ST PETER THE APOSTLE HIGH SCHOOL

National 5 PE

Factors that Impact on Performance

Skills Badminton – Overhead Clear

Name:_____________________

Class:______________________* Notes are available to view at any time on the PE Dept Website

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N5 Badminton – Factors Impacting on Performance Skill Development / Social factors

Factors Impacting on Performance1.1 Explain methods used to identify factors impacting on performance1.3 Explain two approaches to develop performance 2.1 Identifying strengths and areas for development in performance2.3 Select and apply two approaches to impact positively on a performance3.1 Selecting feedback from others3.3 Evaluating progress based on information gathered

Learning Intentions1 Pupils will develop an understanding of their own abilities and how these can be improved on through various factors – skills, mental and emotional2 Pupils will be able to accept and use feedback from others to evaluate the development process

In this unit you will develop and demonstrate knowledge and understanding through a number of approaches

Independent thinking Cooperating/competing with others Peer learningUse of technologySelect, adapt and apply skills in a practical mannerDeveloping your mental, emotional social and physical wellbeing

Pupils will learn through

Thinking skills - analysing, evaluating, decision making, problem solving, making judgements, reasoning, taking responsibility

Citizenship – working with others, leadership, resilience

Literacy – talking and listening

Health and wellbeing – challenge and enjoyment whilst participating in football.

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Assessment / Evidence Pupil observationWrite/Say – Complete log book. Class/homework tasks

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Contents Page

Outcome 1Demonstrate knowledge of factors that impact on performance in physical activities

Outcome 2Develop personal performance in physical activities

Outcome 3Review the performance development process

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Information Sheets

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Cycle of AnalysisCycle of Analysis

1. We GATHER INFORMATION our performance by assessing our level of fitness and the demands of the performance.

2. We then ANALYSE the results to identify strengths and weaknesses.

3. We then create a programme of work / training programme to DEVELOP our performance.

4. Finally we MONITOR/EVALUATE, which means we find out if we have successfully improved our performance.

GATHERING INFORMATION

ANALYSE

DEVELOP

MONITOR / EVALUATE

1

2

3

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Outcome 1 Factors Impacting On Performance - MEPS

Mental – concentration, control of anxiety, control of aggression

Emotional – confidence, determination, motivation a d resilience

Physical – skills and techniques, physical and skill related fitness and structures

Social - etiquette, leadership, responsibility team work and respect

Concentrate Leadership

Teamwork

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Demonstrate knowledge of factors that impact on performance in physical activities

Factors that can impact on performance

There are many areas that can impact on your performance in activities.

Fitness Factors Skill factors

Physical Level of AbilitySkill-Related Experience of ActivityMental fitness Transfer of Known Skills

Opponents StrengthsDifficulty of Skills

In this Activity, Badminton, we will focus on how the skill factors impact on our performance and how we can develop our skill level to ensure a positive development in our play.

Skill FactorsLevel of Ability

Our initial level of ability will have an Impact on how we learn new skills and adapt to a new activity. Some people can be described as being ‘naturally talented’. This suggests that they already have been born with certain talents and skills that help them learn new skills and develop in an activity quicker than other people.

Experience of Activity

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If you have played an activity before(even just for fun) this can be an advantage when you attempt to learn new skills. Having an understanding of the skills and techniques involved in the activity allows you to develop quicker and make less mistakes in the early stages of your performances.

Transfer of Known Skills

If you play or have played a similar activity then you may be able to transfer the skills you have learned into the new activity. For example netball and Basketball share similar skills in terms of passing, or a Smash in tennis is very similar to a Smash in Badminton.

Opponent’s strengths

If your opponent(s) has a greater level of skill or experience than you they can dictate a game and restrict your performance. This can lead to you becoming de-motivated and frustrated which can have a negative impact on your skill level

Difficulty of the Skills/Techniques

Many activities have a range of difficulty in the skills and techniques involved. This will impact how easy the skills are to learn and master. Simple skills can be learned quicker than complex skills.

Homework Task No. 1 Explain the factors which can impact your skill level in Badminton. Give examples.

