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Wednesday 8Wednesday 8thth April 2015 April 2015

Why gather data Why monitor

Skills & TechniquesMethods of Data CollectionMethods of practice / programme of workPrinciples of effective practiceModel performer

Structures and StrategiesDescription of SSCProgramme of work to developEvaluating SSC i.e. gathering data

ContentContent

Why Gather Data

Why it’s important to

monitor:

Methods used to monitor:

Why methods used were

appropriate:

Used the information

from monitoring to:

Why important to monitoring Check to see if improvement programme is appropriate

and set at the appropriate level

Able to check current level against previous results to track progress

Track progress against goals

Identify if performance was improving or not

If not need to investigate why, to easy or to difficulty

If performance improving need to increase difficulty to ensure further progression

Able to get internal feedback by how I felt during programme of work and games (if Skills and Techniques, dependent on Stage of Learning)

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Skills and Skills and TechniquesTechniques

BadmintonBadminton

Methods of Data CollectionMethods of Data Collection

General / initial DataName of 1st test: Court Movement

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What strength did you discover:

Name of 2nd test: Stroke Analysis

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What weakness did you discover:

Methods of Data CollectionMethods of Data Collection

Specific / Focussed DataName of Open Test:

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What did data show:

Name of Closed Test:

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What did data show:

Name of test:

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What did data show:

Methods of PracticeMethods of Practice

Gradual Build Up

Shadow Practice

Define Method:Stage of Learning:Description of work:Targets set:Type of Feedback:

Repetition Practice

Define Method:Stage of Learning:Description of work:Targets set:Type of Feedback:

Combination Practice

Define Method:Stage of Learning:Description of work:Targets set:Type of Feedback:

Pressure Drills

Define Method:Stage of Learning:Description of work:Targets set:Type of Feedback:

Conditioned Games

Define Method:Stage of Learning:Description of work:Type of Feedback:

Gradual Build Up

Define Method:Description of work:How did you know to progress:

Principles of EffectivePrinciples of Effective

Principles Principles ofof

TrainingTraining

Principles Principles of of

Effective Effective PracticePractice

They are not the They are not the samesame

Does not equalDoes not equal

Work / Rest RatioWork / Rest RatioWork / Rest RatioWork / Rest Ratio

ProgressionProgressionProgressionProgression

Performance Level

Difficulty of practice

Principles of Effective PracticePrinciples of Effective Practice

Progression: Work Rest:Ratio

Why is progression important: Why is it important to consider work rest:ratio:

To ensure practices are specific to your current level of skill learning and ability they must progress in difficulty as your performance improves.

You can add to the demands of practices by, increasing the number of skills you have to perform, increasing the pressure or increasing the opposition.

To ensure you progress at the appropriate time, practices must have measurable objectives / success criteria.

To avoid boredom it is essential to ensure that you work at a challenging but achievable level at all times. To easy or to difficult and you will quickly become bored/disinterested.

Practices also need to be realistic to the activity. The more game like a practice is the easier it is to transfer into the game

Principles of Effective Practice – Progression

1. To avoid fatigue, boredom and injury practices should be achievable in a short period of time.

2. High quality practice for a short time is better than repetitive low level practice over a long period of time.

3. Ensuring an appropriate work to rest ratio also enables us to receive feedback at an appropriate point. In the cognitive and associative stage regular feedback is important to avoid grooving errors to muscles memory.

Principles of Effective Practice – Work / Rest Ratio

Specific

Define principle:

What did you have to consider:

How did you apply it:

Performance Example:

Measurable

Define principle:

What did you have to consider:

How did you apply it:

Performance Example:

Achievable

Define principle:

What did you have to consider:

How did you apply it:

Performance Example:

Realistic

Define principle:

What did you have to consider:

How did you apply it:

Performance Example:

Timed

Define principle:

What did you have to consider:

How did you apply it:

Performance Example:

Think….Think….

SpecificSpecific To stage of skill learningTo stage of skill learning

MeasureableMeasureable Targets which you can measure to check for Targets which you can measure to check for improvement / improvement / ensure progress at correct time. ensure progress at correct time. Allows you to monitor Allows you to monitor programme to.programme to.

AchievableAchievable Practice must be challenging but achievable to Practice must be challenging but achievable to keep you keep you motivated. Problematic if to motivated. Problematic if to easy/difficulteasy/difficult

RealisticRealisticKeep practice related to demands of whole Keep practice related to demands of whole performance / performance / activity (game like). By doing this activity (game like). By doing this makes it easier to transfer makes it easier to transfer improvements into activity.improvements into activity.

TimeTime Ensure appropriate work to rest ratio to ensure Ensure appropriate work to rest ratio to ensure high level high level of performance, avoid fatigue / injury.of performance, avoid fatigue / injury.

SMARTSMART

Principles of EffectivePrinciples of Effective

Benefits of a Model PerformerBenefits of a Model PerformerHelp when at the Cognitive Stage of Skill Learning:

Why does a model performer encourage you to practice:

How can you use a model performer to better understand your own performance:

Model performers - Improving knowledge and performance

As you attempt to learn a new activity or improve your performance, model performers can help you improve your knowledge and understanding of what it means to perform effectively. The idea is that, by seeing someone else perform to a high standard, you will get a clear picture of what it is you are striving to do.

