2007 paper - Duncanrig Physical Education



2007 paper

AREA 3: SKILLS AND TECHNIQUES

Question 5

Choose an activity and a skill or technique.

(a) When learning and developing a skill, it is important to work through the

three stages of learning. These are:

• the preparation/cognitive stage

• the practice/associative stage

• the automatic/autonomous stage.

Explain what you understand about each stage.

Preparation stage of learning

• Find out what the skill involves

• Determine the sub-routines required for the skill (focus technique)

• Often at initial level of ability

• Errors are likely

• Encouragement required

• More external feedback required

• Shadow drills

Practice stage of learning

• Link sub-routines together

• focus on accuracy and effectiveness

• Mistakes likely but reducing

• Intermediate level of ability

• Feedback internal and external

• Repetition drills and target

Automatic stage of learning

• Most key sub-routines automatic

• Attention paid to decision-making and shot selection

• Less mistakes

• More kinaesthetic awareness and feedback

• Awareness of flight, pace and direction of ball

(b) Discuss why it is appropriate to use different methods of practice at two

different stages of learning. Give examples from your programme of

work to support your answer.

• At each stage, the level of demand is different.

• At each stage, the level of demand in practice will be linked to the ability level of the performer, so that needs are met.

• At each stage there will be a different focus for player development.

• Practice is carried out at different stages to ensure that progression takes place, and avoid learning plateaus.

• To bring in principle of specificity

• To make practice variable and more exciting

• To make practice more realistic as ability improves.

Shadow drill-

Focus-Develops and re-grooves technique

achievable,

no time pressure,

develop at own pace,

• builds muscle memory

• I copied the sub-routines of my spike by shadowing each action bit by bit

• Builds muscle memory

• Done at own pace

• No time pressure or stimulus of ball to distract

• Copy model performer

Target drill-

Focus- Develops accuracy

measurable,

develops accuracy and ability to

set goals

Target Pressure Drill

The setter will throw the ball again but with no rest between throws, again creating pressure for the worker (hitter).

The progression in this drill is that there are mats which you have to try and aim for as a target.

Improves accuracy and is measurable.

(c) Describe how you monitored your progress as you worked through your

development programme.

MONITORING PRACTICE (How?)

• MEASURE SUCCESS OF GOALS

1. Video technique or obs. check. To measure technique goals

2. Accuracy plot sheet to measure accuracy goals

• INTERNAL FEEDBACK-write down kinaesthetic feeling

• EXTERNAL FEEDBACK-TECHNIQUE OR ACC.

• MARK DOWN IN DIARY

• Compare results between both sets of analyses

• Knowledge of results MATCH ANALYSIS SHEET to provide statistical, objective comparison against previous matches.

• Look at specific improvements and what drills will have brought about these improvements to establish which drills were

effective.

Eg. Improvements in technique showed that my repetition drills were effective.

(d) Having developed this skill/technique, discuss the effect that this has had

on your whole performance.

Whole performance means game!

Examples

Spike

As result of a much more grooved technique, I now had a reliable technique, which was more automatic and I could repeat this efficiently and consistently in demanding competitive situations. This meant that I could focus on other aspects of performance, such as accuracy, disguise and decision making.

In competitive games, I am now able to take-off 2 feet more regularly, and this allows me to generate more height in the jump, resulting in a steeper hit shot and advantage over the blockers. I am now hitting a higher percentage of spikes into court.

Improved arm swing has resulted in greater timing of the spike, and I am able to hit the ball at an earlier point, to quicken tempo against blockers.

I am now able to have greater control and accuracy over my spike, which means that I am able to hit the ball into spaces, weak players, and maneuver the ball down the line or cross-court.

In addition, I have developed a wider range of spikes, which I have been using in games, to play a variety of shots, making it more difficult for the opposition to anticipate and defend against

Furthermore, having developed my range, I am now using disguise, and greater decision-making to adapt and select attacking shots to maximize attack.

For dig examples talk about how improved technique helps you to focus on other aspects of performance, eg where the setter is at the net, ball flight, etc and you can sustain good technique under pressure.

Talk about improved technique and how this helps performance in a game; improved accuracy, giving examples of this; and improved decision-making and disguise.

Question 6

Choose an activity and a skill or technique.

(a) Describe the features of a skilled performance in this activity.

• SUB-ROUTINES IN ORDER

• EFFICIENCY, FLUENCY AND CONTROL

• ACCURACY AND CONSISTENCY

• RANGE OF SKILLS

• DISGUISE

• MAKES GOOD DECISIONS

Efficiency of technique

• Be able to carry out each sub-routine of the skill automatically, having an economy of movement, which allows greater court efficiency, and improved preparation for shots. A more automatic technique allows greater awareness of space on court to attack and more time can be given to other cues in performance. Technique is carried out in order and allows players to remain balanced between shots.

Accuracy and consistency

• Be able to have greater accuracy and control over the ball.