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Information Sheet 1: Skills and Techniques

Skill describes the purpose of a movement. (to Pass, to Shoot, to Clear)

Technique is a way of doing a skill. ( Chest Pass, Set Shot, Overhead Clear)

Skills and techniques can vary in difficulty according to the number of sub-routines, your ability and your previous experience.

What makes a skilled performance?

Controlled Movements – Balance, Agility, Coordination, Good Reactions Good Decision Making – Ability to select right option at the right time Knowledge of Ability – Play to strengths and protect weaknesses

Badminton Example

Show fluent and controlled movements: The performer shows good court movement skills: He/she is relaxed and ready; footwork is light and quick to get into the correct position to play selected shot; recovers to central base between shots.

Good Decision Making: The performer shows an ability to select the shot option, which will put pressure on opponents and/or relieve pressure on himself/herself. Show an element of disguise that will wrong foot opponents.

Knowledge of Ability: Performers should know his/her own strengths and weaknesses. For example, a powerful Overhead Clear forces opponents to the back of the court, putting them under pressure and allowing you to dominate a rally

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Information Sheet 2: Classification of skills

Skills can be classified in different ways. Skills have different characteristics which allows you to describe them

Open and Closed Skills

Skills exist on a continuum (a line) between open and closed. Look at the line below:

Closed Open

Badminton Hockey Basketball Football Serve Penalty Lay-up Volley

A closed skill is one where the performer is in control of everything – speed, timing, positioning etc. An example of this might be a Badminton Serve

You are in control of the shuttle You are in control of when you serve The net is always the same height The court is always the same size There is no wind or rain.

With open skills, the performer is not in control of all the factors. For example, when performing an Overhead Clear in Badminton the following factors can vary:

Where you are on the court Where the shuttle has been played to The speed, direction and trajectory of the shuttle Where your opponent is on the court

The main features of open and closed skills are as follows:

Closed Skills Open skillsSame judgments Differing judgementsPerformer controls pacing No control of pacingStable environment Changing environmentSame movement patterns Movement patterns adapted

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Simple and Complex Skills

Skills are also be described as simple or complex.

Simple skills are usually straightforward to learn and require little decision making. For example, a High Serve in Badminton is relatively simple as it involves the repetition of a set of movements with a low level of coordination and decision making.

In badminton an Overhead Clear is a complex skill. The skill is made up of many different parts (subroutines).

Backwards Movement Footwork Body Position Transfer of Weight Timing & Contact with Shuttle Follow Through

Below is an outline of the differences between simple and complex skills.

Simple ComplexFew movements Many MovementsLittle coordination needed Coordination vitalFew judgements made Many judgements madeSimple order of movements e.g. short serve

Complicated order of movements e.g. overhead backhand drop shot

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Information Sheet 3: Methods of Collecting Information

Collecting valid information about your performance is essential so that you can identify your strengths and weaknesses.

You can collect information by using:

Feedback Observation schedules Videos of performances Knowledge of Results

Feedback

Feedback is when you receive information about your performance with a view to improve your performance. Therefore feedback should always be given in positive way and encourage improvement. Performers should also be prepared to use feedback in a constructive way. Negative Feedback leads to de-motivation and little improvement

There are 2 Categories of Feedback

Internal External

Internal Feedback is what you feel as you perform an action.

In badminton, as you perform an Overhead Clear you can immediately feel when you are balanced and in control. You know, without even looking at the shuttle, if the shot is a good one or not.

External Feedback is when you receive information from other sources.

By watching where the shuttle lands; or watching a video of your performance you receive Visual Feedback.

By listening to your teacher’s advice you receive Verbal Feedback.

By analysing Observation Sheets you receive Written Feedback.

By using all sources of Feedback you get a better understanding of your performance and can therefore use the information to help improve your skill level.

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Observation Sheets

Observation sheets measure your performance against a model performance. This allows you to find out the strengths and weaknesses in your performance. There are different types of observation schedules which give you both general and more focused information on your performance.

