAD CLEAR – EFFECT ON OVERALL PERFORMANCE

Tactically it is used to push your opponent out of position to the back of the court – this will give you more time to return to a more central base position of readiness for your opponents return. In addition to this your opponent will be less effective from a baseline position. It is unlikely he will be able to play winning smash from such a deep position. He would have to play a return overhead clear and use it as a building shot i.e. he would keep me pinned to my baseline and wait until I made a mistake allowing him to take advantage and play a winning shot. If I was unable to reach my opponents rear court with my overhead clear I wouldn’t have time to recover and prepare for my next shot because I couldn’t reach my central base position in time. I was therefore under constant pressure because I was out of position and as the game continued fatigue caught up with me and began to affect me overall skill level because my cardiovascular, and local muscular endurance were severely tested. Since my attempted clears were only reaching my opponent’s mid court (because of my lack of power) he smashed them resulting in a winning shot or a weak return by me and then a winning shot from my opponents. Because I realised it was futile to play overhead clears it greatly reduced me options and effectiveness as well as my confidence. My opponent soon realised what my weaknesses was and continually played high clears deep into my court. Using these tactics he eventually won the match. Discuss in detail, a weakness in your performance. (Focused data collection discussion essential)

“The main weakness in my performance is my overhead clear, which is a pivotal shot within the game. A technique analysis observation schedule carried out on this shot highlighted that my movement in preparation was poor. I was running backwards (small steps) to get to the back of the court rather than getting side on and side stepping quickly. This means it takes me longer than it should to get to the back of the court behind the shuttle, something which was rarely happening. Lack of preparation time also gave me less time to think about the shot and get balanced.

Also, because I am not side on, my weight is not fully on my back foot which makes weight transfer almost impossible. The lack of weight transfer in the action stage nullifies my fast and powerful arm as there is no forward momentum to generate the power needed to propel the shuttle to the rear of the court. Not being side on also meant that my shoulder was closed reducing the range of movement and length of my throwing action, another contributing factor. These technical errors resulted in the shuttle dropping mid court in the perfect position for my opponent to smash.

On top of this, I am out of position at the back of the court as the lack of weight transfer means that I have no forward momentum to take me back to base in recovery. This leaves a huge space at the front of the court for my opposition to exploit. The fact that I could not clear meant that my play from the rear was very predictable as I was constantly performing drop shots, avoiding my weakness. This meant the opposition was ready early and moving in quickly to kill my drop shot at the front of the court." Key Concept 3

The development of skill and the refinement of technique. Key Feature 1

Skills and/or techniques are learned in different stages. This will include understanding of the following stages.

 Cognitive

 Practice

 Automatic

When developing skills and/or techniques carry out at least two methods of practice listed below applying the principles of effective practice. Methods of practice:

 Solo/shadow/partner/group  Opposed/unopposed  Gradual build up  Drills/repetition practices  Masses/distributed  Conditioned games/small sided games/coached/modified games Principles of effective practice:

 Setting clear objectives  Identification of strengths and weaknesses  Awareness of model performer  Achievable progressive stages  Effect of boredom and fatigue  Intensity of practice  Work to rest ratio

Do I know Grasp

Yes/No

Stages of Learning

Methods of practice and why appropriate

Principles of effective practice and why considered when planning and implementing a programme.

STAGES OF LEARNING

When learning a new skill in your course you will go through three main stages:

1. Preparation stage (Cognitive stage) 2. Practice stage (Associative stage) 3. Automatic stage (Autonomous stage)

1. Preparation stage

The performer is gathering information on what to do and how to do it. Most of the information is gathered through visual demonstrations and verbal instruction. During this stage the performer will have many faults and the action will appear crude and lack control and refinement.

During this stage it is vital:  To visualise the skill through demonstrations by a model performance or viewing video footage to build up a mental picture of the skill.  Break the skill down into a series of subroutines; using practices which involve only part of the skill or technique which make the skill or technique easier to learn.

This can be done by:

 Shadowing parts of the movement over and over.  Using the gradual build up method of practice where you master each practice before moving on to the next one. Increasing the difficulty of each practice by a small amount provides a challenge which is achievable.  Slowing the skill down by controlling the speed and depth of the shuttle from the feed feeder practices.  Practice is isolated and not continuous making open learning skills more internally paced (closed) in nature to improve learning.

External and Internal Feedback are critical at this stage to correct faults before they become learned. Feedback has to be very accurate and precise to improve its effectiveness. Providing feedback immediately will enable an individual to act on it instantly. Positive feedback also provides encouragement.

Practice sessions will be short in duration to avoid boredom but long enough for meaningful progress. 1. Practice Stage

At this stage you are putting the movements together. This practice will allow you to become familiar with the sequence and timing of the various parts (sub-routines) involved. This is where you detect and correct small faults, then repeat the corrected movement over and over again (repetition). You still have to think about the execution of the skill but some parts will be automatic (the skill is starting to become grooved in your muscle memory). You can execute the skill in more demanding performance situations and practices, but the skill can still break down under moderate pressure.

