Key Feature:- An understanding of how skills are learned ...
Key Feature:- An understanding of how skills are learned/performed through the information processing model.
Key Feature:- An Understanding of how skills and techniques are performed for effective, consistent performance whilst also displaying qualities of control, fluency and economy of movement.
THE INFORMATION PROCESSING MODEL
Processing information when learning skills
As your performance develops you are learning how to process relevant information effectively. The information processing model is one method you can use to consider how learning takes place. The model contains four parts that are linked together in a ‘learning loop’. The diagram below is an example of how the learning loop could be applied to serve reception in badminton.
[pic]
• The first part of the loop is input information. This is the information you receive from your sense, e.g. sight and sound.
• You then have to make decisions based on the input information you have received. Sifting more important information from less important information is the second part of the loop – decision-making.
• The third part of the loop is output. This is the way in which you decide to move and respond to the decisions you have made.
• During and after your chosen response you will receive information about your performance. This feedback is the final part of the loop.
TASK:-
For a game of badminton, apply the Information Processing Model to the following scenarios:
1. Receiving serve
2. Returning an overhead clear
3. Returning an net shot
1.Receiving a serve
|INPUT |DECISION MAKING |
| | |
| | |
| | |
| | |
| | |
|OUTPUT |FEEDBACK |
| | |
| | |
| | |
| | |
| | |
2.Returning an overhead clear
|INPUT |DECISION MAKING |
| | |
| | |
| | |
| | |
| | |
|OUTPUT |FEEDBACK |
| | |
| | |
| | |
| | |
| | |
3.Returning a net shot
|INPUT |DECISION MAKING |
| | |
| | |
| | |
| | |
| | |
|OUTPUT |FEEDBACK |
| | |
| | |
| | |
| | |
| | |
SKILL CLASSIFICATION
• A Skill: is a movement with a purpose
• A Technique: is a way of performing a skill
Skills can be classified in a variety of ways: simple/complex, discrete/continuous, & open/closed. Classifying skills is important for when you come to develop them. Understanding how a skill is classified can have a big influence on how you train to improve it.
Skills exist on a continuum (a line) between closed and open: those which are unpredictable are open; those which you are in charge of carrying out are closed.
Closed (------------------------------------------------------------------------------( Open
Open skills The timing of open skills depends on factors external to the performer. In Badminton, performing any skill may be affected by many different circumstances, for example, where you are in relation to an opponent when you are performing a skill.
Closed skills There are few distractions or external factors to consider when executing your performance. For example, the skill of serving in Badminton is essentially a closed one. However, applying the skill in the context of a game involves certain open demands. One of which is the starting position of your opponent before service.
A number of factors determine whether a skill is predominantly simple or complex. These include: the amount of information to be processed; the number of decisions to be made, the speed at which information processing and decision-making requires to occur, the accuracy involved and the amount and type of feedback which is available.
Simple skills A relatively simple skill will require few of the factors
mentioned above.
Complex skills A more complex skill includes many of the factors mentioned
above.
Skills are also either predominantly discrete/serial or continuous.
Discrete skill A skill with a distinct beginning and end. A high serve in badminton is an example of a discrete skill. This skill has a clear beginning and ends as the player makes decisions about his or her court movement and future shot selection after the serve.
Continuous skill A skill with no distinct beginning and end. Characterised by their ongoing nature and for having cyclical or repetitive patterns.
TASK:-
SKILLS:-
1. Overhead clear
2. Drop shot
3. High serve
4. Jump Smash
5. Net Shot
Place each skill on the Continuums where you think they should go:
SIMPLE---------------------------------------------------------------------COMPLEX
CLOSED------------------------------------------------------------------------OPEN
DISCRETE-----------------------------------------------------------CONTINUOUS
MODEL PERFORMERS
A skilled performance shows these 4 characteristics:
1. Effectiveness (Accuracy)
• Being accurate in placing shots where you want them to go
• Being consistent in placing shots where you want them to go
2. Technique (Efficiency)
• Correct Preparation of technique
• Correct Action of technique
• Correct Recovery of technique
3. Adaptiveness (Range) – how well skill can be adapted to meet the demands of the task:
• Good anticipation
• Good judgement of shuttle flight
• Appropriate decision-making
• Can disguise shots
• Can play a range of shots
4. Control and Fluency (Maximum efficiency, minimum effort)
• Effective court coverage through effective movement, e.g side step, lunging
chassis step.