For serve reception, this means being able to direct the ball to the setter with height, allowing time to chose appropriate shots

For spike, this means being able to pick out weak players, and guide the ball to all parts of the court. Consistency means that the high ratio of precise attacks, inevitably leads to errors being made from unforced errors, even on points not won directly.

Range, disguise and decision making

• Model players are able to play a whole range of attacks, and this makes them more difficult to predict and defend against.

• This is allied to greater disguise and creativity, with an ability to adapt and select suitable shots from an array of skills.

• In addition, a greater ability to make decisions for an effective outcome to execute skill with maximum certainty and minimum outlay of energy.

• Moreover, skilled performers have greater levels of mental conditioning in being able to access greater concentration, motivation and confidence to make positive and attacking decisions and remain focused in carrying out skilful actions.

(b) When learning or developing a skill or technique, discuss the importance

of one of the following:

(i) Information Processing Model

(ii) Skill classification.

(i) Information Processing Model

• INPUT : Information you receive from your senses e.g. sight and sound.

• DECISION-MAKING : Be able to separate important information from less important information.

• OUTPUT : This is the way in which you decide to move and respond to the decisions you have made.

• FEEDBACK : Information you receive about your performance.

EXAMPLE FOR VOLLEYBALL

• INPUT : Position yourself correctly on court, watch server, note type of serve.

• DECISION MAKING : In serve reception – are you closest to the ball? If so, shout mine and move to the ball.

• OUTPUT : Play a dig shot from your position to the setter at the net.

• FEEDBACK : Use information you receive about your performance to help in future.

(ii) Skill classification.

• SKILL LEARNING IS AFFECTED BY THE TYPE OF SKILL BEING DEVELOPED

• CLOSED SKILLS REQUIRE PRACTICES WHERE THE VARIABLES ARE CONSISTENT AND ARE BETTER DEVELOPED THROUGH REPETITION

• OPEN SKILLS REQUIRE PRACTICES WHICH ARE VARIED IN NATURE TO REPLICATE PLAYING A VARIETY OF OPTIONS

OPEN,CLOSED

AND COMPLEX SKILLS

• Open skills are unpredictable in nature and practice should replicate this.

• Closed skills are more predictable and thus, repetition drills can be very useful in grooving them. Closed/Discrete skills have a clear beginning and end – for example-volleyball serve

• A skill can be complex in a number of ways-

1. Many parts(sub-routines) to it

2. Physically difficult

3. High level of timing required

4. High level of decision-making required

5. HOW CLASS OF SKILL AFFECTS METHOD OF PRACTICE

• OPEN SKILL PRACTICES – VARY BALL FLIGHT; MORE GAME-LIKE; DECISION-MAKING DRILLS; LINK IN MOVEMENT

• CLOSED SKILL PRACTICES – MASSED PRACTICE OR REPETITION

(c) Describe, in detail, the methods you used to gather information on your

level of performance. Explain why these methods were appropriate.[pic]

A match analysis sheet is an observation sheet which looks at the strengths and weakesses of individual players, and tallies are marked against the effectiveness of each shot, providing an overview of the quality of skill execution and the regularity and consistency of each shot played.

An observation checklist is a sheet which has a set of criteria, detailing a model technique, against which an individual’s technique will be observed. Ticks are placed beside efficient parts of the technique identified.

WHY A MATCH ANALYSIS SHEET?

• STATISTICAL/FACTUAL

• OBJECTIVE FEEDBACK

• MOST DEMANDING CONTEXT OF GAME

• ACCURACY,CONSISTENCY,

RANGE

• PERMANENT RECORD

• OVERVIEW OF ALL SKILLS

• Create graph and rank skills

WHY AN OBSERVATION CHECKLIST?

• FOCUSED DATA

• BREAKS DOWN TECHNIQUE INTO P.A.R

• COMPARES TO A MODEL PERFORMER

• ISOLATES INEFFICIENT PART OF TECHNIQUE

Appropriateness of a video

• Supports observation checklist to identify strengths/weaknesses in technique

• Can be frozen at key positions to determine exact technique in each phase of a skill e.g. take off, contact point and landing

• Side view clearly shows preparation, action and recovery of a skill. It allows us to observe eye contact made with the ball

• Rear view allows accuracy and effectiveness of a skill to be viewed. You are able to see where the shot lands and if it puts the opponent under pressure

• Gathers info on range,decision-making and disguise

• Split screen allows you to view your performance alongside a model performer

• Can be used in conjunction with match analysis sheet to catch all shots and their value e.g. very effective, fairly effective or ineffective

• I can use pause and rewind or view it on a loop which allows me to see my performance over and over

• I can Slow it down and freeze individual Frames or sub-routines at any point

• I can keep the video until I have finished my training programme and compare with another video to see if I have improved

(d) From the information gathered, briefly describe a programme of work you

used to develop this skill or technique. Explain why it is important to

review your programme.

