1. Skills and Techniques Lesson Four

2. Today we will… Cognitive Stage of Skill Learning Methods of practice Principles of effective practice Homework - Monday 3 rd December Homework - Monday 3 rd December

3. Name the three stages of skill learning? STAGES OF LEARNING Cognitive Associative Autonomous

4. During the cognitive stage, I found out exactly what the overhead clear involved. To do this I observed a model performing playing the stroke. I was then able to break the skill down into three phases: Preparation, Action, 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 play an effective OHC. Even although some of the subroutines involved in the OHC were new, I wasn’t a beginner, I had some previous experience of the activity. After identifying the subroutines I was able to complete a model performer movement analysis observation schedule. This enabled me to compare my performance to the model performer and identify my strengths and weaknesses. After establishing the subroutines involved and identifying my development needs I made my first attempts at performing the skill by shadowing the movements of a model performer. To do this I used shadow practice. As my performance improved I attempted different shadow practices which got progressively more difficult. It was important to ensure my practice was progressive to keep the practices challenging and prevent boredom. During these early stages I made a lot of errors, for this reason it was important that I received regular positive feedback. By receiving regular verbal feedback from my partner I could very quickly correct errors in my performance. Due to the number of errors I initially made it was important the feedback was positive to keep my motivation levels up. What was the first thing you did during the cognitive stage? Why did you break the OHC down? What did you do after establishing the subroutines? Why was it important to receive feedback at this stage?

5. Types / Methods of Practice

6. Stage 1 Stage 2 Shadow Practice Repetition Practice Stage 3 Combination Practice Gradual Build Up Stage 4 Stage 5 Pressure Drills Conditioned Games Gradual Build Up Performance Level Stage of Skill Learning

7. These will be key to our practical sessions Principles of Effective Practice

8. Principles of Training Principles of Effective Practice They are not the same Does not equal

9. What Makes Practice Effective? Move to sit next to your shoulder partner. Together write buzz words/phrases that you believe will be key to ensuring our practice sessions are effective.

10. Set clear objectives Specific to strengths and weaknesses Achievable, progressive stages Work to rest ratio Increase in difficulty, specific to increase in ability Avoid effect of boredom Game like, realistic to activity Avoid fatigue Specific physical demands of skill

11. Progression + Work / Rest Ratio = Principles of Effective Practice

12. Principles of Effective Practice – fill in the blanks For our practice to be effective it needs to be _________ to our strengths and weaknesses. This means that our practice sessions will have to become ________________ more __________ as your level of performance improves. Also to avoid __________ and fatigue our practice sessions will need to be stimulating/interesting. For it to be stimulating it needs to be ______________ yet achievable, varied and last an appropriate amount of _____. Furthermore __________________________________________ stage of practice ________________________ time, ____________ _____________________ measureable objectives. specific progressivelydifficult boredom challenging time to ensure you move onto the next at the appropriate practicesmust have clear

13. Performance Level Difficulty of practice Principles of Effective Practice – Progression

14. To ensure practices are specific to your current level of skill learning and ability they must progress in difficulty as your performance improves. You can add to the demands of practices by, increasing the number of skills you have to perform, increasing the pressure or increasing the opposition. To avoid boredom it is essential to ensure that you work at a challenging but achievable level at all times. To easy or to difficult and you will quickly become bored/disinterested. To ensure you progress at the appropriate time, practices must have clear achievable objectives / success criteria. Practices also need to be realistic to the activity. The more game like a practice is the easier it is to transfer into the game Principles of Effective Practice – Progression

15. To avoid fatigue and injury practices should be achievable in a short period of time. High quality practice for a short time is better than repetitive low level practice over a long period of time. Principles of Effective Practice – Work / Rest Ratio

16. Work / Rest Ratio + Progression = Principles of Effective Practice To ensure we consider work/rest ratio and progression we will need to think SMART to ensure our practice is effective Think…. SMARTSMART Specific: To our current stage of skill learning Measureable: Targets which we can measure to check for improvement / ensure we progress at the correct time. Achievable: Practice must be challenging but achievable to keep you motivated. Problematic if to easy/difficult Realistic: Keep practice related to demands of badminton and the overhead clear (game like). By doing this makes it easier to transfer improvements into activity. Time: Consider work to rest ratio to ensure high level of performance, avoid fatigue / injury

17. Homework Due Monday 3 rd December Read the two model answers on principles of effective practice (on school website) (click here)(click here) Highlight the information that relates to work/rest ratio and progression Make notes in your class jotter on how SMART was used to ensure work/rest ratio and progression were considered/ensured.