Description

Initial

Provides General information on your performance including your strengths and weaknesses. It includes all the skills and movements you would likely see from an expert performer

Focussed

Breaks down the Skill/techniques into more manageable parts so that you can pinpoint the exact area of weakness.

Mostly skills are broken into Preparation, Action & Recovery. This is why Focussed Observation Sheets are sometimes referred to as PAR Sheets

How and when should schedules be completed?

Observation Sheets can be completed by a coach or partner who can complete the sheets whilst the performance is taking place. If your performance is recorded then you may complete the Observation Sheets after the performance has taken place. This has an advantage because the observer can pause, rewind and slow down the action in order to get very reliable information

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Video of Performances

A video recording of a performance is very useful for compiling evidence because it allows you to view a performance repeatedly.

It is a permanent record of your ability at that time and can be used later for comparison purposes.

You could use a video recording of your performance to help you complete an observation schedule. Video recording of your own or another’s performance enables you to observe movements more accurately.

Knowledge of Results

Knowledge of results is also very useful as a measurement of performance. Knowing your final score within a game is in itself an indication of success in the activity.

Reliability and Validity

It is essential that the information that you collect from the observation schedules for example is reliable and valid.

Reliability:

If the findings of a test can be repeated, it is said to be reliable. It will be conducted using the same conditions for example in a competitive match situation, with an opponent of a similar ability so that accurate comparisons and conclusions can be made.

Validity: The ability of a test or measurement to produce accurate results that can be relied on. From the results statistical information can be produced. This will provide a permanent record of the strengths and weaknesses on performance.

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General Observation Sheets

General Observation Sheets look at our overall performance in an activity and allow us to highlight both Strengths and Weaknesses in our game. This knowledge allows us to develop our tactical play as we can play to our strengths whilst trying to overcome our weakness.

Skill/Technique/Area of Game Successful Unsuccessful

High Serve

Low Serve

Underarm Clear

Overhead Clear

Backhand Clear

Drop Shot

Forehand Net Shot

Backhand Net Shot

Smash

Effective Footwork

Varied Shots

Main Area of Strength ______________________________Main Area of Weakness ______________________________Performer’s name ______________________________________

Observer’s name ______________________________________

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Skill performed

Total performed

Successful Unsuccessful Percentage successful

Percentage unsuccessful

Main area of strength

Main area of weakness

Examplar Badminton Service Problem– Graphic Organiser

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By completing this organiser it makes you consider the range of possibilities resulting from options

Examplar Badminton – Graphic Organiser

Problem

My flick serves are too high, resulting in opponents regulary smashing shuttle off my serves

OptionConsider the possible solution. You can discuss this with others to create numerous options_______________Change to high serve t to the back of the court

_______________

Focus on keeping flick serve as low as possible. Develop a mental routine prior to serve.

_______________

Serve to opponent’s backhand side

OutcomesConsider the positive and negatives of this option.

How might your opponents react?My opponent isforced to back of court I can dominate the rallyOpponent is under pressure return good clearsCan anticipate where serve will land

Serve is low over net , not as easy to returnOpponent becomes aware of where shuttle is likely to land.No surprise element

Opponent tries to play a difficult backhand smashAble to anticipate serve May play a disguised backhand net shot

Choice

My final decision is to play a variety of service techniques.I will vary my serves and learn to disguise to keep my opponent guessing.

I will develop a mental rehearsal and visualise my success but I must do this in a subtle manner to keep an element of surprise

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By completing this organiser it makes you consider the range of possibilities resulting from options

Focussed Observation Sheet

After gathering information on your whole performance you can look more closely at your weaknesses with a view to improving this in the future. A Focussed Observation

Problem OptionConsider the possible solution. You can discuss this with others to create numerous options_______________

_______________

_______________

OutcomesConsider the positive and negatives of this option.

How might your opponents react?

Choice

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Sheet allows you to break down a skill into smaller parts so that you can have more detailed information on your performance.