Repeated practice so that you become more consistent in performing the skill or technique successfully.

1. Using 'gradual build-up' and 'whole-part-whole' we can incorporate other practice methods into our practice design to ensure progression and gradual pressure. 2. Feedback is still very vital at this stage to reinforce various subroutines when perfecting the movement.

The amount of practice and length of practice will depend on:

* How complex the skill is (backhand overhead clear). * The level of your desire to do well (motivation). * Past experience.

3. Automatic Stage

At the automatic stage most key subroutines have become automatic in the performance. As a result little attention is paid to them you simply select the skill and perform it. Due to your higher skill level errors are less likely, the performance is consistently good and you can devote more attention to more detailed aspects of your performance such as tactical considerations.

Example: I can now concentrate more on the court position of my opponent and placement of the shuttle.

Put the skill/technique you have learned into a full game situation - your practice closely reflects the demands of full performance.

Pressure training - To improve speed and efficiency of movement by making the practice of open skills realistic. The inclusion of interval levels will ensure progression can be built into practice. Conditioned games - Normal rules can be changed so that a skill which needs to be practiced happens more often. e.g. The use of the smash is banned to encourage the use of the overhead clear.

Even when at the automatic stage you may need to go back to the practice stage and even the cognitive stage: To correct minor faults and to develop more advanced techniques e.g. a jump smash. 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) Activity:

Badminton

In each of the three stages of learning, cognitive, practice and automatic a performer exhibits certain features in performance which identifies their level of ability clearly.

At the cognitive stage of learning a performer has very little experience of an activity and is trying to understand what is necessary to perform a skill effectively. A great deal of cognitive thought goes info carrying out every movement pattern or skill which they are unfamiliar with. A badminton player at this stage will have a limited stroke repertoire and will lack accuracy and control in each action. Movement round the court looks frequently uncoordinated and energy consuming with many errors taking place due to lack of control and timing, (missing the shuttle or being off balance). A novice badminton player at this stage of learning would be expected to have slower reactions. They have a great deal of information to process, which is new to them. Therefore, decisions they make during practice or game situations take longer to judge and evaluate. Although they see that a drop shot is going to be played there brain is slightly slower in sending messages to the different body parts to initiate movement. Motor responses will improve through rehearsal of skills in relatively closed settings but too much feedback will result in skill deterioration very quickly at this stage. A beginner has learned to serve the shuttle over the net when focusing on set points of technique. However, if they are then asked to also consider their court position after serving, confusion end errors result because their information processing system cannot digest all this information. When playing an overhead clear a cognitive performer's focus will be to get the clear as far to the back of the court as they can. They will be completely unaware that all their clears go to the same areas of the court every time.

At the practices stage a learner can now execute a range of skills but these still require a great deal of refinement. In a feeder drill a player may be able to hit a target 5 out of 10 times. The priority at this stage is to improve consistency and accuracy in shots. Shots in game situation are still somewhat unreliable. Clear improvements in anticipation and reaction are evident as the information processing system improves. A badminton player of this level will be able to cover the court with least physical effort and more rhythm and control. In unfamiliar practice situations success is achieved however, in unfamiliar contexts errors creep into play. The player is still unable to make full use of their range of shots from different areas of the court when under pressure, with decisions sometimes delayed.

Less conscious thought is required to execute the subroutines of a skill. Instead, the focus practices is to improve the direction and accuracy of the shuttle in progressively more challenging contexts. Many repetitive practices are used at this stage of learning to consolidate the skills to make them automatic.

A badminton player of this level is now able to make efficient judgements about their own performance but external feedback is vital in detecting and correcting errors. As an automatic performer skills are so well learnt that they require no thought. An efficient badminton player when returning a shot from the back of the court knows that he/she can execute a range of skills from this point. This gives them more time to consider other points of performance such as their opponents likely response or the pace and direction of the shot. An automatic badminton player requires no feedback in the execution of a skill as they can feel when shots are efficient themselves. This player moves effortlessly round the court and can perform all skills quickly and efficiently. They are very perceptive and can respond to a problem an opponent delivers instantaneously. (See efficient badminton player information sheet for further details of an efficient player).

Select a skill or technique from badminton. Give detailed analysis of the features of your performance that clearly mark out your current stage of learning. (4) Skill: Drop Shot

Response

My skill level of a drop shot is still mainly at the practice stage of skill development. When not under any greater pressure and when I have plenty of time to get prepared the sub routines of this skill are fairly effective and fluent. I contact the shuttle at the correct time and can direct the shuttle to both corners of the front court. However, when under pressure my preparation to the shuttle can be poor; I get there too late and I lack deceptive subtlety and any surprise element so my opponent often spots the shot early, I have to concentrate on points of technique and can feel myself exaggerating the arm action making it quite obvious. In pressure situations, my drop shot is somewhat inconsistent. Sometimes it drops tight to the net and other times is too high and loose from the net. My opponent then has more attacking options, more time to make decisions and requires less movement to reach the shuttle. At contact, I sometimes feel my touch is too heavy, which must be refined to improve performance of this shot. From the back of the court, my stroke repertoire observation schedule highlighted that I prefer to clear and smash from back court. This further reinforces my lack of confidence in executing this shot in pressure situations and reaffirms my stage of learning of this skill. More time must be spent in repetitive situations with increasing pressure to develop consistency and efficiency of this specific shot.