• High levels of agility to change direction quickly and precisely
• High levels of balance so that skills and techniques can be performed with
Maximum effectiveness.
Model Performers exist at different performance levels
As you work to improve your performance, model performers can show you how to improve. The idea is that by seeing someone else playing badminton, you will get a clearer picture of what it is you are trying to do.
It may be that a student in your class is able to play in a way that provides you with ideas about how you can get better. Very able badminton players may need to watch top performers to get an idea of how to play better.
Model performers can show you how to perform different skills and techniques
In badminton, some skills and technique are difficult to carry out effectively, for example, a backhand clear. If you watch a good performer playing the shot, possibly from a slow motion video, then you can pick up clues about how to play the shot at different stages in the PAR of the shot.
Model performers motivate you to improve
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.
TASK:-
Tiger Woods is an example of a model performer in golf. Think of a model performer from any activity, and explain in your own words, why they are a model performer? Include in your answer why you think using a model performer is advantageous to improving your own performance.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Key Feature:- In relation to performance, the purpose of collecting relevant and detailed information through the use of a Shot Repertoire tick sheet, Movement Analysis tick sheet and Scatter Graph.
DATA COLLECTION
Shot repertoire Sheet
• Movement analysis sheet marking all shots and their effectiveness in a full performance situation.
• Provides statistics of how each shot is played in percentages.
• Experienced performer/teacher watches game to ensure data is reliable.
• Tallies are marked in 3 categories – very effective, fairly effective and ineffective.
• Totals are calculated with strengths and weaknesses being identified from the data.
Movement Analysis
• Movement Analysis compares performance to criteria copied from the ‘model performance’
• Movement Analysis is broken into 3 parts – preparation, action and recovery.
• A tick is placed against correct parts of the technique.
Video
• Video is positioned to ensure that the full court is in view and that all shots are recorded.
• Playback and slow motion is used to ensure that no skills are missed (Match Analysis)
• Video is paused and rewound to closely identify problems with technique (Movement Analysis)
Scatter Graph
• Type of Movement Analysis which is used to plot where the shuttle lands for each attempt of the identified skill.
The following methods of analysis are appropriate because:
Shot Repertoire tick sheet
• Most demanding context of full game situation.
• Provides an initial overview of full performance on all skills.
• It is valid because it provides objective/statistical/factual data.
• Shows strongest to weakest skills.
• Therefore allows you to see what is affecting performance levels most.
• Shows the range of skills used, therefore, identifies the ‘adaptiveness’ of performance.
• It is a permanent record of performance.
Movement Analysis tick sheet
• More focussed – allows you to look more closely at one skill.
• Allows comparison to a model performer.
• Breaks the skill down to specific criteria – preparation, action and recovery phases.
• Results are easy and quick to interpret – immediate feedback.
• Identifies cause of inaccuracy.
Video
• Used in conjunction with a match analysis sheet/observation schedule to ensure all shots are recorded/identify a specific weakness in technique.
• For fast games, playback and slow motion will allow you to view performance repeatedly and ensure that you do not miss any skills or details.
• Looking at action more times makes it easier when identifying ‘bad habits’ or patterns in technique.
• Can also use zoom to focus in on detail as this will allow you to observe movements more accurately.
Scatter Graph
• Measures the effectiveness of each attempt by showing where the shuttle lands.
TASK:-
Collect the following data on your performance in badminton:-
1. General (intial) – shot repertoire tick sheet
2. Specific (more focused) – movement analysis tick sheet & scatter graph
COLLATING THE RESULTS
General:-
|SHOT |% SUCCESS |
|High serve | |
|Short serve | |
|Clear | |
|Drop shot | |
|Smash | |
|Lift | |
|Net shot | |
|Backhand | |
|Drive | |
Key Feature:- Skills & Techniques are learned in stages. This should include an understanding of the stages of learning, methods of practice and the principles of effective practice
Now that you have identified a shot, and a specific part of the shot that is a weakness you now need to plan a 6 week training programme to attempt to develop it. However, there are a number of considerations for your programme:-
STAGES OF LEARNING
There are three important stages in learning and developing skills: the planning stage, the practice stage and the automatic stage.