We break down a skill into Preparation, Action, and Recovery phases (PAR)

Skill/Technique _______________________________________ Successful Unsuccessful

PreparationAction

Recovery

Immediate Development Need _____________________________________________

Scatter Graph

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On the diagram below plot (using an X) where each overhead clear lands, or would have landed.

Name:_______________ Date:___

Technique: Overhead Clear

Name:__ _____________ Date:___

Technique: Overhead Clear

Analysing Data – Subjective (i.e. in your opinion)

Player profile

Complete this profile from the data you have collected. Watch the video carefully rewind if necessary to collect reliable and accurate data

This player can always This player can sometimes This player can never

Write here Write here Write here21

Compare your performance to that of a model performerThis maybe a professional player or even the top player in the class – its your choice

Cause and Effect Graphic Organiser ExamplarNote this is more suited to N4 material

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.

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Cause The athlete had a high level of CRE and resilience when coming off the last bend in the 800m

↓

Effect 1 He was able to respond positively when being overtaken by the second

placed runner

Effect 2 In response to being overtaken he was able to react and maintain the speed shown by the over taking athlete

Effect 3 It allowed him to be in position to make the best decision when to challenge his opponent with a burst of pace 100m from the finish line

Cause and Effect Graphic Organiser – football exemplar

Note - this method is more suited to N4 pupils

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.

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Cause

↓

Effect 1

Effect 2

Effect 3

Outcome 2Develop personal performance in physical activities

Stages of Skill Learning

There are three important stages in learning and developing skills: the Beginner stage, the Intermediate stage and the Expert stage. It is important to know at which stage you are performing so that you can ‘tailor’ you practices to suit. This will make practices more effective.

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It is important to remember that for some skills you may be at a Beginner Stage (For example Drop Shot, Smash) whereas for others you may resemble the Expert Stage (High/Low Serve). Overall your performance may lie within the Intermediate Stage.

Information Sheet 8: Practice Methods

When developing skills and techniques you use different methods of practice. The most common methods are:

Beginner (Cognitive) Stage:

During this stage you will make lots of mistakes and will therefore needs lots of positive feedback

Practices should be simple and easy to follow Practices should be short

Intermediate (Associative) Stage:

During the practice stage you link together all the required parts of the skill. Simple skills will require less practice than complex skills. Quality practice will reduce the number of mistakes made during performance.

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

Practice in a controlled environment e.g. feeder plays shuttle to same area of court

Pressure gradually increased as you improve Drills and conditioned games

Expert (Automatic) Stage:

At this stage, errors are less likely and most key parts of a skill have become automatic. Due to your higher skill level you can give closer attention to more detailed aspects of your performance.

Put the skill/technique you have learned into a full game situation Consistency and accuracy maintained in ‘pressure situations’ Concentrate on your game strategy – how to beat your opponent.

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Gradual Build-Up Whole-part-whole Shadow drills* Isolated practices with(out) movement Continuous rallies* Repetition Drills* Pressure drills*

When developing skills and techniques and designing programmes of work; you use different methods of practice. It is important that a performer chooses a method of practice which is appropriate to their stage of learning.

*The Methods highlighted are the ones which we use most in trying to improve our skills in Badminton

The ladder below outlines how the various types of practice linked with the stages of learning.

Automatic Stage

High Pressure DrillsConditioned games

Associative Stage

Repetition DrillsLow Pressure Drills

Cognitive Stage

Shadow DrillsCooperative Drills

Shadow Drills – With or without a Partner

Shadow practices allow you to work at your own pace and are very good for beginners who are new to the activity and are just getting a feel for the movements. In Badminton a beginner can;

1. start by just performing the footwork movements without a racquet or shuttle. (Diagram1)

2. at the end of each movement perform the action of the shot without a racquet or shuttle. (Diagram 2)

3. at the end of each movement perform the action of the shot with a racquet only. (Diagram 2)

Diagram 1 Diagram 2

Isolated practices with/without movement.

During practice it can be productive to set up training drills that repeat particular parts of a technique or the whole technique itself. You may practice very small parts of the technique repeatedly. The intention is to groove the technique so that all the components of it work well together. This type of attention to detail works best with complex, closed skills.