Key Feature 2

The influential factors in the development of performance, for example, motivation, concentration and feedback. Can you tell me Grasp

Yes/No

Can you tell me the importance of at least two factors and the impact they had on your programme and performance?

FEEDBACK

Feedback is information you receive about your performance during or after the activity and can be considered as the single most important factor in learning. Without feedback learning cannot take place. This information allows the performer to determine the success of their selected actions. Key points about feedback include:

 There are two broad types of feedback: internal or external. Internal is what you ‘feel’ about your own performance. External feedback is information that you receive about your performance from various sources, for example, visual, verbal or written.

 In the early stages of learning external feedback is important as the learner will have a limited understanding of the skill and does not have a clear mental image of the skill. However, internal feedback is also important, as the beginner needs to develop a feel for the skill. An expert performer may be able to rely more on internal feedback to decide if the skill ‘feels right or not’ though they will also extensively use external forms of feedback as well.

 External feedback could be visual, for example, a video of your performance. There are several advantages to this form of feedback. It is permanent, retrievable and can be replayed many times using slow motion feature. It allows you to see your whole performance, helping you to identify your strengths and weaknesses. It allows you at a later date to record your data in a more accessible format (e.g on an observation schedule).

 Another form of external feedback is a writer observation about your performance. Your performance is judged against written criteria, which allows you to evaluate your strengths and weaknesses.

 For feedback to be of value the performer must be aware of the model performance. This can be established through demonstration, description etc. By comparing your performance to that of a model performer, it highlights areas that you must work on to bring about improvement.

 Positive feedback is best, in most cases this is verbal feedback and should be given immediately after you have performed. Verbal feedback needs to be positive; it should tell you what you are doing well, and offer suggestions for improvement. For example, just after you have finished a practice your teacher gives you positive advice on your smash.

 Feedback should be specific, and deal with one aspect at a time. This allows the performer to really focus on one problem at a time. The feedback should be accurate, and the person offering the advice should know what good performance is and should know the steps to be taken to bring about improvement in performance. Therefore we see that appropriate use of feedback has a positive effect on learning in three ways:

1. It motivates the performer; encouragement from friends or the teacher or feeling/seeing your performances improve acts as a form of reward and are an incentive to continue.

2. It changes the performance the learner receives information about the success of their performance and can compare this to an ideal or model performance that they have established and are able to detect and correct errors.

1. It reinforces performance by receiving information on what is done well and was successful, the performer retains this and it strengthens the link to their motor skill memory (see the information processing model P20) and it is retained for future performance thus enhancing the learning.

There are many forms of feedback and different forms seem to be appropriate at different stages of learning. Individuals seem to respond better to different types of feedback. One type of feedback may be more appropriate for a particular sport or activity as opposed to another.

FEEDBACK SUMMARY

Intrinsic as a natural consequence of performance. Supplementary provided by teacher/coach/video. Internal comes from proprioception. External comes from sources outside the body. Concurrent occurs during performance. Terminal occurs after performance. Immediate immediately following the performance. Delayed at varying periods after performance. Knowledge of performance information about the movements of the action. Knowledge of results information about the outcome of the action. MOTIVAON

Motivation is a valuable quality, which gives the player the determination, encouragement and will to succeed and perform to a high standard. It takes account of the individual's personality characteristics and the situation they find themselves in e.g. performing in front of a crowd or overcoming stress when taking a penalty at a crucial stage in the game.

Highly Motivated Players

They look far challenges. They want to do well. They persist for longer in wining. They value feedback from others. They enjoy performing and being evaluated. They are not afraid of failure. They link their performance to internal factors failure brings. They view success as a result of effort and view failure. They associate failure as a result of lack of concentration. Less Motivated Players

They avoid challenging tasks. They are pre-occupied with failure. They give up easily. They seldom ask for feedback from others. They dislike situations where others can evaluate them (shame). They perform worse when they are being watched. They associate performance to external factors. They view success as luck e.g. ball being deflected. They view failure as other peoples fault.

1. Reward motivates behaviour

The behaviour shown by the highly motivated player is likely to be repeated over and over again and maintained through training, practice and performance if it is constantly rewarded. Reward motivates behaviour. Rewards can come from outside such as praise from your coach, cups, medals and applause from the crowd. This is called extrinsic motivation. In contrast, rewards can come from inside the person themselves such as the satisfaction gained from playing a winning smash. This is called intrinsic motivation. The two types of motivation work in different ways and have different effects on the player’s attitude and success level. Intrinsic Motivation

This is the most important type of motivation that comes from within the player. It is most likely to motivate by internal rewards such as laying off a pass for a team mate to score a goal. These rewards arise spontaneously from within fulfilling a need; others do not give them.

