SKILLS & TECHNIQUES S4 Int 2 OVERVIEW. Today and tomorrow we will… Identify the main content Investigate previous questions Create a Skills and

SKILLS & TECHNIQUESS4 Int 2

OVERVIEW

Today and tomorrow we will… Identify the main content

Investigate previous questions

Create a Skills and Techniques mind map

Skills and TechniquesCycle of Analysis

Key Message - Can you tell me what you did at each stage?

ReassessPerforman

ce

Develop Identified weakness

Analysis

of Identified Weaknes

s

Analysis Of

Overall Performan

ce

Plan long & short

term targets

Continue to

Develop Identified Weaknes

s

Progress Check

How did we analyse our How did we analyse our performance?performance?

1.1. Observed a Observed a model performermodel performer to develop our knowledge to develop our knowledge and understanding of an and understanding of an effective routine.effective routine.

Analysis Of

GeneralPerformance

2.2. Compared myCompared my performance performance of each of my skills, of each of my skills, rotation, inversion, balance rotation, inversion, balance and flightand flight, using a , using a skills skills checklist. checklist. Each skill was Each skill was performed 5 times and performed 5 times and rated.rated.

3.3. Assessed the Assessed the qualityquality of my of my skills skills and I was able to and I was able to identify my identify my StrengthsStrengths and and WeaknessesWeaknesses..

4.4. Assessed the Assessed the subroutinessubroutines of my of my weakest skill- handstand weakest skill- handstand forward roll using an forward roll using an observation schedule, compared observation schedule, compared to the to the Model performer.Model performer. This is This is called called Movement analysis.Movement analysis.

5.5. To do this I To do this I videoedvideoed my my performance and watched it performance and watched it back many times. Next to back many times. Next to each each sub routinesub routine in the in the PARPAR I placed a I placed a tick, cross or ?tick, cross or ? Dependant on how well I Dependant on how well I performed compared to the performed compared to the model performermodel performer..

Analysis Analysis

of of Identified Identified WeaknessWeakness

Analysis Analysis OfOf

General General PerformaPerforma

ncence

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?

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. Mechanical Analysisii. Movement Analysisiii. Consideration of quality

give details of how you gathered information on your chosen weakness. (4)

How did identified weakness How did identified weakness effect performance?effect performance?

Analysis of Specific

Weakness

Plan long & short term targets


Weakness


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.


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.


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)

Stages of Skill LearningStages of Skill Learning


Weakness


Planning Practice AutomaticCognitive Associative Autonomous

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 LevelGymnastics

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

Cognitive StageDuring the Cognitive Stage, I found out exactly what the Handstand forward roll involved. To do this I observed a model performermodel 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.

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.

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 wallHandstand against the wallHandstand forward roll with support

By completing a varied programmevaried 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.

For example initially I used the walk up the wall drillthe 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.

After focussing on this my level of performance had improved to such an extent that I progressed to using The The handstand against the wall drillhandstand 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....

As I was moving towards the Autonomous Stage I started to use The handstand forward roll with supportThe 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....

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 rationwork to rest ration was usually 1:3. When performing I would never have to perform more than 10/15 shots without a break.

Autonomous StageAt 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.

PreparationPreparation

ActionAction

RecoveryRecovery

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.

Stages Stages of Skill of Skill LearninLearnin

gg

Methods of Methods of PracticePractice

PrinciplePrinciples of s of

effective effective practicepractice

FeedbackFeedback

CognitivCognitive Stagee Stage

Shadow Shadow Practice/Practice/

Donkey Donkey KicksKicks

Work/rest Work/rest ratioratio

Specific Specific TargetsTargets

ProgressionProgression

External verbalverbal feedback.

AssociatiAssociative Stageve Stage

Walk up the Walk up the wallwall

Handstand Handstand against the against the wallwall

Handstand Handstand forward roll forward roll with supportwith support




External verbal, verbal, written, video written, video

feedback.Internal feedback

AutonomAutonomous ous

StageStageFull skillFull skill


SpecificSpecific





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


Possible QuestionsPossible Questions

Describe some of the features that can be identified at each of the stages of Describe some of the features that can be identified at each of the stages of skill learning. Give specific examples from the chosen activity. skill learning. Give specific examples from the chosen activity.

(6) (6)

When learning and developing a skill, it is important to work through the When learning and developing a skill, it is important to work through the three stages of learning. These are: three stages of learning. These are:

The preparation / cognitive stageThe preparation / cognitive stage The practice / associative stageThe practice / associative stage The automatic / autonomous stageThe automatic / autonomous stage

Explain what you understand about Explain what you understand about eacheach stage. stage. (6) (6)

Discuss why it is appropriate to use different methods of practice at two 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 different stages of learning. Give examples from your programme of work to support your answer. (6)support your answer. (6)

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)

Programme of WorkProgramme of Work

Develop Identified weakness


Monitor Progress

Stages Stages of Skill of Skill LearninLearnin

gg

Methods of Methods of PracticePractice

PrinciplePrinciples of s of

effective effective practicepractice

FeedbackFeedback

CognitivCognitive Stagee Stage

Shadow Shadow Practice/Practice/

Donkey Donkey KicksKicks




External verbalverbal feedback.