The programme of work was carried out over an 6 week period with practice sessions taking place 3 times a week for a period of 1 – 2 hours. Rest periods between drills maintained quality in practices.

Weeks 1-2

A combination of drills from the preparation and practice stages to try to develop weak parts identified in technique and make practice achievable, in order to build success and confidence.

• SHADOW DRILL

• REMEDIAL DRILL

• REPETITION DRILL

• CONDITIONED GAME

Weeks 3-4

Drills to groove technique and accuracy from the practice stage of learning

• TARGET DRILL

• REPETITION DRILL

• COMBINATION DRILL

• OPPOSED DRILL

• CONDITIONED GAME

Weeks 5-6

Drills to develop decision-making and disguise from the automatic stage of learning because technique is more grooved, and practice needs to be more realistic and game related with increasing competitive demands.

• Target drill

• opposed drill

• pressure drill

• decision-making drill

• CONDITIONED GAME

• see detail of drills below

Shadow drill

• I copied the sub-routines of my spike by shadowing each action bit by bit

• Builds muscle memory

• Done at own pace

• No time pressure or stimulus of ball to distract

• Copy model performer

Repetition Drill

1-The setter will keep throwing the ball up high for the worker (hitter) with a short rest before each ball is thrown up.

2- The worker will hit the ball over the net and into court focussing on 1 specific part of technique.

3- The retriever will retrieve and recycle the balls which come over the net.

Pressure Repetition Drill

The setter will throw up the ball again, this time with a very short time frame between throws, creating pressure for the worker (hitter) to get back and ready to hit the ball.

Progressive drill which helps re-groove technique.

Target Pressure Drill

The setter will throw the ball again but with no rest between throws, again creating pressure for the worker (hitter).

The progression in this drill is that there are mats which you have to try and aim for as a target.

Improves accuracy and is measurable.

Combination Drill

This drill is where there are two setters (ball each) who feed the ball over the court to the other pair. The second feed maintains pace in the drill.

The other pair receive the ball and set up an attack using 3 shots and must combine skills to finish with a spike. This drill is progressive and realistic to the open nature of spiking

Decision Making Drill

In this drill all you need is one ball.

Once the setters have fed the ball over the net they then become a defensive unit of blocker and back-court defence.

The attacking team must make appropriate decisions to select the shot which might win the rally.

Conditioned Game

The final stage is a conditioned game.

The condition on the game in this case is that the last touch must be a spike to win the point.

This is exciting, and motivational in practice.

It is also realistic and puts practice in context of ball flight, competition, etc

Why REVIEW?

• Allows you to measure improvement

• Allows you to measure effectiveness of drills

• Allows you to measure if goals are being met

• Allows you to adapt skills programme to meet your needs

• Avoids learning plateau

• Allows progression to continue

marks 6 6 4 4 (20) 4 4 6 6 (20)

2008 paper

AREA 3: SKILLS AND TECHNIQUES

Question 5

(a) Select two of the influential factors listed below.

• Motivation

• Concentration

• Feedback

Explain what you understand about each factor.

Choose an activity and a skill or technique.

Motivation

Internal/Intrinsic Motivation

This is your own level of desire to succeed.

If you are interested in the activity then you are far more likely

to improve and make progress in your performance

It would be impossible to achieve a high level of performance if

you did not have a high level of INTERNAL MOTIVATION.

External/Extrinsic motivation

External motivation is when your desire to improve your

Level of performance is for reasons apart from your internal

desire to succeed.

Examples of external motivation are

MONEY

MEDALS/TROPHIES

FAME

It is rare to have only external motivation

More often it is a combination of INTERNAL and EXTERNAL

motivation

Every one has an OPTIMUM level of MOTIVATION

Top performers are used to, and can DEVELOP their ability to

MOTIVATE themselves to the OPTIMUM level for a ‘SPECIAL’

Performance.

Motivation is important in order to have a desire to get to the ball more quickly, and therefore improve preparation for shots. This improved commitment to shots helps develop being “aggressive” on shots, and as a result, improve risk- taking and positive decisions on performance. In addition, it brings about a higher ratio of attacking shots.

Concentration

A high level of performer is able to pay full attention

to CONCENTRATE fully on the most IMPORTANT

parts of the INPUT Knowledge (what type of serve is coming, speed of the ball, etc)

A weak performer finds it difficult to decide between IMPORTANT

parts of the INPUT and less important input.

This is known as - SELECTIVE CONCENTRATION.

Concentration is important to help make judgement on all factors in a rally such as space on court, shot selection, ball flight and skill execution. Greater concentration allows improved anticipation and therefore awareness of these factors and impacts positively on performance.

Feedback

Feedback is essential in the development of skill. Feedback can be offered in a variety of ways:

External and internal

Visual or written

The method of feedback will be used to provide information about process (technique) or outcome-sometimes referred to as knowledge of results. (where the ball goes).

