1. SKILLS & TECHNIQUES S4 Int 2 OVERVIEW

2. Today and tomorrow we will…  Identify the main content  Investigate previous questions  Create a Skills and Techniques mind map

3. Skills and Techniques Cycle of Analysis Key Message - Can you tell me what you did at each stage? 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

4. How did we analyse our performance?

5. 1. Observed a model performer to develop our knowledge and understanding of an effective routine. Analysis Of General Performance 2. Compared my performance of each of my skills, rotation, inversion, balance and flight, using a skills checklist. Each skill was performed 5 times and rated. 3. Assessed the quality of my skills and I was able to identify my Strengths and Weaknesses.

6. 4. Assessed the subroutines of my weakest skill- handstand forward roll using an observation schedule, compared to the Model performer. This is called Movement analysis. 5. To do this I videoed my performance and watched it back many times. Next to each sub routine in the PAR I placed a tick, cross or ? Dependant on how well I performed compared to the model performer. Analysis of Identified Weakness AnalysisOf General Performance

7. Stop – Traffic Light  How to Collect Data Regarding Your Performance  Different methods of collecting initial data (on your whole performance)  Different methods of collecting focussed data (on your specific weakness)  Why do we collect data  Why do we do it specific ways/why they are appropriate methods  How do these ways give accurate/valid data Key Message - Can you tell me?

8. Intermediate 2 Questions   Describe one method you used to collect data about your whole performance. (4)   Now describe one method you used to collect data about a specific skill in your performance. (3)   Explain why both the above methods were appropriate. (4)   Describe the methods you used to analyse the weakness identified in Part (a). (4)   How did you collect information on the skill or technique chosen Part (a)? (4)   Using one of the following: i. i.Mechanical Analysis ii. ii.Movement Analysis iii. iii.Consideration of quality give details of how you gathered information on your chosen weakness. (4)

9. How did identified weakness effect performance? Analysis of Specific Weakness Plan long & short term targets

10. Analysis of Specific Weakness Plan long & short term targets Discuss what you discovered about your performance at the preparation, action and recovery stages when you compared yourself to a model performer. Give specific examples. Describe the difficulties this would cause if you tried to use it in your routine. I Identified from assessing all my skills using the skills checklist that my handstand forward roll was my weakest skill. Why is this skill necessary for your routine? Give specific performance examples to explain how it would effect your routine if you were able to perform it successfully.

11. Stop – Traffic Light  How weakness effected Performance  Describe the skill and explain its purpose.  Explain what each of the specific observation schedules highlighted.  Explain why the skill was considered to be a weakness and how the weakness effected your performance. Key Message - Can you tell me?

12. Intermediate 2 Questions   Describe the strengths and weaknesses in your performance. (4)   Describe one skill or technique that you regard as a weakness in your performance. (4)   Describe your performance in relation to the skilled performance in Part (a). (4)   What effect did the skill or technique that was in need of improvement have on your performance? (4)   Choose a skill or technique that you found difficult to perform. Describe the specific part(s) that you had difficulty with. (4)

13. Stages of Skill Learning Analysis of Specific Weakness Plan long & short term targets

14. PlanningPracticeAutomaticCognitive AssociativeAutonomous

15. Cognitive Stage Even although some of the subroutines involved in the skill maybe new, it does not mean that you are at the beginner level in gymnastics. Beginner Level Gymnastics During the Cognitive Stage, you find out what the skill involves – work out the subroutines. Preparation Action Recovery After establishing the different subroutines you make your first attempts at learning the skill Errors are likely to be common during the Cognitive Stage. As a result of this you will need lots of advice and encouragement

