1. Higher National 6 Badminton
Cycle of Analysis-INVESTIGATE

2. Li: To know the 4 stages of the cycle of analysis
To know the methods for collecting data both within and outwith the activity
To know and understand the terms accurate, valid and reliable

3. Cycle of Analysis

4. Stage 1-Investigate What does this stages involve?
Why do we investigate our performance?

5. What does this stages involve?
Gathering information that is specific, related to the demands of the activity and based on the requirements for an effective performance.
Why do we investigate our performance?
To establish your current performance level
To compare your results to national norms
To identify your strengths and weaknesses
To set goals and targets for improvements
To plan for performance development

6. Data Collection
There are a variety of methods we can use to gather information on our performance:
Standardised Fitness Tests
Observation Schedules-(general/focussed/movement/mechanical)
Video
Feedback- (verbal/visual/written/kinaesthetic)

7. Data Collection
It is really important when gathering information on your performance that these methods are appropriate in order to make the data as accurate, valid and reliable as possible.

8. Accurate:
Standardised fitness tests are widely recognised
Results are collected by a knowledgeable observer
Criteria sheets are based on a model performer
Video was able to record performance
Valid:
Performed in context of the activity/Relevant to the activity
Performed against players of the same ability
Performed in a competitive situation
Used a variety of methods to collect information giving meaningful data
Reliable:
Collected lots of data on performance in a consistent manner which can be replicated and allows to see trends rather than flukes

9. OUTWITH the activity Standardised Fitness Tests
These are used to gather information on particular aspects of fitness outwith the activity
Write down the aspects of physical fitness you tested and the name of the test

10. Why are tests appropriate?
Each test is specific to a particular aspect of fitness
Tests are widely recognised
Norms are established
Provide a permanent record, therefore can be repeated and compared
Compare to elite performer
Can set training intensity and goals
Identify strengths and weaknesses
Can set training intensity and set targets
How to ensure a test is valid:
Strict guidelines on test protocols should be followed, to make sure test is accurate
When retesting conditions must be constant, to ensure reliability
Results must be non biased
Test must measure the correct aspect of fitness

11. Objective v Subjective
When gathering data it can either be objective or subjective.
Objective- means the results are based on facts
Subjective- means the results are based on opinion
Do you think standardised fitness tests are objective or subjective?

12. WITHIN the activity
Whilst a performer is participating within an activity it is possible to gather information about their skill level.
The methods that are used have to be carried out as the activity takes place. It is important that these methods do not influence or distract the performer in order to make the data as accurate and reliable as possible.

13. Observation Schedules
Recording sheet (normally tally marks) that is created to gather information on the requirements of a particular activity.
Appropriateness:
Can be general or focused
Identify strengths and weaknesses
Permanent record
Easy to administrate, compare and repeat
Used alongside video analysis
Objective or Subjective?

14. Video
A video of your whole performance or a period of performance
Appropriateness:
Slow motion, paused, replay
Accurate and detailed
Visual evidence
Compare to model performer
Permanent record
Objective or Subjective?

15. Model Performer A model performer/performance is one of excellence
Model performance can be used to:
Identify strengths and weaknesses
Compare to your own performance
Increase confidence and motivation
Provide challenge in practice/competition
You can see the ultimate performance/skill of what you are aiming for.
Inspire to achieve higher levels of achievement
Support planning practice/targets
Inspire to copy ideas

16. Objective or Subjective?
Feedback
There are two types of feedback on performance:
External feedback
This feedback can be received during or after the performance. It can be given by a teacher, coach or a partner (knowledgeable observer). It can be verbal, visual or written.
Objective or Subjective?
Internal feedback
Internal Feedback is sometimes called KINAESTHETIC Feedback.
This is were the performer ‘FEELS’ the movement and will know if the skill was performed correctly.

17. Feedback
For feedback to be effective, it needs to be:
PRECISE and ACCURATE.
Be given as soon as possible (ASAP) after the performance
When giving feedback try to give ONE or TWO points at a time. As any more would be to difficult to remember.
Try to give POSITIVE feedback first to keep the performer motivated.