Extrinsic Motivation

Extrinsic rewards such as trophies, medals and praise can act as motivators but they must be carefully used and should be:

 Appropriate to the individual -some individuals get embarrassed when praised.  Given as a result of particular behaviours e.g. to provide feedback about where to place the ball.

Given as soon as possible after the behaviour occurs - so that the association between the behaviour and the reinforcement is meaningful applied intermittently and gradually phased out - so that the behaviour continues without extrinsic rewards. When learning skills, motivation is a crucial factor. If the performer is not motivated they will not want to learn and no learning will take place. However a highly motivated performer may push them to practice over and over again even when the practice is relatively boring or difficult or they are achieving little success.

When a beginner is learning a skill they may lack motivation because of a lack of success so it is important that the practice is pitched at a level that will allow them to gain some success. Success and a sense of achievement will increase the performer's motivation and determination to keep practicing. The reverse is also true for more able performers who quickly switch off and become de-motivated if the practice is too easy. One method that can help to motivate is through goal setting.

GOAL SETTING

It is important to set goals within your practices as they can greatly enhance a programme and give you targets to aim for and help to motivate you. Training goals can give you little steps on your way to your ultimate goal. Goals can be broken down into long term, medium term and short term. For example a badminton player may want to win the School Championships and set this out as their long term goal. In order to achieve this they may have several medium term goals such as to improve their smash. To help achieve the medium term goals they would have several short term goals such as to complete 10 x 2 minute smash and movement drills, improve smash target test score every week.

In order for goal setting to enhance training, the goals set should be S.M.A.R.T

Specific to the performer

Measurable so improvement can be monitored

Attainable to keep the performer motivated

Realistic

Timed they should be completed within a certain time scale. As the performer successfully achieves each goal their motivation stays high and the smash improves.

Setting goals will help optimise the player’s potential and maximise gains from practice. Each individual will require different goals, which must be realistic, attainable and should be specific to meet their personal needs. Goal setting will help identify development needs, priorities training requirements and provide a benchmark to monitor progress.

Prior to embarking on any individual programme it is essential to establish a realistic starting point. Many factors will influence this such as:

 Time available to reach target  Previous experience  Ability to monitor progress

The benefits of goal setting:

 Increase in motivation and determination providing goals which are realistic and attainable.  Reinforces desire to keep working.  Provides a performance focus.  Provides valuable feedback.

An example of a realistic short-term goal could be to reduce the amount of unforced errors you make during your next practice session.

An example of a realistic long-term goal could be to 'reach the top of the singles performance ladder by the end of the badminton unit. ' CONCENTRATION

Concentration is the ability to focus and pay particular attention to the task in hand. Concentration has two dimensions: the broad/narrow dimension gives a width of focus; the external/internal dimension gives a direction to the focus.

Broad/narrow dimension

Broad attention focus enables the performer to be aware of everything around and see several things at the one time. Narrow concentration focuses only one or two cues at a time.

External/internal dimension

External concentration directs the focus outwards. This can be in the act of assessing the situation around you, but not concentrating on anyone part e.g. taking in playing environment. It can also be in the act of performing a skill automatically focusing on what your opponent is doing, as you are about to serve. Internal concentration focuses on thoughts and feelings, allowing you to analyse experiences from the past and prepare to anticipate for the future.

When learning a skill you must focus or concentrate on the specific weakness identified. For example when developing a smash if faulty footwork has been identified as the weakness you must ensure that you concentrate on this aspect of the technique as you work through the various practices. If you have numerous faults you should only concentrate on one or possibly two aspects at the same time. Therefore your range of concentration is narrow though it could be internal or external depending on the practice being used. As you develop your level of competence within the skill you can start to shift your concentration from specific subroutines to the overall performance of the skill and then to external factors such as your opponent Maintains Focus Prevents Overload Provides Purpose AROUSAL

The most influential psychological factor in sports performance?

Imagine the feelings that Kevin Pietersen must have has as he waited in the dressing room to come out as the fifth batsman for the second innings in the final test of the Ashes at the Oval last summer. He probably would have some nerves, but his main feelings would have been a burning desire to play well, an inability to stand still, feelings of excitement, desperation for his innings to start – all of these are symptoms of an increase in arousal.

Arousal is defined as being an energised mental state, being ready to perform. In more simplistic terms, high arousal can be thought of, as being psyched up for an event and low arousal is when a person experiences an inability to ‘get up’ for an occasion.

Effects of Over and Under Arousal

Arousal is the key factor in determining success in sport. Getting to, and then keeping, the right level of arousal is hard to achieve and is often the downfall of sports people. This is because both too little and (under arousal) and too much (over arousal) can have catastrophic effects on performance. If a performer has not achieved a high enough level of arousal, he or she may suffer from adverse psychological effects such as lapses in concentration, a lack of motivation and poor selective attention. Imagine a team that is winning by a large margin. As there is little left to prove, the player’s arousal levels may decrease and when this happens mistakes tend to occur.