Getting feedback can be immediate, and allows players the ability to correct mistakes during games, and thus influence the outcome.

Knowledge of results is useful in measuring consistency in performance, and statistical feedback supports performance in allowing objective use of percentages to compare to other performances-it is factual and can be given in a demanding context such as a competitive game through the use of a match analysis sheet; or in practice situations through the use of an accuracy plot sheet.

Measuring technique (knowledge of process-KP) can be done through the use of an observation checklist, comparing the sub-routines of a technique to a model performer. A video can also be used.

Measuring decision-making and disguise is helpful in establishing if players are selecting the appropriate shots to get the right outcome. This is identified through the use of video.

(b) Describe the programme of work that you followed to develop this skill or

technique.

The programme of work was carried out over an 6 week period with practice sessions taking place 3 times a week for a period of 1 – 2 hours. Rest periods between drills maintained quality in practices.

Weeks 1-2

A combination of drills from the preparation and practice stages to try to develop weak parts identified in technique and make practice achievable, in order to build success and confidence.

• SHADOW DRILL

• REMEDIAL DRILL

• REPETITION DRILL

• CONDITIONED GAME

Weeks 3-4

Drills to groove technique and accuracy from the practice stage of learning

• TARGET DRILL

• REPETITION DRILL

• COMBINATION DRILL

• OPPOSED DRILL

• CONDITIONED GAME

Weeks 5-6

Drills to develop decision-making and disguise from the automatic stage of learning because technique is more grooved, and practice needs to be more realistic and game related with increasing competitive demands.

• Target drill

• opposed drill

• pressure drill

• decision-making drill

• CONDITIONED GAME

• see detail of drills below

Shadow drill

• I copied the sub-routines of my spike by shadowing each action bit by bit

• Builds muscle memory

• Done at own pace

• No time pressure or stimulus of ball to distract

• Copy model performer

Repetition Drill

1-The setter will keep throwing the ball up high for the worker (hitter) with a short rest before each ball is thrown up.

2- The worker will hit the ball over the net and into court focussing on 1 specific part of technique.

3- The retriever will retrieve and recycle the balls which come over the net.

Pressure Repetition Drill

The setter will throw up the ball again, this time with a very short time frame between throws, creating pressure for the worker (hitter) to get back and ready to hit the ball.

Progressive drill which helps re-groove technique.

Target Pressure Drill

The setter will throw the ball again but with no rest between throws, again creating pressure for the worker (hitter).

The progression in this drill is that there are mats which you have to try and aim for as a target.

Improves accuracy and is measurable.

Combination Drill

This drill is where there are two setters (ball each) who feed the ball over the court to the other pair. The second feed maintains pace in the drill.

The other pair receive the ball and set up an attack using 3 shots and must combine skills to finish with a spike. This drill is progressive and realistic to the open nature of spiking

Decision Making Drill

In this drill all you need is one ball.

Once the setters have fed the ball over the net they then become a defensive unit of blocker and back-court defence.

The attacking team must make appropriate decisions to select the shot which might win the rally.

Conditioned Game

The final stage is a conditioned game.

The condition on the game in this case is that the last touch must be a spike to win the point.

This is exciting, and motivational in practice.

It is also realistic and puts practice in context of ball flight, competition, etc

(c) Discuss how the principles of effective practice were applied to the

programme.

• VARIABLE –varied the feed in my combination drill

• PROGRESSIVE-added in an extra blocker in the opposed drill

• SPECIFIC- set a remedial drill to re-groove my specific weakness

• MEASURABLE GOALS- I could measure my success within the target practice

• ACHIEVABLE GOALS ( AND SET CLEAR OBJECTIVES) I set demand of practice and goal to give me some success to build confidence e.g. 7/10

• REALISTIC- in my spike practice, blockers were active and sets would vary to replicate game conditions.

• Time PHASED (WORK/REST)-I included rest in between drills to maintain quality of practice.

• EXCITING PRACTICE – I included conditioned games to provide competition and motivation.

• RECORD PRACTICE-Recording success in practice meant that I had feedback to track and monitor progress.

(d) Explain how your whole performance was affected on completion of this

programme of work.

Whole performance means game!

Examples

Spike

As result of a much more grooved technique, I now had a reliable technique, which was more automatic and I could repeat this efficiently and consistently in demanding competitive situations. This meant that I could focus on other aspects of performance, such as accuracy, disguise and decision making.

In competitive games, I am now able to take-off 2 feet more regularly, and this allows me to generate more height in the jump, resulting in a steeper hit shot and advantage over the blockers. I am now hitting a higher percentage of spikes into court.

Improved arm swing has resulted in greater timing of the spike, and I am able to hit the ball at an earlier point, to quicken tempo against blockers.

I am now able to have greater control and accuracy over my spike, which means that I am able to hit the ball into spaces, weak players, and maneuver the ball down the line or cross-court.