For example, a practice can be set up so that the performer is played a high feed and then return playing an overhead clear. The shuttle is then allowed to fall so the performer can see where it lands which will give them feedback about accuracy and power. This practice allows the performer to work without pressure and gives them feedback on their performance.

Movement can be added to this practice, after the overhead clear is played the shot can be returned and the rally can continue.

Continuous Rallies

Continuous rallies can work well when both repetition and different degrees of pressure are involved. At this stage the performer has a reasonable grasp of the technique of the skill and should understand the technical requirements. An example of a continuous rally is to maintain a rally of overhead clears with each shot reaching the back tramlines. This not only allows the performer to practice their technique but it also begins to put their technique under pressure in terms of consistency and effectiveness.

Repetition Drills

These drills are useful for the development of court movement skills (grooving the movement) and for playing different shots under pressure. Variations can be built into them. For example (see diagram 3), players work cooperatively in a

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demanding practice. They dictate the pressure demands of the practice by the way in which they execute the shots. If, on shot 3 the overhead clear return is played right to the back of the court, the overhead drop shot return on shot 4 will be more demanding to play. In turn, if shot 4 is played very close to the net, the first shot (shot 1) of the new cycle will be more demanding. In such a practice the aim is to keep the cycle of shots played continuously for as long as possible. If any errors occur, you would stop and restart with shot 1. This is preferable to carrying on with broken, uncertain and unstructured practice. An example from your course is the Clear/Clear/Drop Shot/Clear.

Diagram 3

Pressure Drills

As the name suggests pressure drills put a performer’s technique under pressure. This involves creating a more open environment for the skill being developed to be played. For example, during a continuous rally of overhead clears one player can be awarded the right to play a drop shot when he/she feels the rally is being maintained successfully. At this point the rally is played out for a point. This makes the practice more game like and makes the practice less predictable. An example from your course is the ‘2 Feeder Drill’

Conditioned games

Conditioned games can take various forms. Very often in team games conditioned games are used to provide one side with an advantage. This can make achieving tasks easier and may make games between two players or teams more even.

Conditioned games can also involve certain adaptations to the formal rules of the game. This is designed to emphasise through the game the particular skills and techniques that you have been working on. For example, in badminton, if you have been working on improving overhead clears you could play a conditioned game designed at encouraging you to play to the back of the court. An example of this from your course is ‘No Mans Land’

Pressure Drill – 2 Feeder Drill ½ Court

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Key

Player Movement

Shuttle Movement P Performer

F(a) Feeder

Feeder (a) plays High Serve to Back of CourtPerformer tracks shuttle & performs OHCFeeder (b) throws shuttle to Front of CourtPerformer moves forward & plays Net ShotCycle continues with Feeders dictating speed of service (Pressure Element).

Weekly Learning Log/Diary

What happened /what did I experience this week?

What did I learn from this?

F(a)

F(b)

X

P

X

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What was a positive outcome from this?

What will I do differently next time?

What further support do I need next time?

What is my next step/area to develop in this activity?

Conditioned Game - No Mans landBack Tramlines

Scoring Zone Players must play shots to the extremities of the court (Scoring Zones) to force their opponents out of position. If they fail to do so the points go to their opponent. Players are encouraged to play OHC to get shuttle to Back Tramlines

ServiceLine

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Scoring ZoneNet Net Net Net

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Information Sheet 9: Principles of Effective Practice

There are several principles that you must consider when planning practices. These are:

Base current practice on current level of performance Work: rest ratio Progression SMART Targets Feedback Motivation Concentration

Base current practice on current level of performance

For practice to be effective it must be based on the needs of the individual. This means that before practice begins current performance should be assessed by using for example a match analysis schedule. This helps to identify individual strengths and weaknesses in the whole performance. This information can then help to identify individual skills or techniques which need to be improved.