16. Cognitive Stage model performer During the Cognitive Stage, I found out exactly what the Handstand forward roll involved. To do this I observed a model performer. I was then able to break the skill down into three phases: 1. Preparation, 2. Action, 3. Recovery This enabled me to identify each of the subroutines that make up the skill. By doing this I had a clear understanding of the movements I had to perform in order to do the handstand forward roll successfully. Even although some of the subroutines involved in the this skill were new, I wasn’t a gymnastics beginner, I had some previous experience of the activity. After establishing the subroutines involved I made my first attempts at performing the skill by shadowing the movements of a model performer. The first stage of my Gradual Build up practice was donkey kicks. This stage of practice was to allow me to get used to locking my arms and getting my feet above my waist. Donkey kicks is an appropriate method of practice during the Cognitive Stage as it focuses solely on learning the movements involved at the start of the handstand. Also errors are common during the Cognitive Stage, by removing the complexity of doing the whole skill, I can reduce the number of errors it’s possible to make. My partner concentrated on providing me with verbal feedback. During the Cognitive Stage it is important to receive plenty of positive feedback. For the feedback to be effective, it needs to be given as soon as possible. For this reason I had low work to rest ratios during donkey kicks practice. During my initial practice my partner provided me with feedback after each attempt. As my performance improved the feedback was given after 5 donkey kicks. It was important that the feedback was positive, giving negative feedback would not have been useful as it would fail to explain how I could improve.

17. Associative Stage Your level of performance will determine how quickly you progress through the practices. To ensure you move on at the correct time you could have specific success criteria to achieve before you move on. During the Associative Stage you link together all the subroutines and practice the skill using a variety of practice methods. Appropriate practice will gradually reduce the number of mistakes made during performance. As performance improves the difficulty of practices will gradually increase. Performance Level Difficulty of practice To avoid boredom and ensure high quality practice it is important to vary your practice. If you repeat the same thing over and over again you will become bored, disinterested and your level of performance will decrease.

18. During the Associative Stage I linked together all the subroutines involved in the Handstand forward roll together and practiced the skill by using a variety of different practice methods. Walk up the wall Handstand against the wall Handstand forward roll with support varied programme By completing a varied programme of practice sessions I was able to gradually reduce the number of errors I made when performing the full skill. To ensure progression in my practice sessions I increased the difficulty of the practices as my level of performance improved. the walk up the wall drill For example initially I used the walk up the wall drill which involved me walking my feet up the wall bars while I moved my locked arms under my body. This allowed me to get easily inverted and experience doing the balance part of the handstand by having a solid base. I had to do this perfectly 3 times in a row to move on to the next practice. The handstand against the wall drill After focussing on this my level of performance had improved to such an extent that I progressed to using The handstand against the wall drill. This involved.... The purpose of this drill was.... I got feedback from... I new to move on to the next practice when.... The handstand forward roll with support As I was moving towards the Autonomous Stage I started to use The handstand forward roll with support. Initially I used repetition drills which required me to repeatedly perform this skill with support. As my performance improved I progressed to the supporter simply shadowing me. The purpose of this drill was....I got feedback from...I new to move on to the next practice when.... work to rest ration By varying my sessions and having clear progression routes between practice methods I kept my motivation levels up avoiding the onset of boredom. To avoid fatigue I ensured I had adequate rest, my work to rest ration was usually 1:3. When performing I would never have to perform more than 10/15 shots without a break.

19. Autonomous Stage At the Autonomous Stage the majority of subroutines have become automatic. They have been grooved to muscle memory. As a result, little attention is paid to them. During the handstand forward roll this may mean that you can now hold the balance for 5 seconds, over rotate and get back to your feet. Preparation Action Recovery    As you are able to perform the subroutines of the overhead clear automatically you are able to pay closer attention to other parts of your routine such as what skills are coming next.

20. Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Cognitive Stage Shadow Practice/ Donkey Kicks Work/rest ratio Specific Targets Progression verbal External verbal feedback. Associative Stage Walk up the wall Handstand against the wall Handstand forward roll with support Work/rest ratio Specific Targets Progression verbal, written, video External verbal, written, video feedback. Internal feedback Autonomo us Stage Full skill Work/rest ratio SpecificProgression verbal, written, video External verbal, written, video feedback. Internal feedback

21. Stop – Traffic Light  Stages of Learning  Cognitive Stage/ Associative Stage/Autonomous Stage  What each stage is  What your performance would be like at each stage  What practices would you do at each stage  How do you move up a stage Key Message - Can you tell me?

