Skills and Skills and TechniquesTechniques

Lesson OneLesson One

Our aim during Our aim during badminton…badminton…

Is to improve our performance by Is to improve our performance by developing our understanding of skills developing our understanding of skills and techniques:and techniques:

Decide exactly what a skill and technique areDecide exactly what a skill and technique are Investigate how to gather data on themInvestigate how to gather data on them Break them downBreak them down Look as the stages we go through when learning Look as the stages we go through when learning

skillsskills Different methods of practice that help us Different methods of practice that help us

develop / learn skillsdevelop / learn skills The principles of effective practice The principles of effective practice Importance of feedback, concentration and Importance of feedback, concentration and

motivation in learning skills.motivation in learning skills.

New Seating PartnerNew Seating Partner

First task…First task…

From the information on the card work out From the information on the card work out who you should now sit beside…..who you should now sit beside…..

How did we know who to sit beside

Skill?Technique

?

Shooting….Skill???

Jump shot….Technique??

High Serve….Technique??

Serve….Skill??

Pair up a skill with a technique

Shooting Jump Shot

Serve

Chest

PassHigh

Low

How are we different from our partner

What’sa Skill…?

What’s a Technique…

?

Skill…How am I

different from a technique…

Technique…How am I

different from a skill…

What are skills and techniques…

SkillSkill

• A skill is a series of linked movements performed for a purpose.

• Skill describes the purpose of linked sequences of movement.

TechniqueTechnique

• A technique is a way of executing a skill.

• A technique describes the way a skill is performed.

Skills can be a number of Skills can be a number of thingsthings

COMPLEXSIMPLE SKILL

CLOSE

OPEN

SKILL

SKILL SERIALDISCRETE

CONTINUOUS

Skill ClassificationSkill ClassificationSimple or ComplexSimple or Complex

Skills exist on a continuum between SIMPLE and COMPLEX:Skills exist on a continuum between SIMPLE and COMPLEX:

Those which require little decision-making and only basic movements Those which require little decision-making and only basic movements are simple; those which require more thought and decision-making are simple; those which require more thought and decision-making are complex.are complex.

A number of factors determine whether a skill is simple or complex. A number of factors determine whether a skill is simple or complex. These include:These include:

1.1. The amount of information to be processedThe amount of information to be processed2.2. The number of decisions to be madeThe number of decisions to be made3.3. The speed at which information processing and decision-making has to The speed at which information processing and decision-making has to

occuroccur4.4. The accuracy involvedThe accuracy involved5.5. The amount and type of feedback which is availableThe amount and type of feedback which is available

ComplexSimple

Watch the following skills Watch the following skills and decide whether you and decide whether you think they are simple or think they are simple or complex...complex...

In Summary…In Summary…

Easy SkillEasy Skill Complex SkillsComplex Skills

Few subroutinesFew subroutines Many subroutinesMany subroutines

Physically undemandingPhysically undemanding Physically demandingPhysically demanding

Little coordination neededLittle coordination needed Coordination vitalCoordination vital

Simple order of movementsSimple order of movements Complicated order of movementsComplicated order of movements

Few movement at one timeFew movement at one time Many movements at the same timeMany movements at the same time

Few judgements to be madeFew judgements to be made Many judgements to be madeMany judgements to be made

Easy environment (e.g. good Easy environment (e.g. good weather conditions, no opposition, weather conditions, no opposition, safety equipment)safety equipment)

Difficult environment (e.g. poor Difficult environment (e.g. poor weather conditions, full opposition, weather conditions, full opposition, no safety equipment)no safety equipment)

Skill ClassificationSkill ClassificationClosed or OpenClosed or Open

Skills exist on a continuum between CLOSED and OPEN:Skills exist on a continuum between CLOSED and OPEN:

Those which are unpredictable are open. Those which you are in charge of Those which are unpredictable are open. Those which you are in charge of carrying out are closedcarrying out are closed

For example in rugby no two tackles are ever the same. They will differ For example in rugby no two tackles are ever the same. They will differ depending on the size, speed and movement direction of your opponent. depending on the size, speed and movement direction of your opponent. For example a player goes to make a tackle on his opposite number but his For example a player goes to make a tackle on his opposite number but his tackle is controlled almost 100% by whether his opponent tries to pass him tackle is controlled almost 100% by whether his opponent tries to pass him on the left or right or attempts to run straight over him.on the left or right or attempts to run straight over him.

A forward roll in gymnastics is closed. In a forward roll you follow and control a A forward roll in gymnastics is closed. In a forward roll you follow and control a simple set of movements in order to carry out the technique. There are few simple set of movements in order to carry out the technique. There are few distractions or other factors to consider when executing your performance.distractions or other factors to consider when executing your performance.

OpenClosed

Example of an open skill - TackleExample of an open skill - Tackle

Badminton Skill ClassificationBadminton Skill Classification

Place the badminton skills from Task Sheet 2 Place the badminton skills from Task Sheet 2 (Stroke Effectiveness) in the correct place / (Stroke Effectiveness) in the correct place /

order. order.