PLANNING STAGE:-
• New skill or very inexperienced with the skill
• Attempting to learn the sub routines of the skill (P.A.R)
• Lots of errors made
• Constant reinforcement and positive feedback required from coach/teacher
• Appropriate methods of practice: Gradual Build Up, Solo, Shadow, Self Paced, Unopposed, Feeder, Passive opponent
PRACTICE STAGE:-
• Some experience of the skill, having difficulty with certain part/s
• Can combine the various sub-routines to complete the skill but lack consistency
• Errors still frequent
• Feedback still very necessary
• Appropriate methods of practice: Whole-part-Whole, Solo, Shadow, Externally Paced, Opposed, Feeder, Active Opponent, Conditioned games
AUTOMATIC STAGE:-
• Can perform the skill without thinking about it
• Being automatic allows you to think about other parts of the skill such as: disguise, shape, direction
• Errors infrequent and when they do occur, performer has a fair idea of why
• Internal feedback utilised
• High levels of consistency
• Appropriate methods of practice: Conditioned games, Pressure drills, Whole-part-Whole, Active opponent
It is important to know your stage of learning for a skill you want to develop as this will have a big influence on the Methods of Practice you choose for your programme.
TASK:-
For the following activities, consider your stage of learning in each and justify your reason:
1. Badminton
2. Football
3. Basketball
4. Hockey
METHODS OF PRACTICE
There are loads of different methods of practice available to you to select for your training programme. But selecting the most appropriate is critical for ensuring an effective improvement programme. Here are some examples:
• Solo/Shadow/Partner/Group. These methods of practice are self explanatory. Solo means practicing skills by yourself; for instance practicing your badminton serve. Shadowing is when you attempt to copy or mirror a model performers actions. Partner and group are very obvious.
• Opposed/Unopposed. This refers to how you practice. Often it is appropriate to practice against opposition, and sometimes your opposition will not be competitive (unopposed) and sometimes it is necessary for your opposition to be competitive. (opposed)
• Gradual Build Up. This is when you break a skill down into its sub-routines and learn each sub-routine in order until you can successfully link then all together.
• Repetition drills. This is when you perform a practice repeatedly which is very good at grooving the technique into your muscle memory.
• Whole-part-Whole. This is when you identify a part of a skill that is causing you problems and practice it in isolation before attempting the full skill again.
• Conditioned games. This is when you play the game but impose a rule on the game that puts an emphasis on the particular skill that is your development need.
• Feeder drills. This type of practice requires a partner or group who solely act to feed you balls or shuttles to where you want to perform the skill or technique.
• Pressure drills. This type of practice requires you to be under constant pressure.
It is also very common for more than one method of practice to be used in a drill. For instance some practices in badminton will be Pressurised, Feeder practices that Repeat and are working on a specific area of a technique. (Whole-part-Whole)
Furthermore, selecting appropriate methods of practice for your stage of learning is essential if your programme is to be effective. REMEMBER THIS!!!
PRINCIPLES OF EFFECTIVE PRACTICE & GOAL SETTING
In order to ensure that your training programme is effective and that improvement will take place, performers need to consider the Principles of Effective Practice. By considering the list below, performers can plan and carry out an effective training programme that will enable them to achieve their goals.
PRINCIPLES OF EFFECTIVE PRACTICE
Variety Practices must be varied so you are motivated to improve and
practise and also avoid boredom.
Progression Practices must show progression. As you improve, you should move on to slightly more demanding practices. You can add to the demands of practices by increasing competition, having to carry out skills quicker, performing longer sequences of work and being able to cope with the demands of performing under pressure.
Work/Rest ratio It is very important that your programme has as effective work to rest ratio. Each session needs to be long enough to have a training effect but not too long so that you get bored or get too tired. A ratio of 4:1 is ideal, for example 15minutes work, 5 minutes rest.
GOAL SETTING
Setting yourself a goal is an effective way to self motivate yourself so that you stick to your training. You can set yourself a goal by following SMARTER
Specific Your goal must be specific to you, the activity and the stage of learning you are at.