Work/rest ratio

In all forms of training you need to calculate the ratio of work relative to rest. Working out this ratio is one of the key issues in making skill training specific to your needs. The ratio varies according to:

Your previous experience in the activity Your level of practical ability The complexity of the skill involved The physical demands involved in the practice

Progression

Ensure that your practices are meaningful to your current performance level and progress when you are ready to do more demanding practices. Make sure you are working at a suitably demanding level at all times. Apply the principle of progression to all your practices. High quality practice is for a short time is better than repetitive, low quality practice over a long time. This will ensure that your performance does not suffer from the adverse effects of boredom and fatigue.

Smart Targets

Specific: to the activityMeasurable: success in achieving the target can be measuredAchievable: targets can be achievedRealistic: targets are realisticTime based: targets can be achieved within a time-limit

Feedback

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Feedback is vital in practice. If no feedback is received it is impossible to know whether or not improvement has taken place. Feedback can take a variety of forms (refer to feedback p26). Performance must receive feedback during practice to ensure practice is effective.

Motivation/Concentration

Motivation is a factor relating to effective practice. Motivation is the level of desire a performer has to succeed. If a performer is not motivated to improve, practice will be ineffective. Concentration effects practice. Over practising can cause skill level to deteriorate and can, in turn, de-motivate performers. Therefore it is important that practice is varied to ensure motivation and concentration is maintained during practice.

Remember – The ‘PERFECT’ Principle

PROGRESSION (difficulty, physical & mental demands etc…) ERROR FREE (practices should be performed without error before moving on) REALISTIC TARGETS (success is key to motivation) FEEDBACK (relevant feedback for each stage) EFFECTIVE PRACTICES (must address weakness in performance) CONCENTRATION (ensure performer is focussed on developing performance) TIME (appropriate time given to practice; Work/Rest Ratio considered)

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Information Sheet 11: Motivation/Concentration

Motivation

Motivation is your level of desire to succeed. A performer must be motivated in order to improve their performance. Motivation is a key factor in learning and practicing skills. A performer’s aim should be to maximise motivation for performance. Motivation can be internal or external.

Internal ExternalInternal motivation is a performer’s individual level of desire to succeed. How much a performer wants to win or succeed for him/herself.

Motivation to be involved in an activity for reasons apart from simply participation for example for a prize or a reward.

A useful way to maintain motivation for an activity is to use target setting. Setting goals and aims helps keep motivation going in order to achieve the desired level of performance. It is important that the targets are specific to the performer and realistic.

Concentration

Concentration is the ability of your mind to focus on the task in hand. For improvement to be made you must have high levels of concentration during practice.

To perform at a high level you need to pay part attention to some cues and full attention to others. In most activities you cannot pay full attention all the time. Therefore it is important that performers heighten their level of concentration at particular times during the performance. This is especially the case in activities that have pronounced start/stop patterns for example badminton.

Factors which Affect Performance – Emotional factorsConfidence

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We need confidence in order to achieve success - without it performers are often scared to try for fear of losing and become too anxious e.g. taking a penalty kick after having already missed one.

‘You only achieve what you believe’

Can you explain this quote?

Examples of high levels of self confidence Examples of poor self confidence

How self confidence helps performancePlayers with high levels of self confidence tend to Persevere even when things aren’t going to planShow enthusiasm Be positive in their approachTake responsibility both in victory and defeat

Techniques to improve confidence during practices

Positive self talk – when a performer talks positively during practice to eradicate a weakness identified in the game

Visualisation – performer mentally pictures himself achieving success. They visualise previous good performances to remind them of the look and feel of success This takes place before the game/event. Often the performer plays music to help reduce anxiety.

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Goal setting – to improve confidence we can reduce the expectation / target thus guaranteeing success and improved confidence. If players achieve short term goals and are moving towards long term goals then confidence grows

Confidence is a positive state of mind and a belief you can meet the challenge ahead – a feeling of being in control.