However, is it the effect of over-arousal that causes the most problems in sport performace. When a performer goes beyond their optimum level of arousal – the level of arousal most suited for the best performance – mental and physical problems occur. Think of a Maurice Green as he paces up and down the track just before the start of a race. He is displaying many symptoms of high arousal, and in many cases of sprinters or similar ilk, they try to psych themselves up as much as possible. For sprinting, these symptoms –increase in breathing and heart rate, sweating, shaking and some muscle tension – don’t cause a problem, but transfer these symptoms to a rifle shooter and you can see the problems that they will cause to performance.

Mentally, high arousal can cause attention narrowing. This is where a performer misses the important stimuli, such as a striker lining up a shot who misses a call from a teammate who is in a better goal scoring position. Another effect of over arousal is attentional wasting. This is where a performer’s attention is focussed on the irrelevant stimuli, rather than the relevant ones – for example, listening to the chants from the crowd, rather than focussing on teammates, the opposition and the ball. Other physiological effects of over arousal can include anxiety (nervousness), aggression, poor judgement, and poor decision-making. Arousal can negatively affect many more other psychological factors and in this way it is significant in a performers ability to be successful in a sporting performance.

TYPES AND METHODS OF PRACTICE MASS DISTRIBUTED  Practice continuously without break or  Short, sharp practice periods. variation (45mins on one practice/skill).  Rest periods included for variety (rally  Most suitable for automatic highly skilled play to break from intense focus). performers where motivation and  Most suitable for beginners or practice concentration can be maintained. stage performers.  Motivation levels sustained.  Focus maintained.

Methods of Practice

When learning or developing a skill or technique it is vital that effective progression and repetition are applied to all types of practices. The type of practice chosen will depend on the skill being learned and the stage of learning the performer is at and their previous experience. When in the early stages of learning, we try to make open skills as closed as we can to make learning easier, for example, shadowing and feeder practices, as skill levels improve the practices will be more open and game like.

Shadow - Cognitive Stage

 Movement patterns can be worked on in isolation.  You get a feel for the action without hitting the shuttle.  No external factors or hitting their success possible every time.  Immediate feedback on the action possible in closed situation.

Repetition/Feeder -Cognitive/practice stage (can be adapted and pressure increased).

 East to spot faulty technique.  Repetition many times eliminates faults and encourages muscle memory.  Groove the action through constant practice.  Develop a feel for the action.  Various methods of feedback can be used in controlled conditions.  Few external pressures to focus on sub routines.  Introduction of other skills can be gradually introduced to make more game-like. Pressure Drills - Practice/automatic stage

 More than one skill can be practices which introduces game pressures/shot linkage.  More fluent practice introducing more complex movement patterns.  Develops consistency, accuracy and timing.  Drills introduce other elements of the game, fitness, tactics and mental pressure.  Info processing system development in unpredictable situations.  Place a developing skill into a situation with many external pressures.

Sequence Drills - Automatic stage

 Encourages players to link skills together and show fluency in ever changing movement pattern.  Lots of problem solving and quick decision making situations to use the correct shots at the correct time.  Place a developing skill into a situation with many external pressures and competition.  Motivational practice for the experienced player.

Conditioned/Modifies games - Practice/automatic stage

 Encourage accuracy in attack when apply all skills.  Makes you repeat the skill in realistic mode (pressure, game situation, decision making situation).  Increases confidence in open context.  Playing in actual game but setting conditions designed to bring about improvements in technical action. PRINCIPLES OF EFFECTIVE PRACTICE EXAMPLE PLAN OF ACTION

SKILL: OVERHEAD CLEAR

DURATION OF PROGRAMME – 6 WEEKS

SESSIONS PER WEEK: 3

3 sets of each drill

INITIAL STAGE OF LEARNING: LOWER PRACTICE STAGE

PROGRAMME: PROGRESSIVE Having identified a fault(s), I then devised a Plan of Action to remedy the fault(s). This Plan of Action was sufficiently detailed to bring about a real improvement in my performance.

Shot Identified - Overhead Clear

Reason: Too many opportunities to win, rallies were lost because I lacked distance in my clears. I rarely managed to play the shuttle behind my opponent to the backcourt. As a result, my opponent required minimal movement away from the base to return these shots. He/she frequently smash returned my weak overhead clears which meant I was always playing defensively. My major fault is not getting back in time to play the shuttle and also lack of weight transfer at impact.

Plan of Action Gradual Build Up Improvement Programme

1. Shadow Practice - I mimed the shot - I went through the motions of the shot without actually hitting the shuttle. This meant I could get the feel for the action - I felt comfortable with it. Practicing in isolation meant I could get fluency and timing in my action and movement. I did not have the external pressure of trying to hit the shuttle. Movement started from base and always returned to this point. I worked for 30 seconds and repeated this another two times.

2. Hand Feeding Practice (hit from stationery) - I got a class mate to stand to the side of me mid court and throw high feeds just in front of my body so that I was stepping into the overhead clear, transferring my weight forwards as I contacted the shuttle. I concentrated on keeping my arm straight at contact. The hand feed drill was slow and accurate giving me plenty of time to grove (feel) the action and improve my timing. With this drill it was easy to spot the faulty technique. Another classmate observed me executing the drill to ensure I was doing it correctly. I completed the practice 20 times and included a target area on the court (back tramlines) which I aimed to reach with each shot.