22. Possible Questions  Describe some of the features that can be identified at each of the stages of skill learning. Give specific examples from the chosen activity. (6)  When learning and developing a skill, it is important to work through the three stages of learning. These are: The preparation / cognitive stage The preparation / cognitive stage The practice / associative stage The practice / associative stage The automatic / autonomous stage The automatic / autonomous stage Explain what you understand about each stage. (6)  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. (6)

23. Intermediate 2 Questions   When learning a new skill or techniques you would have been performing at the cognitive (preparation) stage of learning. Identify methods of practice suitable to this stage of learning. Explain why they are appropriate. (4)

24. Programme of Work Develop Identified weakness Plan long & short term targets Monitor Progress

25. Stages of Skill Learning Methods of Practice Principles of effective practice Feedback Cognitive Stage Shadow Practice/ Donkey Kicks Work/rest ratio Specific Targets Progression verbal External verbal feedback. Associative Stage Walk up the wall Handstand against the wall Handstand forward roll with support Work/rest ratio Specific Targets Progression verbal, written, video External verbal, written, video feedback. Internal feedback Autonomo us Stage Full skill Work/rest ratio SpecificProgression verbal, written, video External verbal, written, video feedback. Internal feedback

26. Stage 5 Stage 1 Stage 2 Donkey Kicks Walk up wall Stage 3 HSFR against wall Stage 4 With support Full skill Gradual Build Up

27. Skills & Techniques Revision Notes Shadow Shadow Donkey kicks Donkey kicks Walk up wall Walk up wall Handstand against wall Handstand against wall With support With support Full skill Full skill Gradual Build Up Gradual Build Up Whole-Part-Whole Whole-Part-Whole  Week 1 and 2 (cognitive/ preparation stage moving into associative/ practice stage) into associative/ practice stage)  Week 3 and 4 (associative/ practice stage)  Week 5 and 6 (autonomous/ automatic stage)  During the learning process  Used to fix small parts of technique in the automatic stage

28. Stop – Traffic Light  Methods of Practice  Gradual Build Up / Whole-Part-Whole  Know what each of these are  Be able to describe them  Be able to give practical example of each  Be able to discuss a training programme for your weakness Key Message - Can you tell me?

29. Principles of Effective Principles of Training Principles of Effective Practice They are not the same Does not equal Work / Rest Ratio ProgressionProgression Performance Level Difficulty of practice

30. Think…. Specific– To stage of skill learning Measureable– Targets which you can measure to check for improvement/ensure progress at correct time. Allows you to monitor programme to. Achievable – Practice must be challenging but achievable to keep you motivated. Problematic if to easy/difficult Realistic– Keep practice related to demands of whole performance/activity (game like). By doing this makes it easier to transfer improvements into activity. Time – Ensure appropriate work to rest ratio to ensure high level of performance, avoid fatigue / injury. SMART Principles of Effective

31. Stop – Traffic Light  Principles of Effective Practice  Explain that the two principles you took into consideration were Work/Rest Ratio and Progression.  Explain how you applied them using the anagram SMART  Explain the term that each letter of anagram represents  Give practical examples from programme of work for each of the terms Key Message - Can you tell me?

32. Intermediate 2 Questions   Describe, in detail, an improvement programme you used to develop your skills and techniques. (5)   Select a skill or technique you found difficult to perform. Describe two methods of practice you used to develop this skill or technique. Give specific examples. (4)   Describe two methods of practice you used to develop the skill or technique you identified as a weakness in Part (a). (4)   Describe how you planned a programme of improvement. (4)   Describe two methods of practice you used to develop your skill or technique chosen in Part (a). Give examples of the practices used. (5)   To further develop the skill or technique, outline a programme of work. (4)   Describe in detail an improvement programme you used to develop a skill or technique which you found difficult to perform. (5)   What methods of practice did you use to develop this skill or technique? Give examples. (4)

33. Intermediate 2 Questions   Explain how you used the principles of effective practice when developing your skill or technique. (4)   Within your programme of work, what principles of effective practice did you consider? How did they help you develop your skill or technique. (4)   How did you make sure your programme of work was effective? (4)   How did you make sure the practice was effective?