Measurable Set measurable targets for improvement. For example, land the shuttle in the back tramlines, 15 out of 20.
Achievable Goals must be achievable in order to allow success in practice and keep motivation.
Realistic Your goal must be realistic. Playing badminton in the next Olympic Games is a ridiculous goal for most of us.
Time-Phased You should give yourself a set time in which to achieve your goal.
Exciting Your goal should be exciting and challenging. This makes you want to practice and keeps high levels of concentration and motivation. A short, exciting, and interesting training session is better than an overlong one where you become bored and disinterested.
Recorded Make a record of what your training goals are in your training diary. As you achieve your short-term goals make a record of this. This keeps focus and also allows you to keep track of your progress.
TASK:-
Having considered your weakness and the other planning considerations, you now need to devise a 6 week improvement programme. Here’s an example for the overhead clear to work form:-
|DAY |TRAINING |WORK/REST RATIO |
|Monday |Overhead Clear skills training |5 minute break between drills to rest and|
| | |take on some fluids. Total time of |
| | |training:- 1 hour |
|Tuesday |Rest | |
|Wednesday |Overhead Clear skills training |5 minute break between drills to rest and|
| | |take on some fluids. Total time of |
| | |training:- 1 hour |
|Thursday |Rest | |
|Friday |Overhead Clear skills training |5 minute break between drills to rest and|
| | |take on some fluids. Total time of |
| | |training:- 1 hour |
|Saturday |Match Day | |
|Sunday |Match Day | |
Now this is just for the 1st couple of weeks, you need to have a programme for 6! Also you need to detail exactly what methods of practice and drills you are including.
|DAY |TRAINING |WORK/REST RATIO |
|Monday | | |
| | | |
| | | |
| | | |
| | | |
|Tuesday | | |
| | | |
| | | |
| | | |
| | | |
|Wednesday | | |
| | | |
| | | |
| | | |
|Thursday | | |
| | | |
| | | |
| | | |
|Friday | | |
| | | |
| | | |
| | | |
|Saturday | | |
| | | |
| | | |
| | | |
| | | |
|Sunday | | |
| | | |
| | | |
| | | |
WEEKS 1-2
DESCRIPTION OF EACH SESSION:-
|DAY |TRAINING |WORK/REST RATIO |
|Monday | | |
| | | |
| | | |
| | | |
| | | |
|Tuesday | | |
| | | |
| | | |
| | | |
| | | |
|Wednesday | | |
| | | |
| | | |
| | | |
|Thursday | | |
| | | |
| | | |
| | | |
|Friday | | |
| | | |
| | | |
| | | |
|Saturday | | |
| | | |
| | | |
| | | |
| | | |
|Sunday | | |
| | | |
| | | |
| | | |
WEEKS 3-4
DESCRIPTION OF EACH SESSION:-
|DAY |TRAINING |WORK/REST RATIO |
|Monday | | |
| | | |
| | | |
| | | |
| | | |
|Tuesday | | |
| | | |
| | | |
| | | |
| | | |
|Wednesday | | |
| | | |
| | | |
| | | |
|Thursday | | |
| | | |
| | | |
| | | |
|Friday | | |
| | | |
| | | |
| | | |
|Saturday | | |
| | | |
| | | |
| | | |
| | | |
|Sunday | | |
| | | |
| | | |
| | | |
WEEKS 5-6
DESCRIPTION OF EACH SESSION:-
TOPIC (c)
Planning Training
-----------------------
INPUT
Position yourself correctly on court. Watch Server closely. Note type of serve (e.g. short/high serve).
FEEDBACK
Use information you receive about your performance to help you in the future. ((For example how effective was your return in terms of flight, direction and disguise)
DECISION MAKING
Separate essential information from non-essential information. Make a decision and move towards shuttle.
OUTPUT
Execute particular shot to return the serve to a position which challenges opponent
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- why writing skills are important
- what communication skills are important
- gain an understanding synonym
- why speaking skills are important
- why life skills are important
- how to do an introduction of yourself
- another word for an understanding person
- reasons communication skills are important
- why communication skills are important
- how large is an acre of land
- why communication skills are vital
- why organization skills are important