3 Racket Feed Practice (hit from three points at the back of the court) – I repeated the previous drill from a rear court position because I now wanted to put power into my shot and this is where I would have to play most of my overhead clears from in a game situation. I continued to focus on keeping my arm straight and transferring my weight when striking the shuttle. I did this 20 times and my classmate continued to observe me to give me feedback. A racket feed is more realistic because of the pace of the shuttle. It may not be quite as accurate and small adjustments may be necessary. A target again was included in this practice to motivate me and give visual feedback.

4. Repetition drill (racket feed with pressure) introduce travel phases - In the next practice, I introduced the travel phase. I stood in a central position and got the feeder to play shots to the rear court. This meant I now had to consider my footwork to back of the court to get into position in plenty of time to play an overhead clear and then return to my base position after contacting the shuttle (react quicker). This put me under slightly more pressure and made the practice more game like. Timing and fluency were more important at this stage. I continued to focus on eliminating faults in technique through repetition until my body learns to produce the movement automatically. I did this practice 20 times.

5. Straight and Cross Court Clears (accuracy) - 1 or 2 feeders played feeds to the back of the court. I had to alternately perform straight and crosscourt clears. This practice introduced direction and accuracy of my overhead clears, forcing me to complete the action and follow through, improving the effectiveness and consistency of my shots. I had to return to base after every shot and completed this drill 20 times.

6. Rally Play - My partner and I continuously played clears in a rally for as long as we could, playing our shots to the back tramlines to try and gain consistency in our stroke play. Again an observer watched our performance and identified any faults occurring in this practice. I continued to consider my faults in technique. To make the practice challenging we initially set a target of 30 for our rally. Both my partner and I had similar strength in our clears so to push us further we tried to force each other off back court.

7. Pressure Drill – Once we had gained a fair degree of consistency, we tried to use the stroke in Pressure Drills. Drills reflect a game situation and introduce elements of fitness, pressure and tactics. More attention to rhythm, timing and flow are necessary. To put my clear under pressure I had two feeders alternately playing clears to the backcourt. I was unaware of where these shots would be played and the time between feeds was reduced to make me move more quickly into position and put me under pressure. Fatigue started to play a part in this practice but I had to concentrate on keeping the consistency in my clears even though I was getting tired. I worked for 1 minute.

8. Combination Drill (sequence practice) - Makes you repeat skills in a realistic mode pressure situation. Here, more than 1 skill is practiced. However, it still allows you to focus on specific aspects without unnecessary distraction. The combination drill I performed was high serve, overhead clear, drop shot, net shot then lift. Here I was forced to link shots together. The aim of this practice was for me to be able to perform the clear automatically within the setting. Then I could concentrate on movement to the next shots, direction of clear etc. We tried to keep this sequence going for as long as we could.

9. Conditioned Game - Again this reinforced a realistic game setting. However it forced me to utilise my weak shot and practice moving to and from the shot. In this situation tactics, decision making and opposition have to be considered. Through playing the high clear confidence was increased. All movements and decisions must be made at game pace. The conditioned games which I played were, conditioning the shots and playing with zones (only set areas of the court were in play). Game was played to 7. Again an observer assessed my performance giving me feedback when necessary. To adapt practices and make them more challenging you could:

 Introduce target areas on the court to improve concentration and focus. This allows you to monitor success.

 Increase short term goals for practices.

 Increase the speed or depth of feeds. Practices become more realistic.

 Introduce additional skills.

 Vary the flight of feeds to force more movement.

 Worker has to return to a more advanced central position after each shot. (example Touch service line).

 Increase duration to bring in fitness.

 Have forfeits if you do not reach your goal.

 Restrict shots to develop technique with a specific shot within the game.

 Move from half court to full court games.

 Put a time limit on winning a rally. MONITORING AND EVALUATING

When you undertake a practice programme it is important to monitor the effectiveness of your programme. This fulfils a number of important tasks. Firstly it provides a record of the progress you are making or not. This then means that your programme can be adjusted appropriately to ensure progression. Actually seeing that your skill level is improving has a motivational effect. You feel a sense of achievement and a realisation that all your hard work is paying off. This would indicate if you were achieving your short-term training goals on the way to achieving your longer-term goals.

The best way to monitor your progress is through regular feedback. You should collect data before you begin your programme then you can compare subsequent data to see if your skill levels have increased. You can receive feedback from your teacher or coach highlighting your progress and you have your own internal feedback coupled with knowledge of performance and knowledge of results. Another common method of recording progress is through a diary. The performer will record each session including practices etc. They will also note important personal factors as required such as how they felt and if there were any important reasons why training had to be adjusted such as injury or illness. They can then review the diary and adjust their training accordingly. It is also important to gather information on the influence of your programme on your overall performance because ultimately that is why we are training to improve our performance in our chosen activity not to improve our skills in isolation. In order to do this we would employ the same methods of data gathering as we had used to gather our initial data. Therefore if we use our badminton example we would use video and observation schedules. We could then compare this to the original data and see the influence that our training has had on our overall badminton performance.