In addition, I have developed a wider range of spikes, which I have been using in games, to play a variety of shots, making it more difficult for the opposition to anticipate and defend against

Furthermore, having developed my range, I am now using disguise, and greater decision-making to adapt and select attacking shots to maximize attack.

For dig examples talk about how improved technique helps you to focus on other aspects of performance, eg where the setter is at the net, ball flight, etc and you can sustain good technique under pressure.

Talk about improved technique and how this helps performance in a game; improved accuracy, giving examples of this; and improved decision-making and disguise.

Question 6

Choose an activity and a skill or technique.

(a) Select one of the following approaches. Describe how you gathered

information about your chosen skill or technique using this approach.

• Mechanical analysis

• Movement analysis

• Consideration of quality

Movement analysis

1 method for gathering information on movement analysis was a match analysis sheet, which is an observation sheet which looks at the strengths and weakesses of individual players, and tallies are marked against the effectiveness of each shot, providing an overview of the quality of skill execution and the regularity and consistency of each shot played. This gives information on statistics of applying shots in a game.

An observation checklist is a sheet which has a set of criteria, detailing a model technique, against which an individual’s technique will be observed. Ticks are placed beside efficient parts of the technique identified, and therefore gatering information on technique.

WHY A MATCH ANALYSIS SHEET?

• STATISTICAL/FACTUAL

• OBJECTIVE FEEDBACK

• MOST DEMANDING CONTEXT OF GAME

• ACCURACY,CONSISTENCY,

RANGE

• PERMANENT RECORD

• OVERVIEW OF ALL SKILLS

• Create graph and rank skills

WHY AN OBSERVATION CHECKLIST?

• FOCUSED DATA

• BREAKS DOWN TECHNIQUE INTO P.A.R

• COMPARES TO A MODEL PERFORMER

• ISOLATES INEFFICIENT PART OF TECHNIQUE

Appropriateness of a video

• Supports observation checklist to identify strengths/weaknesses in technique

• Can be frozen at key positions to determine exact technique in each phase of a skill e.g. take off, contact point and landing

• Side view clearly shows preparation, action and recovery of a skill. It allows us to observe eye contact made with the ball

• Rear view allows accuracy and effectiveness of a skill to be viewed. You are able to see where the shot lands and if it puts the opponent under pressure

• Gathers info on range,decision-making and disguise

• Split screen allows you to view your performance alongside a model performer

• Can be used in conjunction with match analysis sheet to catch all shots and their value e.g. very effective, fairly effective or ineffective

• I can use pause and rewind or view it on a loop which allows me to see my performance over and over

• I can Slow it down and freeze individual Frames or sub-routines at any point

• I can keep the video until I have finished my training programme and compare with another video to see if I have improved

(b) Discuss the results of the information gathered in Part (a). Make specific

reference to how your whole performance was affected.

EXAMPLE FOR SPIKE

Strengths

• Spike accuracy showed highest percentage of consistency with 67% of shots fairly effective or above. Comparing to the effectiveness key, this meant that I was causing difficulty in allowing the opposition to play passes into the setter.

• In my observation checklist, I noted that there were key strengths in my technique, similar to the model. For example, I was :

Swinging both arms up towards the ball

Taking off 2 feet with a right, left, right foot pattern

Sighting the ball with my non-hitting hand.

This meant that my preparation in playing the shot was consistent and allowed a more efficient technical execution. My technique within a whole performance allowed good fundamentals, ensuring good accurate hitting, but more importantly, was automatic enough for me to devote more attention to other cues in performance.

My decision-making was seen to be good when reviewing the video, as it showed that I was consistently hitting the weak player in attack, and that I was effective in hitting a range of shots down the line and cross-court. In addition, the video showed good disguise in tipping over the block on a few occasions.

Weaknesses

My weakness in the game was shown to be my dig passing, and this was demonstrated in the match analysis sheet to be ineffective in both serve reception and open play. The statistical feedback on the shot showed me that this was my weakest shot with a total of 44% shots being ineffective meaning that these shots were not allowing the setter an opportunity to recycle the ball into an attacking play.

In addition, the observation checklist recorded inefficient parts of technique in a number of areas, and this was particularly relevant when I was under pressure in game situations (whole performance):

• Poor posture with my body being too upright and the contact point being much higher than the recommended height between hips and knees, was exaggerated in tight rallies, leading to poor transitional passing in to the setter, and reduction it team attacks.

• Arms bent leaving a smaller contact platform and lost control over the ball again meant poorer passing on serve reception.

• I was not arriving at the interception point leaving space between me and the ball, and this led to even less consistent passing to our setter in the game.

I also showed poor decision-making in the video which highlighted that I was often not anticipating or judging ball speed, and that I was often putting pace on to the ball by swinging my arms, which resulted in the ball going beyond the setter, and loss of transition of defence into attack.

(c) Outline the programme of work that you followed to develop your

performance in this skill or technique. Explain why this programme of

work was appropriate.

