1. Skills and Techniques
Lesson One

2. Our aim during badminton…
Is to improve our performance by developing our understanding of skills and techniques:
Decide exactly what a skill and technique are
Investigate how to gather data on them
Break them down
Look as the stages we go through when learning skills
Different methods of practice that help us develop / learn skills
The principles of effective practice
Importance of feedback, concentration and motivation in learning skills.

3. New Seating Partner First task…
From the information on the card work out who you should now sit beside…..

4. How did we know who to sit beside
Skill?
Technique?
Jump shot….
Technique??
Shooting….
Skill???
Serve….
Skill??
High Serve….
Technique??

5. Pair up a skill with a technique
High
Pass
Serve
Low
Chest
Shooting
Jump Shot

6. How are we different from our partner
What’s
a Skill…?
What’s a Technique…?
Technique…
How am I different from a skill…
Skill…
How am I different from a technique…

7. What are skills and techniques…
A skill is a series of linked movements performed for a purpose.
Skill describes the purpose of linked sequences of movement.
Technique
A technique is a way of executing a skill.
A technique describes the way a skill is performed. 7

8. Skills can be a number of things
COMPLEX
SIMPLE
SKILL
OPEN
CONTINUOUS
SKILL
DISCRETE
SKILL
SERIAL
CLOSE

9. Skill Classification Complex Simple Simple or Complex
Skills exist on a continuum between SIMPLE and COMPLEX:
Those which require little decision-making and only basic movements are simple; those which require more thought and decision-making are complex.
A number of factors determine whether a skill is 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 has to occur
The accuracy involved
The amount and type of feedback which is available
Complex
Simple

10. Watch the following skills and decide whether you think they are simple or complex...10

11. In Summary… Easy Skill Complex Skills Few subroutines Many subroutines
Physically undemanding
Physically demanding
Little coordination needed
Coordination vital
Simple order of movements
Complicated order of movements
Few movement at one time
Many movements at the same time
Few judgements to be made
Many judgements to be made
Easy environment (e.g. good weather conditions, no opposition, safety equipment)
Difficult environment (e.g. poor weather conditions, full opposition, no safety equipment) 11

12. Skill Classification Open Closed Closed or Open
Skills exist on a continuum between CLOSED and OPEN:
Those which are unpredictable are open. Those which you are in charge of carrying out are closed
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. 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 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 simple set of movements in order to carry out the technique. There are few distractions or other factors to consider when executing your performance.
Open
Closed

13. Example of an open skill - Tackle

14. Badminton Skill Classification
Place the badminton skills from Task Sheet 2 (Stroke Effectiveness) in the correct place / order.
Complex
Simple
Open
Closed

15. Where we are to date…

16. Analysis of Identified Weakness
Skills and Techniques
Cycle of Analysis
Reassess
Performance
Analysis of Identified Weakness
Analysis Of
Overall Performance
Continue to Develop Identified Weakness
Progress Check
Plan long & short term targets
Develop Identified weakness

17. Stage One (General Data Collection)
How did we do this?
Analysis Of
Overall Performance

18. Stage One (General Data Collection)
Observed video of model performer to develop our knowledge and understanding of effective performance.
Compared my court movement during competitive games to that of a model performer.
Assessed the variety and effectiveness of my strokes in a competitive game.
Analysis Of
Overall Performance

19. How & Why of General Data Collection

20. HOW assessed court movement
WHY appropriate
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.

21. Stage Two (Specific Data Collection)
How did we do this?
Analysis of Identified Weakness
Analysis Of
Overall Performance

22. Analysis of Identified Weakness
Stage Two (Specific Data Collection)
Assessed the accuracy of overhead clear in closed environment using hoop test.
Assessed placement of overhead clear during competitive game (open environment) using scatter diagram.
Observed video of model performer to develop knowledge and understanding of the subroutines involved. Broke overhead clear down into preparation, action, recovery. Created movement analysis observation schedule
Compared my overhead clear to that of a model performer using movement analysis observation schedule.
Analysis of Identified Weakness
Analysis Of
Overall Performance

23. SQA 2006 Question 5(a) Choose an activity and a skill or technique.
Explain the benefits of considering a model/skilled performance when learning or developing this skill or technique.
(4)

24. This is not an answer to the past paper question
Model performers and the improving of performance
As you attempt to learn a new activity or improve your performance, model performers can help you improve your knowledge and understanding of what it means to perform effectively. The idea is that, by seeing someone else perform to a high standard, you will get a clear picture of what it is you are striving to do.
It may be that a fellow pupil is able to play to a high standard providing you with ideas about how you can improve your performance. Able performers may need to watch a top level performer to get an idea of how to be a more effective player.
Model performers and the performance of difficult skills and techniques
In badminton, some skills and techniques are difficult to carry out effectively, for example, a backhand clear. Watching a top level performer playing the shot, possibly from a slow-motion video, can assist you in learning how to perform the skill effectively.
Model performers to motivate you to improve
Observing top level performers can make performance look exciting and motivate you to improve your own performance. When observing performers of a higher standard you can see a wide range of skills in action, motivating you to work towards performing at their level.

25. This is not an answer to the past paper question
Model performers to motivate you to improve
Observing top level performers can make performance look exciting and motivate you to improve your own performance. When observing performers of a higher standard you can see a wide range of skills in action, motivating you to work towards 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.

26. Homework Due Wednesday 17th November Question 1: Question 2:
Explain the benefits of considering a model / skilled performance when learning or developing this skill or technique.
Question 2:
Conclude answer on data gathering