Observation schedules Match analysis Video Questionnaires reflecting either a sheet mechanical or movement analysis or a consideration of quality Standardised Tests Scatter Photographs/ Structured diagram sequence interviews photos Preparation/action/ Score cards Dictaphone/ Knowledge of recovery – focused voice recorder results analysis Tests you have devised Personal Training reviews diaries

The above table shows methods of reviewing and monitoring your performance improvement programme. These would be used approximately 4 weeks and after the completion of your programme to see whether any improvements have been made. The benefits of monitoring and reviewing are outlined below:

 To make sure that the content/training methods within your programme is suitable.

 To make sure that the programme is demanding enough.

 To continue to identify strengths and weakness of your whole performance.

 To allow you to make adaptations/modifications to your performance, so that you can refine your practices to your precise needs and keep practices challenging.

 To allow you to make comparisons in your most recent and final performances against your initial one, to see whether you programme was successful or not.  It can be motivational, especially when you are succeeding, as you want to continue to improve.

 Allows you to see whether you have achieved your training targets/goals.

 Lets you know where further remediation is needed.

 Can set the way forward/next steps in your new training targets/goals. Discuss the effect of your development programme on your specific skill. (4 marks)

“The technical action of my overhead clear was now comparable with the model performance. This made the action more accurate and consistent as I was able to hit the key target areas of the back of the court. In addition, it was high and deep enough to force my opponent to the back giving him few opportunities to smash. Previously this was not the case and many of my shots were punished. By now opening my shoulder and getting side on in preparation I generate a longer throwing action to create the necessary power and forward momentum. In addition, because the action is now automatic I am able to move my opponent around the court pushing them to the back and then placing their return at the front of the court. I was able to use my clear as a tactic to move my opponent from their central position and open up space to attack. Frequently sending the shuttle to the back left comer forced a weak backhand return which I smashed. A by-product of improving my clear was now that my arm action was correct I was able to transfer the same action into other shots. My drop-shot, my drive and my smash all improved as they have the same sub routines with only where the shuttle is contacted being the difference. Overall I have more variety and options from different points on the court and my play is far more effective with increased confidence." EXAMPLE ANSWER

Question 5 Nicola Martin Example Answer

Choose an activity and a complex skill or technique.

(a) Explain the benefits of considering a model/skilled performance when learning or developing this complex skill or technique. (4)

In badminton when learning and developing my overhead clear, I viewed a model performer executing the skill. One of the main benefits of this is that it helps to create a mental picture in my mind of how this complex skill should be performed. (The most effective way to get to the back of the court, when to transfer weight, and how to execute effective technique). I watched the model in two situations, a closed practice situation and in a game. Whilst the model performer carried out the skill as many times as necessary I marked down the P.A.R of how the shot should be performed effectively. This benefited me to see the set criteria that I needed to work to improve my own skill level. Through watching a game I gained further understanding of the purpose of a clear, and where and when it can be used to gain maximum effect. For example, a high loopy clear to the back of the court to give time for a recovery back to base or a fast flat clear to force the opponent to the back and give them less time to react. By watching the model it motivated me to want to reach that automatic standard and therefore gave me the determination and drive to progress in this complex skill. This was a further benefit to me as by viewing the model it allowed me to identify my own strengths and weaknesses in the execution of the shot by comparing my performance to the model. This allowed me to pin point and focus on areas of weakness such as my lack of weight transfer. This also allowed me to set realistic but challenging individual goals and targets to strive for to give me the confidence and determination to improve and reach that high standard of an automatic performer.

(b) Give a detailed description of this complex skill or technique and through comparison to a model/skilled performer discuss the features of your performance which you felt were in need of improvement.

When performing the complex skill of the overhead clear there are many different parts to consider. As it is classified as a complex skill, the skill itself is made up of many stages incorporated in the preparation, action and recovery of the shot. Due to the complex nature there is a lot of information that is required to be processed in order for effective execution. This means that you require to be processed in order for effective execution. This means that you require to have a good information processing system to judge a situation appropriately and quickly to then initiate an action.

In the preparation stage of the clear the performer should be positioned in the middle of the court in the ready position with their racket high in anticipation of the shot. They should have a low centre of gravity, standing with their knees bent with weight on their toes. As soon as the shuttle is contacted by the opponent the performer must use their quick reactions to quickly side step to the back of the court with their non racket arm up for balance and to sight the shuttle.

In the action phase of the overhead clear the performer must take their racket from behind their head and throw their racket forwards and upwards extending their arm fully. As they do this the performer should also transfer from their back foot to front foot to gain the forward momentum behind the shuttle and increase the power in the stroke. In recovery from the shot you should follow through across your body using forward momentum to transfer weight quickly back to base in anticipation for the next shot.