The programme of work was carried out over an 6 week period with practice sessions taking place 3 times a week for a period of 1 – 2 hours. Rest periods between drills maintained quality in practices.

Weeks 1-2

A combination of drills from the preparation and practice stages to try to develop weak parts identified in technique and make practice achievable, in order to build success and confidence.

• SHADOW DRILL

• REMEDIAL DRILL

• REPETITION DRILL

• CONDITIONED GAME

Weeks 3-4

Drills to groove technique and accuracy from the practice stage of learning

• TARGET DRILL

• REPETITION DRILL

• COMBINATION DRILL

• OPPOSED DRILL

• CONDITIONED GAME

Weeks 5-6

Drills to develop decision-making and disguise from the automatic stage of learning because technique is more grooved, and practice needs to be more realistic and game related with increasing competitive demands.

• Target drill

• opposed drill

• pressure drill

• decision-making drill

• CONDITIONED GAME

• see detail of drills below

Shadow drill

• I copied the sub-routines of my dig by shadowing each action bit by bit

• Builds muscle memory

• Done at own pace

• No time pressure or stimulus of ball to distract

• Copy model performer

Remedial drill

I worked on developing posture in the dig by having a partner roll the volleyball across the ground and I had to sit on the ball to isolate aspects of arriving at the interception point of the ball and forcing a lower base for an appropriate contact posture.

Repetition Drill

Partner spiked the ball to me and I tried to get underneath the ball providing a platform to aim the ball-done until the action felt consistent.

Target Drill

I had to dig the ball to a setter at the net who was positioned at various parts of the court, to add variety to the target practice.

Improves accuracy and is measurable.

Combination Drill (dig in context of rally)

This drill is where there are two setters (ball each) who feed the ball over the court to the other pair. The second feed maintains pace in the drill.

The other pair receive the ball and set up an attack using 3 shots and must combine dig into a setter and linking the pass to get into position for attack. This drill is progressive and realistic to the open nature of digging.

Decision making drill

A spiker played a range of spikes over the net to me. I had to judge the pace of the ball and play the ball to a setter at the net, making effective decisions on the appropriate output shot.

Conditioned Game

The final stage is a conditioned game.

The condition on the game in this case is that the first touch must be a dig.

This is exciting, and motivational in practice.

It is also realistic and puts practice in context of ball flight, competition, etc

Explain why it is important to monitor and review your programme of

work.

Why REVIEW?

• Allows you to measure improvement

• Allows you to measure effectiveness of drills

• Allows you to measure if goals are being met

• Allows you to adapt skills programme to meet your needs

• Avoids learning plateau

• Allows progression to continue

Marks 6 4 6 4 (20) 4 6 6 4 (20)

AREA 3: SKILLS AND TECHNIQUES

Question 5

Choose an activity.

(a) Describe two methods you used to gather information on your

performance.

[pic]

A match analysis sheet is an observation sheet which looks at the strengths and weakesses of individual players, and tallies are marked against the effectiveness of each shot, providing an overview of the quality of skill execution and the regularity and consistency of each shot played.

An observation checklist is a sheet which has a set of criteria, detailing a model technique, against which an individual’s technique will be observed. Ticks are placed beside efficient parts of the technique identified.

WHY A MATCH ANALYSIS SHEET?

• STATISTICAL/FACTUAL

• OBJECTIVE FEEDBACK

• MOST DEMANDING CONTEXT OF GAME

• ACCURACY,CONSISTENCY,

RANGE

• PERMANENT RECORD

• OVERVIEW OF ALL SKILLS

• Create graph and rank skills

WHY AN OBSERVATION CHECKLIST?

• FOCUSED DATA

• BREAKS DOWN TECHNIQUE INTO P.A.R

• COMPARES TO A MODEL PERFORMER

• ISOLATES INEFFICIENT PART OF TECHNIQUE

Appropriateness of a video

• Supports observation checklist to identify strengths/weaknesses in technique

• Can be frozen at key positions to determine exact technique in each phase of a skill e.g. take off, contact point and landing

• Side view clearly shows preparation, action and recovery of a skill. It allows us to observe eye contact made with the ball

• Rear view allows accuracy and effectiveness of a skill to be viewed. You are able to see where the shot lands and if it puts the opponent under pressure

• Gathers info on range,decision-making and disguise

• Split screen allows you to view your performance alongside a model performer

• Can be used in conjunction with match analysis sheet to catch all shots and their value e.g. very effective, fairly effective or ineffective

• I can use pause and rewind or view it on a loop which allows me to see my performance over and over

• I can Slow it down and freeze individual Frames or sub-routines at any point

• I can keep the video until I have finished my training programme and compare with another video to see if I have improved

(b) Describe, briefly, one skill or technique which is a strength in your

performance and one skill or technique which is a weakness.

Strength- spike

• Spike accuracy showed highest percentage of consistency with 67% of shots fairly effective or above. Comparing to the effectiveness key, this meant that I was causing difficulty in allowing the opposition to play passes into the setter.