Pupil task – Can you give examples of this from your own playing experiences either in football or any other sport / or PE lesson

Often it is not the situation that directly affects confidence - it is the thoughts, assumptions and expectations which can build or destroy confidence

Pupil task – can you give examples from your own experiences when you have little self confidence when attempting something in sport / PE?In summaryHigh self confidenceFeelings

Focus

Behaviour

Excited ,anticipation , calm, elated and prepared

On the task and on self

Gives maximum effort and commitment , willing to take realistic chances, positive reaction to set back as well as take responsibility

Low self confidenceThoughts

Feelings

Focus

Behaviour

Negative, defeatist, failure and doubt

Tense, dread and fear

On less relevant factors, not willing to meet the challenge full on

Lack of effort likely to give up. Blame others or conditions

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Sample AnswersExample QuestionQ. Select an Activity. (i)Describe, in detail, your strengths and weaknesses in this activity(ii)Explain how you identified you immediate development needs.

(6)Example Answer(i)My Initial Data Sheet indicated that I had a number of successful net shots. When I analysed the video of my game, I paused my game when I played a net shot and I could clearly see that I was fast moving towards the net with a large lunge as my final step, placing an accurate touch just over the net, forcing my opponent to lift the shuttle allowing me the opportunity to play a smash.

My Initial Data Sheet identified that my Overhead clears were rarely reaching the back tramlines, I wasn’t returning to base position after every shot, my balance was poor when I carried out my shots, my video and blank badminton court also backed this up.

(ii)My Focussed Data Sheet allowed me to look at my overhead clear in more detail by breaking it down into preparation, action and recovery.

The information I gathered was that; In the preparation phase my court movement from centre to back court was

poor. I waited too long to initiate my movement to the back of the court, I did not reach the shuttle early enough resulting in over stretching for the

shuttle hitting it off balance insufficient force was being applied and the shuttle was only landing mid

court At contact with the shuttle, my back shoulder was not dropped enough Not all my weight was not on my back foot As a result my racquet arm isn’t being brought forward as quickly as it should

meaning the action was not smooth or continuous

Therefore my data concluded that my Overhead Clears in my game of Badminton were poor as a result of my poor footwork to the back of the court meaning that I never had the time, fluency or balance to get ready to strike the shuttle effectively. Therefore to improve my game I must work to improve my footwork in the preparation phase of my overhead clear.

Example questionWhat are the advantages of using model performers to help you improve your own performance?

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Example answerModel performers can show me the detail required to help me improve. I can use video to help me see good performance over and over again. If I need to, I can watch it in slow-motion if the action is too fast for me to see, for example, a smash in badminton. If I play close attention I can see what they do well in a game, and also how well they perform specific points of technique. I think this is helpful, because model performers seem to make their performance look easy, often showing that they have ample time in between shots. I want to be able to copy this. By comparing my performance to a model performer, I can identify my strengths and weaknesses. I definitely find that watching model performers motivates me to try harder.

Example questionWhen practising at the cognitive stage, explain some of the skill learning factors that you would consider to be important.

Example answerAt the cognitive stage, it would be very important for me to get a mental picture of what the skill involved. I was trying to learn how to play the overhead clear. I tried to get an idea of what the movement and the hitting action involved. I was shown a demonstration of the whole skill by an able pupil in my class. This helped me to understand the basic pattern of movements involved. I was then told by my teacher exactly what was involved in the preparation-action-recovery stages of the hitting action. Getting lots of direct advice is very important at the cognitive stage of learning. When learning a new skill, you need to keep repeating the skill, constantly getting feedback. Once I got better at it, I was able to produce my own feedback and felt that I had grooved the action.

Example question

Explain, in detail, what considerations you would need to undertake before devising a performance improvement programme.

Example answerI understand that to be successful in developing a weakness in your performance you need to consider the importance of choosing the right method of practice for the stage of learning that you are at. By choosing an appropriate practice you are more likely to improve your performance.

The stage of learning a performer is at will have a great influence on the chosen methods of practice. Some practice methods are more suited to different stages. For example, a cognitive performer (or beginner) will respond better to simple practices which focus on one area of the skill. The performer at this level will make many mistakes and by making the methods of practice simple the performer is more likely to gain success. This will maintain motivation and allow the performer to move on to more demanding practices. Examples of practices suited to the cognitive stage of learning are shadowing practices designed at reinforcing

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movement patterns and partner drills designed at assisting the performer to develop basic skills

As the performer progresses the practices should become more challenging and more game-like. The performer will still make mistakes at the associative stage but they will have the necessary skills to be able to work on more complex drills. An example of this may be repetitive practices which dictate the skills the performer is executing.