After looking at the model performer carry out all of these aspects I could compare it with my own performance. In preparation of the shot the model performer moved quickly and gracefully to the back of the court in a few steps with their non racket arm up. However, the technique analysis observation schedule showed that I did not raise my non racket arm in preparation for the shot meaning I was frequently off balance at contact with the shuttle which sometimes affected the direction, accuracy and power of my shots. Also I was taking longer to get to the back of the court due to slow inefficient footwork (too many steps) making it difficult to get my weight behind the shuttle. As a result of this, many of my clears were travelling to the middle of the court making it easier for my opponent to return and attack. The model performer alternately directed their clears to the opposite back corners which put opponents under immense pressure. Also, my transfer of weight in the action phase needed improvement. On contact with the shuttle I did not transfer weight from back to front meaning I was not generating as much power in my stroke. My mid court returns were therefore easy to smash. The model by comparison always cleared to the back court exposing space at the front. Lastly, as a result of lack of weight transfer I was often not returning quickly enough to base. This meant that I was exposing space on the court for my opponent to play winning attacks. The model showed me by using forwards momentum to return to base quickly that I would have more time to prepare for the next shot and counter any opposition attacks.

(c) At your current stage of learning describe two methods of practice you used and considered important.

In badminton, my current stage of learning is the upper practice stage. At this stage, my aim is to consolidate my skills by improving my accuracy and consistency in order to get to the automatic stage where I carry out the strokes without conscious though. I identified my main weakness as the overhead clear and so I created a development programme based on these inefficient sub routines.

The first method of practice I used was a repetition drill. In this, my feeder racket fed 20 shuttles to the back comers of the court alternately for me to overhead clear. I had to start at base and move back to play the shuttle and return to base every time. This encouraged me to focus on weight transfer. However, to make it as focused as possible there was plenty of time between feeds to ensure that the drill remained skill related and I got sufficient time to consider points of technique. Removing as many external pressures as possible was the key to refine my technique initially. This closed situation was important as attempting to process too many pieces of information in a more open context leads to failure and a brain overload resulting in errors. The repetition drill was highly successful as I got to repeat the action over and over again whilst gaining vital feedback from the outcome of my shots and verbally from the teacher. Plenty of time was therefore spent grooving the action encouraging muscle memory. We repeated this practice 3 times taking a break between each set. Considering the work to rest ratio ensured that fatigue or boredom did not come into play meaning my skill level remained high.

The second method of practice I used was a pressure drill. This drill was similar to the previous. However, the 20 feeds became random forcing me to constantly adapt my movement patterns to the changing flight path of the shuttle. The time between feeds was also reduced forcing me to react quicker and process and make decision faster, a key element of the game of badminton. To add motivation and ensure the practice did not become stagnant hoops were introduced to each corner of the back court for me to attempt to land my shots. My target was 10 out of 20 under pressure. This gave me determination and motivation during the practice. Again between each set I had a rest and a hit about with my partner. The distributed practice ensured I stayed focused. By using this method of practice it forced me to utilise the clear in a more game like situation. Feedback was received both internally and externally adding to the success of the practice. Firstly I gained internal feedback from my touch of the shuttle and externally I received feedback from knowledge of results. (Had I met the target?)

(d) Discuss how you used your knowledge of the principles of effective practice to ensure the programme of work was effective. (4)

To ensure my programme of work was effective I considered the principles of effective practice before creating my practices. In order to do this I firstly took into consideration the work to rest ratio as it has been shown that people perform best in the first 30 minutes of practice. I therefore ensured I used this time most productively. Short practices were followed by periods of rest. If you work for too long errors start to occur and focus deteriorates. Another principle I considered was that I had to set myself clear objectives of what I wanted to improve before creating my practices. I therefore analysed the results of my data collection to give focus and purpose to my practices. My objective in the overhead clear is that I need to improve movement to and from the shuttle plus improve my transfer of weight. All practices were built around these features to improve performance to the automatic stage. Linked to this is another principle - making your practices relevant to your current stage of learning. For example if you were at the cognitive stage of learning when performing an overhead clear you would not choose a conditioned game as a method of practice. This is far too complex at this stage of learning resulting in lots of errors, demotivation and lack of confidence. The learning environment must suite your needs, hence why I choose repetition and pressure drills. These methods produced the challenge necessary to encourage success and progress. Targets must be realistic both in the long term and short term, (challenging but achievable). For example my short term goal in my pressure drill was initially to get 10 out of 20 shuttle in the hoops at the back of the court with my long term goal to play the clear consistently and accurately when required in a game situation. Target setting acted as a motivator and was a useful tool to assess my progress and adapt my training accordingly. The final Principle of Effective Practice I considered was feedback which can be received both internally and externally and plays a crucial role in the learning and developing of any shot. Feedback was imbedded in all of my practices to gain the information necessary to constantly progress. Immediately after practice my teacher told me points of technique which I should focus. The information processing system is the key to improving performance. We retain what is necessary from the feedback our bodies receive to groove and make skills automatic. Without this no progress can be made.