• In my observation checklist, I noted that there were key strengths in my technique, similar to the model. For example, I was :

Swinging both arms up towards the ball

Taking off 2 feet with a right, left, right foot pattern

Sighting the ball with my non-hitting hand.

This meant that my preparation in playing the shot was consistent and allowed a more efficient technical execution. My technique had good fundamentals, ensuring good accurate hitting.

My decision-making was seen to be good when reviewing the video, as it showed that I was consistently hitting the weak player in attack, and that I was effective in hitting a range of shots down the line and cross-court. In addition, the video showed good disguise in tipping over the block on a few occasions.

Weakness-dig

My weakness in the game was shown to be my dig passing, and this was demonstrated in the match analysis sheet to be ineffective in both serve reception and open play. The statistical feedback on the shot showed me that this was my weakest shot with a total of 44% shots being ineffective meaning that these shots were not allowing the setter an opportunity to recycle the ball into an attacking play.

In addition, the observation checklist recorded inefficient parts of technique in a number of areas:

• Poor posture with my body being too upright and the contact point being much higher than the recommended height between hips and knees.

• Arms bent leaving a smaller contact platform and lost control over the ball

• I was not arriving at the interception point leaving space between me and the ball.

I also showed poor decision-making in the video which highlighted that I was often not anticipating or judging ball speed, and that I was often putting pace on to the ball by swinging my arms, which resulted in the ball going beyond the setter, and loss of transition of defence into attack.

(c) Discuss how you planned a progressive improvement programme to

address the weakness identified in part (b). Give examples from this

programme to support your answer.

Planning

I planned by taking into account the principles of training, what methods of training I should use as my practice continues, relative to the stage of learning I’m at, and making specific short and long term goals.(give examples of these)

• PRINIPLES of EFFECTIVE PRACTICE

• STAGE OF LEARNING

• METHODS OF PRACTICE

• GOALS SET(PRODUCT/PROCESS)

• OPEN/CLOSED SKILLS(SELF/EXTERNALLY PACED)

• MENTAL CUES

• POSITIVE SELF TALK OR VISUALISATION

• TRIGGER WORDS

Examples of programme:

The programme of work was carried out over an 6 week period with practice sessions taking place 3 times a week for a period of 1 – 2 hours. Rest periods between drills maintained quality in practices.

Weeks 1-2

A combination of drills from the preparation and practice stages to try to develop weak parts identified in technique and make practice achievable, in order to build success and confidence.

• SHADOW DRILL

• REMEDIAL DRILL

• REPETITION DRILL

• CONDITIONED GAME

Weeks 3-4

Drills to groove technique and accuracy from the practice stage of learning

• TARGET DRILL

• REPETITION DRILL

• COMBINATION DRILL

• OPPOSED DRILL

• CONDITIONED GAME

Weeks 5-6

Drills to develop decision-making and disguise from the automatic stage of learning because technique is more grooved, and practice needs to be more realistic and game related with increasing competitive demands.

• Target drill

• opposed drill

• pressure drill

• decision-making drill

• CONDITIONED GAME

• see detail of drills below

Shadow drill

• I copied the sub-routines of my dig by shadowing each action bit by bit

• Builds muscle memory

• Done at own pace

• No time pressure or stimulus of ball to distract

• Copy model performer

Remedial drill

I worked on developing posture in the dig by having a partner roll the volleyball across the ground and I had to sit on the ball to isolate aspects of arriving at the interception point of the ball and forcing a lower base for an appropriate contact posture.

Repetition Drill

Partner spiked the ball to me and I tried to get underneath the ball providing a platform to aim the ball-done until the action felt consistent.

Target Drill

I had to dig the ball to a setter at the net who was positioned at various parts of the court, to add variety to the target practice.

Improves accuracy and is measurable.

Combination Drill (dig in context of rally)

This drill is where there are two setters (ball each) who feed the ball over the court to the other pair. The second feed maintains pace in the drill.

The other pair receive the ball and set up an attack using 3 shots and must combine dig into a setter and linking the pass to get into position for attack. This drill is progressive and realistic to the open nature of digging.

Decision making drill

A spiker played a range of spikes over the net to me. I had to judge the pace of the ball and play the ball to a setter at the net, making effective decisions on the appropriate output shot.

Conditioned Game

The final stage is a conditioned game.

The condition on the game in this case is that the first touch must be a dig.

This is exciting, and motivational in practice.

It is also realistic and puts practice in context of ball flight, competition, etc

(d) Discuss the success of this programme on your whole performance. Why

may there still be weakness(es) in your whole performance?

My programme has been successful. This is evident because of the very specific improvements which have been made in three main areas:

• Sustained technique under game conditions

• Accuracy

• Range, decision-making and disguise

As result of a much more grooved technique, I now had a reliable technique, which was more automatic and I could repeat this efficiently and consistently in demanding competitive situations. This meant that I could focus on other aspects of performance, such as accuracy, disguise and decision making.

In competitive games, I am now able in my dig to get low posture to the ball more regularly, and this allows me to generate more height in the pass, resulting in an improved range of passing options for the setter. I am now hitting a higher percentage of dig passes to the setter.

Improved ability to get to the interception point of the ball has resulted in greater timing of the dig.

These improvements demonstrate that the shadow drills, repetition and remedial drills were effective in honing technique.

In addition, I have developed a wider range of digs, which I have been using in games, to play from a variety of court positions, making it more difficult for the opposition to penetrate my court defence.

These improvements in accuracy demonstrate that my target practices within my programme, have been beneficial.

Furthermore, having developed my range, I have improved decision-making to adapt and select shots.

This demonstrates that my decision-making drills were beneficial.

Why there may still be weaknesses

• Programme not long enough

• Hit learning plateau in skills programme

• Drills not intense enough

• Rest periods in between drills were not long enough to ensure quality in practices to bring about more rapid and permanent improvement

• Technique not fully automatic in a game situation under pressure.

• Dig has improved but not against floating serves, which I have yet to master.

• Passing from deep in back court is still in need of greater consistency

• Decision making is still limited against left handed spikers who I struggle to read what direction they are going to target.

Question 6

Choose an activity.

(a) From analysis of your whole performance, describe your development

needs.

My development needs are to develop my dig pass:

• Develop technique to have a more solid and reliable preparation in the shot to produce more consistent passes to the setter. I need to work on getting lower to play the shot and contacting the ball about waist height, in order to get under the ball and protect the ball from hitting the floor

• Develop my accuracy by working on getting more height to the setter

• Develop my passing range by passing from various parts of the course

• Develop my decision-making by learning to judge pace from various types of serves and attacks

(b) Describe two methods of practice you used to improve your

development needs. Explain why each method was appropriate.

(think principles of effective practice when you see “why is method appropriate?”)

Remedial drill

I worked on developing posture in the dig by having a partner roll the volleyball across the ground and I had to sit on the ball to isolate aspects of arriving at the interception point of the ball and forcing a lower base for an appropriate contact posture.

This method is appropriate because it allowed me to get success and develop confidence-it was specific in re-grooving an identified weakness

- it is achievable and builds fundamentals in dig preparation.

Conditioned Game

The final stage is a conditioned game.

The condition on the game in this case is that the first touch must be a dig, and 3 touches must be played.

This is exciting, and motivational in practice.

It is also realistic and puts practice in context of ball flight, competition, etc

It was specific because it forced me to get into a dig position continually, and having to judge the interception point from various paces of attack.

It is measurable by monitoring the ratio of first passes which the setter can re-cycle into attacks.

(c) What do you understand about the principles of effective practice? Give

examples of how these were used within your programme.

• VARIABLE –varied the feed in my combination drill

• PROGRESSIVE-added in an extra blocker in the opposed drill

• SPECIFIC- set a remedial drill to re-groove my specific weakness

• MEASURABLE GOALS- I could measure my success within the target practice

• ACHIEVABLE GOALS ( AND SET CLEAR OBJECTIVES) I set demand of practice and goal to give me some success to build confidence e.g. 7/10

• REALISTIC- in my spike practice, blockers were active and sets would vary to replicate game conditions.

• Time PHASED (WORK/REST)-I included rest in between drills to maintain quality of practice.

• EXCITING PRACTICE – I included conditioned games to provide competition and motivation.

• RECORD PRACTICE-Recording success in practice meant that I had feedback to track and monitor progress.

(b) Explain why it is important to monitor your training programme.

Why REVIEW/Monitor?

• Allows you to measure improvement

• Allows you to measure effectiveness of drills

• Allows you to measure if goals are being met

• Allows you to adapt skills programme to meet your needs

• Avoids learning plateau

• Allows progression to continue

Marks 4 4 6 6 (20) 4 6 6 4 (20)

2010

AREA 3: SKILLS AND TECHNIQUES

Question 5

(a) Explain what you understand about the following.

• Information Processing model

• Skill classification

Choose an activity.

See 2007 6d

(b) Compare your whole performance to that of a model performance.

Select a skill or technique.

(c) Describe, in detail, the different methods of practice you used to develop this

skill or technique.

See 2009 6b

(d) Discuss why it is important to monitor and review your development

programme.

See 2007 6d

Question 6

(a) Explain what you understand about the stages of learning.

Choose an activity and a skill or technique.

See 2007 5a

(b) For one stage of learning, select a method of practice you used to develop this

skill or technique. Explain why this method was appropriate.

See 2009 6b

(c) Select two of the following.

• Motivation

• Concentration

• Feedback

Discuss the importance of both when carrying out your development

programme.

See 2008 5a

(d) Having developed this skill or technique, describe the effect this had on your

whole performance.

See 2008 5d[pic]

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