As the performer progresses into the autonomous stage the drills should progress in terms of challenge and focus. The performer should be placed in challenging situations through the use of pressure drills in order to further develop their decision making and tactical ability. Pressure Drills and Conditioned Games are ideally suited for this stage due to their challenging nature.

It is also important to consider other areas when choosing a practice for performance improvement purposes.

Practices should demonstrate Progression in terms of challenge and complexity in line with the performer development.

Practices should Error Free before moving on to more complex drills. Practices should have Realistic Targets which will allow the performer to gain

success at all levels. Practices should allow for positive Feedback to be given, feedback which can

become more in depth as the performer develops their understanding of the activity. Feedback is important as it can have a significant effect on the motivation levels of the performer.

Practices should be Effective at developing the weakness in the performance. Practices should be challenging enough to ensure Concentration is

maintained at all times Practices should be given enough Time for any desired development to take

place but also be appropriate in terms of maintaining motivation

39

WORD BANK

Area of Analysis -Skills & Techniques

Skilled Performer fluency, control, economy of movements, decision making, inventive, disguise, change of speed, create space, dynamic balance, selective attention, exploit opponents weaknesses

Classification of Skills Closed, Open, Simple, Complex, Discrete/Serial, Continuous

Data CollectionVideo Analysis, Initial Data Sheet, Focused Data Sheet(Preparation/Action/Recovery), Scatter Graph(Blank Badminton Court)

Stages of LearningCognitive (Beginner) – many errors, preparation, feedback, encouragementAssociative (Intermediate) – appropriate practice, gradual improvementAutonomous (Skilled) – Automatic, Selective Attention, Errors less likely

Practice Methods Solo/Shadow/Partner/Group Methods, Opposed/Unopposed, Repetition/Drills Practice, Conditioned/Small Sided Games, Whole/Part/Whole

Principles of Effective PracticeWork/Rest Ratio, Progression, Motivation (Internal/External), Goal Setting, Forms of Feedback, Concentration, Knowledge of Results, Effect of Boredom and Fatigue - 'PERFECT'

Appendix40

Observation Sheets

Initial data sheetInitial Observation Schedule: Consideration of Quality

My PerformanceName: Date:

Always

Usually

Sometimes

Never

I am well balancedI am relaxed, alert and ready.I am able to cover the full courtMy footwork is fluent. I can get to the 41

place on court where I want to hit the shuttle with relative ease and with time to play a ‘good’ shot.My footwork is light and quick.I am agile. I demonstrate good reach and recovery. I’m able to change direction easily.My positioning is good. I recover to ‘base’ between shots. My anticipation is good and my reactions are quick.I can use a variety of strokes to force my opponent out of position to gain a strategic advantage.I can capitalise on unforced opponent errors.My placement of shots is accurate.My shots show good touch. I can use full or part-power as required.I can sustain long rallies and maintain the quality of my shots.I can maintain control when pressured.

Overhead Clear

Underarm Clear

Backhand Clear

Forehand Net Shot

Backhand Net Shot42

Drop Shot

Low Serve

High Serve

Return to the base positionafter every shot

Play to 4 corners of the court varying my shot

Do my Overhead clears reachthe tram lines at back of court

I am balanced and in position for every shot

Badminton

Focussed Data Sheet

Skill Overhead Clear

Poor Average Effective

Prep

arat

ion

Side on to net

Track shuttle with non

striking arm

Side step to back of

court

Drop back shoulder

Weight on back foot

Racquet high

43

Acti

on Transfer of weight

back to front

Throwing action

Contact shuttle at

highest point

Reco

very

Follow through in line

with target

Striking arm comes

down in front of body

Weight transfers

forward back to

‘Central Base’

BADMINTON BLANK BADMINTON COURT

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