It may be that a fellow pupil is able to play to a high standard providing you with ideas about how you can improve your performance. Able performers may need to watch a top level performer to get an idea of how to be a more effective player.

Consider

How did you use the video of a model performer to develop you knowledge of the OHC.

Model performers - Performance of complex skills

In badminton, some skills and techniques are difficult to carry out effectively, for example, an overhead or backhand clear and clear. All three are complex skills which contain a number of subroutines which must be performed in a specific order.

Watching a top level performer playing the shot, possibly from a slow-motion video, can assist you in learning how to perform the skill effectively.

For example, watching a model performer helped me to understand what was meant by pronation and supination of the forearm.

Model performers – Increasing your motivation

Observing top level performers can make performance look exciting and motivate you to improve your own performance.

When observing performers of a higher standard you can see a wide range of skills in action, motivating you to work towards developing your performance with the aim of performing at their level.

Model performer – Analyse & understand your own performance

It is not always necessary to observe a model performance to improve your knowledge and understanding of what it means to perform a skill effectively.

You can use a model performer movement analysis observation schedule which breaks a skill down, into its three phases of action (1. Preparation. 2. Action. 3. Recovery), and explains the subroutines that make up the skill.

By breaking the skill down you are able to learn and understand each of the individual subroutines that make up the actual skill.

You can then use the observation schedule to make comparisons between your performance and that of the model performer. Helping you identify your strengths and weaknesses, which helps you understand your performance.

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Structures & Structures & StrategiesStrategies

Wednesday 8Wednesday 8thth April 2015 April 2015

Description of SSCDescription of SSCIntroduction - Chosen SSC

Name SSC:

Aim of SSC:

Players involved:

Speed & Width

Explain why speed is essential:

Explain how width is created:

Explain why width is essential:

How does width ensure variation:

Gaining Possession – Transition from defence to attack

Describe the defensive position of the players:

Explain how the centre gains possession:

Explain and justify the movements of players once centre gains possession:

Description of fastbreak

Describe the movements of all three players in DETAIL:

Explain and justify the movements of the three players in DETAIL:

Explain variation of options:

Explain how point guard selects option:

Centre wins a defensive rebound by blocking out his opponent and catching the ball at the peak. of his jump.

Point Guard moves from his defensive position at the top of the key to the wide channel. He does this so that the centre does not have to pass through the key.

Centre makes outlet pass to point guard, point guard dribbles up middle lane at speed.

Centre overlaps point guard to fill the right lane and forward fills the left lane.

Basic description of SSCBasic description of SSC

All three lanes are filled ensuring speed and width. By attacking with speed can break up court and reach opponents key before they can get back. This ensures that which ever player receives the ball from the point guard has an unopposed lay-up. Filling all three lanes pulls any defenders away from the key and middle lane. Creating space for the point guard to drive up the middle lane at speed. By pulling defenders away from the key it creates space for players to drive into and perform an unopposed

The point guard where ever possible will look to use option 1, which is a pass to the forward. However the option selected will be influenced by the defence. If the defence mark or put pressure on the forward, the PG will use option 2 as the centre will be free. Option 3, pg going alone, would normally be used when both the centre and forward are marked. Option 4 would be used....

Programme of work to develop Programme of work to develop SSCSSC

Introduction:Depending on previous questions

Explain purpose of fastbreak:What are the key principles of attack you need to consider:

Or

Explain weaknesses identified through specific data gathering:

Explain that you used gradual build up to develop SSC/overcome weaknesses

Explain why you used gradual build up:

Finished with conditioned games:

Practice 1

Describe the 2 man fast breakExplain the adaptations you made:What was the success criteria:

Explain that this practice focussed on:Speed – WidthRebound – Speed - Width

Practice 2

Describe the 3 man fast break

Explain the adaptations you made to make the practice increasingly more game like:What was the success criteria:Explain that you added extra options and why (depends on future questions)

Explain that this practice focussed on:Width – SpeedWidth – Speed-Skill ExecutionSkill Execution-Decision making

Practice 3

Describe the continuous fast breakExplain that the continuous fastbreak was the most game like practice without going into a 5v5 game

Explain that this practice focussed on:Transition from defence to attackSpeed-WidthDecision makingSkill execution

Practice 4

Describe conditioned games:Explain the conditions you applied, and why they were appropriate:

Explain that this practice focussed on:Executing the fastbreak effectively in a game like situation

Evaluating SSCEvaluating SSCGeneral Data

Name of 1st observation: Strategy Analysis

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What general strength did you discover:

Why did you want to know strengths?

What general weakness did it suggest:

Specific Data

Name of Specific Observation:

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What specific weaknesses were highlighted:

Name of second specific Observation:

Focus of obs. schedule:

Key word for description:

Key words for why appropriate:

What specific weaknesses were highlighted: