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. Voices on the table Share with group Favourite sport Favourite food Something you have watched on TV this week Share with shoulder partner Best thing watched on TV Explain why this was best thing watched

4. Group Identity Group Name Group Flag

5. What are skills and techniques… Skill 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 performing a skill. A technique describes the way a skill is performed.

6. Identify Skills and Techniques In your own jotter using a T chart write down as many skills and corresponding techniques in one minute. SkillTechnique In your group jotter using a T Chart write down the skills and techniques you came up with

7. Skills can be a number of things COMPLEX SIMPLE SKILL CLOSE OPEN SKILL SERIALDISCRETE CONTINUOUS

8. Skill Classification 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: 1. 1. The amount of information to be processed 2. 2. The number of decisions to be made 3. 3. The speed at which information processing and decision-making has to occur 4. 4. The accuracy involved 5. 5. The amount and type of feedback which is available ComplexSimple

9. Watch the following skills. As a group decide whether you think they are simple or complex...

10. In Summary… Easy SkillComplex Skills Few subroutinesMany subroutines Physically undemandingPhysically demanding Little coordination neededCoordination vital Simple order of movementsComplicated order of movements Few movement at one time Many movements at the same time Few judgements to be madeMany 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. Skill Classification 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. OpenClosed

12. Example of an open skill - Tackle

13. Badminton Skill Classification In your group jotter place the badminton skills from Task Sheet 2 (Stroke Effectiveness) in the correct place / order. ComplexSimple OpenClosed

14. Where we are to date…

15. Reassess Performance Develop Identified weakness Analysis of Identified Weakness Analysis Of Overall Performance Plan long & short term targets Continue to Develop Identified Weakness Progress Check Where we are to date…

16. Step One How did we do this? Analysis Of Overall Performance Discuss with your shoulder partner the steps we took to gather initial data. Why could the data be considered to be valid and accurate?

17. 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. Step One Analysis Of Overall Performance

18. HOW assessed 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.

19. Homework Due Tuesday 20 th November Complete the questions relating to gathering general data in your data gathering booklet. Page 9