34. Reassessing our performance Reassess Performance

35. 1. 1. Describe how you reassessed your performance using all three specific observation schedules under the same conditions. Explain briefly why it was important to retest under same conditions. 2. 2. Explain the improvements shown in Movement analysis observation schedule – how has performance improved at Preparation, Action, Recovery stages 3. 3. Describe how your performance has altered during your whole routine- what are you now more able to do that you couldn’t previously. Get a better grade as this is a complex skill link this skill with other skills At autonomous stage – subroutine automatic - can focus on special qualities in my routine like speed, height, timing etc

36. Stop – Traffic Light  Reassessing performance  Describe how you reassessed your performance at end of development programme.  Explain what you discovered from the observation schedule  Explain how your overall performance/ routine improved as result of your improved skill  Identify future development need Key Message - Can you tell me?

37. Intermediate 2 Questions   Describe the changes to your whole performance, after completing your improvement programme. (4)   What effect did the methods of practice have on your whole performance? (4)   How did the improvement programme help your whole performance? (4)   How did you monitor the effect these practices had on your whole performance? (4)

38. Feedback Purpose of Feedback. Purpose of Feedback. Enables you to identify your strengths and weaknesses. Enables you to identify your strengths and weaknesses. Helps plan improvements to your performance. Helps plan improvements to your performance. Provides reinforcement about the successful parts of your performance. Provides reinforcement about the successful parts of your performance. Positive feedback increases your motivation and encourages you to work towards further improving your performance. Positive feedback increases your motivation and encourages you to work towards further improving your performance. There are two main categories of feedback: There are two main categories of feedback: 1. Internal (Intrinsic) Feedback. 2. External (Extrinsic) Feedback. Feedback Internal(Intrinsic)External(Extrinsic) Ways we receive external feedback Ways we receive external feedback 1. Written 2. Visual 3. Verbal Examples of this within programme of work Examples of this within programme of work 1. Cognitive Stage- Verbal 2. Associative Stage- Visual- Model performer/video 3. Automatic- Written – Model performer comparison/scatter diagram

39. Motivation   Motivation is your level of desire to succeed. You need to be motivated in order to improve your level of performance.   Your aim is to optimise your motivation for the practice session you are undertaking.   The most common distinction is whether your motivation is Internal (intrinsic) or External (extrinsic) Motivation Internal (Intrinsic) External (Extrinsic)  Having only one form of motivation is rare in sport. Commonly both internal and external motivation are involved. For example in Physical Education……. Internal motivation comes through a genuine desire to improve your performance. (You will have picked PE because you enjoy it, you participate in a particular activity because you enjoy it) External motivation comes through wishing to achieve a better practical grade or using your overall qualification to gain entry to college or university.

40. Motivation – Goal Setting  You can use goal setting to keep you motivated and ensure that you perform at your highest level Setting goals is a good way of keeping you motivated. Why… I you set yourself a goal your external motivation will more than likely increase.  Goal setting involves you setting challenging yet achievable targets which are specific to your level of performance. For example… In Golf you may set a target of trying to only two putt on any green. Once this has been achieved you could increase the difficulty by having to one putt on four greens and two putt on the remaining holes. QuestionGive an example of how you used goal setting in a badminton practice you undertook.

41. Stop – Traffic Light  Feedback, Motivation and Concentration  Explain how you took feedback and motivation into consideration  Name the types of feedback you received  Link types of feedback and methods used to receive feedback to programme of work and stage of skill learning  Explain how you took motivation into consideration  Explain how you used goal setting to maintain motivation Key Message - Can you tell me?

42. Intermediate 2 Questions   Choose one of the factors from the list below.   Motivation   Concentration   Feedback Explain why it was important in the development of the skill or technique in your performance. (4)   Choose one of the following factors   Motivation   Concentration   Feedback Explain the importance of this factor in your performance. (4)   Describe how you used one of the following during your programme. (4)   Motivation   Feedback   Concentration