ComplexSimple

OpenClosed

Where we are to date…Where we are to date…

Skills and TechniquesCycle of Analysis

Analysis

of Identified Weaknes

s

Analysis Of

Overall Performan

ce

Develop Identified weakness

Plan long & short

term targets

ReassessPerforman

ce

Continue to

Develop Identified Weaknes

s

Progress Check

Stage OneStage One(General Data Collection)(General Data Collection)

How did we do this?How did we do this?

Analysis Of

Overall Performan

ce

Stage OneStage One(General Data Collection)(General Data Collection)

Observed video of Observed video of model performermodel performer to to develop our knowledge and develop our knowledge and understanding of understanding of effective effective performance.performance.

Compared myCompared my court court movementmovement during during competitive games competitive games toto that of a that of a model model performerperformer..

Assessed the variety and Assessed the variety and effectivenesseffectiveness of my of my strokes strokes in a in a competitive game.competitive game.

Analysis Of

Overall Performance

HowHow & & WhyWhy of General of General Data CollectionData Collection

HOW assessed court movementassessed court movement WHY appropriateappropriate

Compared my court movement to that of model performer.

By comparing performance to that of model performer I can clearly identify my strengths and weaknesses. Get accurate picture of my development needs.

Provides permanent written feedback. Used to retest. Assess how perform in game situation. Specifically assesses court movement.

Assessed during three competitive games, against opponents of similar ability

Accurate, reliable data, true picture of ability, not a one off performance, game isn’t to easy or challenging, will be motivated.

Video recorded

Video allowed accurate completion of observation schedule. Badminton is fast paced with video can pause and rewind. Don’t miss anything. Get a true reflection of performance.

Stroke Effectiveness Observation Schedule(Give performance examples of what observation

schedule assessed)

Provided permanent written feedback. Used to retest. Assess how perform in game situation. Specifically assesses effectiveness of my strokes.

Clearly identify my strengths and weaknesses. Get accurate picture of my development needs.

Stage TwoStage Two(Specific Data Collection)(Specific Data Collection)

How did we do this?How did we do this?

Analysis

of Identified Weakness

Analysis Of

Overall Performanc

e

Assessed the Assessed the accuracyaccuracy of overhead of overhead clear in clear in closed environmentclosed environment using using hoop testhoop test..

Assessed Assessed placementplacement of overhead clear of overhead clear during during competitive gamecompetitive game ( (open open environmentenvironment) using ) using scatter diagramscatter diagram..

Observed video of Observed video of model performer model performer to to develop knowledge and understanding develop knowledge and understanding of the of the subroutinessubroutines involved. Broke involved. Broke overhead clear down into overhead clear down into preparation, preparation, action, recoveryaction, recovery. Created . Created movement movement analysisanalysis observation schedule observation schedule

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

Stage TwoStage Two(Specific Data Collection)(Specific Data Collection)

Analysis

of Identified Weakness

Analysis Of

Overall Performanc

e

SQA 2006 Question 5(a)SQA 2006 Question 5(a)

Choose an activity and a skill or technique.Choose an activity and a skill or technique.

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

(4)(4)

This is not an answer to the past paper questionThis is not an answer to the past paper questionModel performers and the improving of performanceModel performers and the improving of performance

As you attempt to learn a new activity or improve your performance, model performers 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 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 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.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 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 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.a top level performer to get an idea of how to be a more effective player.

Model performers and the performance of difficult skills and Model performers and the performance of difficult skills and techniquestechniques

In badminton, some skills and techniques are difficult to carry out In badminton, some skills and techniques are difficult to carry out effectively, for example, a backhand clear. Watching a top level effectively, for example, a backhand clear. Watching a top level performer playing the shot, possibly from a slow-motion video, can assist performer playing the shot, possibly from a slow-motion video, can assist you in learning how to perform the skill effectively.you in learning how to perform the skill effectively.

Model performers to motivate you to improveModel performers to motivate you to improve

Observing top level performers can make performance look exciting and Observing top level performers can make performance look exciting and motivate you to improve your own performance. When observing motivate you to improve your own performance. When observing performers of a higher standard you can see a wide range of skills in performers of a higher standard you can see a wide range of skills in action, motivating you to work towards performing at their level. action, motivating you to work towards performing at their level.

This is not an answer to the past paper questionThis is not an answer to the past paper question

Model performers to motivate you to improveModel performers to motivate you to improve

Observing top level performers can make performance look exciting and Observing top level performers can make performance look exciting and motivate you to improve your own performance. When observing motivate you to improve your own performance. When observing performers of a higher standard you can see a wide range of skills in performers of a higher standard you can see a wide range of skills in action, motivating you to work towards performing at their level. action, motivating you to work towards performing at their level.

Model performer movement analysis / observation schedule

It is not always necessary to observe a model performance to improve your knowledge and understanding of what it means to perform a skill effectively. You can use an observation schedule which breaks a skill down, into its three phases of action (1. Preparation. 2. Action. 3. Recovery), and explains in words the small movements (subroutines) that make up the skill. By breaking the skill down you are able to learn and understand the small movements that make up the actual skill. You can also use the observation schedule to make comparisons between your performance and that of the model performer. Helping you identify your strengths and weaknesses.

Homework

• Due Wednesday 17th November

Question 1: Explain the benefits of considering a model /

skilled performance when learning or developing this skill or technique.

Question 2:Conclude answer on data gathering