AssociatiAssociative Stageve Stage

Walk up the wallWalk up the wall

Handstand Handstand against the wallagainst the wall

Handstand Handstand forward roll with forward roll with supportsupport






AutonomAutonomous ous

StageStageFull skillFull skill


SpecificSpecific




Stage 5Stage 5Stage 5Stage 5



Donkey KicksDonkey KicksDonkey KicksDonkey Kicks

Walk up wallWalk up wallWalk up wallWalk up wall

Stage 3Stage 3Stage 3Stage 3HSFR against HSFR against wallwall

HSFR against HSFR against wallwall

Stage 4Stage 4Stage 4Stage 4With supportWith supportWith supportWith support

Full skillFull skillFull skillFull skillGradual Gradual Build UpBuild UpGradual Gradual Build UpBuild Up

Gradual Build UpGradual Build UpGradual Build UpGradual Build Up

Skills & TechniquesSkills & TechniquesRevision NotesRevision Notes

ShadowShadow Donkey kicksDonkey kicks

Walk up wallWalk up wall Handstand against wallHandstand against wall

With supportWith support Full skillFull skill

Gradual Build UpGradual Build Up

Whole-Part-WholeWhole-Part-Whole

Week 1 and 2Week 1 and 2((cognitive/ preparationcognitive/ preparation stage moving stage moving into into associative/associative/ practicepractice stage) stage)

Week 3 and 4Week 3 and 4((associative/associative/ practice practice stage)stage)

Week 5 and 6Week 5 and 6((autonomousautonomous/ / automaticautomatic stage) stage)

During the learning processDuring the learning process

Used to fix small parts of technique Used to fix small parts of technique in the automatic stagein the automatic stage

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


Principles of EffectivePrinciples of Effective

Principles Principles ofof

TrainingTraining

Principles Principles of of

Effective Effective PracticePractice

They are not the They are not the samesame

Does not equalDoes not equal

Work / Rest RatioWork / Rest RatioWork / Rest RatioWork / Rest Ratio

ProgressionProgressionProgressionProgression

Performance Level

Difficulty of practice

Think….Think….SpecificSpecific – To stage of skill learning– To stage of skill learning

MeasureableMeasureable – Targets which you can measure to check for – Targets which you can measure to check for improvement/ensure progress at correct time. Allows improvement/ensure progress at correct time. Allows

you to you to monitor programme to.monitor programme to.

AchievableAchievable – Practice must be challenging but achievable to keep – Practice must be challenging but achievable to keep you you motivated. Problematic if to easy/difficultmotivated. Problematic if to easy/difficult

RealisticRealistic – Keep practice related to demands of whole – Keep practice related to demands of whole performance/activity (game like). By doing this makes it performance/activity (game like). By doing this makes it easier to transfer improvements into activity.easier to transfer improvements into activity.

TimeTime – Ensure appropriate work to rest ratio to ensure high – Ensure appropriate work to rest ratio to ensure high level level of performance, avoid fatigue / injury.of performance, avoid fatigue / injury.

SMARTSMART

Principles of EffectivePrinciples of Effective

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


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)

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?

Reassessing our performanceReassessing our performance

ReassessPerformance

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. Explain the improvements shown inMovement analysis observation schedule – how has performance improved at Preparation, Action, Recovery stages

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

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


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)

FeedbackFeedback 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 Provides reinforcement about the successful parts of

your performance.your performance. Positive feedback increases your motivation and Positive feedback increases your motivation and

encourages you to work towards further improving encourages you to work towards further improving your performance.your performance.

There are two main categories of feedback:There are two main categories of feedback:1.1. InternalInternal (Intrinsic) Feedback. (Intrinsic) Feedback.2.2. ExternalExternal (Extrinsic) Feedback. (Extrinsic) Feedback.

FeedbackFeedback

InternalInternal(Intrinsic)(Intrinsic)

ExternalExternal(Extrinsic)(Extrinsic) Ways we receive external feedbackWays we receive external feedback

1.1. WrittenWritten2.2. VisualVisual3.3. VerbalVerbal

Examples of this within programme of workExamples of this within programme of work1.1. Cognitive StageCognitive Stage - Verbal - Verbal 2.2. Associative StageAssociative Stage - Visual- Visual - Model - Model

performer/videoperformer/video3.3. AutomaticAutomatic - Written – Model - Written – Model

performer performer comparison/scatter diagramcomparison/scatter diagram

MotivationMotivation 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)

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.

Motivation – Goal Motivation – Goal SettingSetting

You can use You can use goal settinggoal setting to keep you motivated and to keep you motivated and ensure that you perform at your highest levelensure that you perform at your highest level

Setting goals is a good way of keeping you motivated.Setting goals is a good way of keeping you motivated.

Why… I you set yourself a goal your external motivation will Why… I you set yourself a goal your external motivation will more than likely increase.more than likely increase.

Goal setting involves you setting Goal setting involves you setting challengingchallenging yet yet achievableachievable targetstargets which are which are specificspecific to your level to your level of performance.of performance.

For example…For example… In Golf you may set a target of trying to only two In Golf you may set a target of trying to only two putt on any green. Once this has been achieved you could putt on any green. Once this has been achieved you could increase the difficulty by having to one putt on four greens and increase the difficulty by having to one putt on four greens and two putt on the remaining holes.two putt on the remaining holes.

QuestionQuestion Give an example of how you used goal Give an example of how you used goal setting in a setting in a badminton practice you badminton practice you undertook.undertook.

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


Intermediate 2 Questions Choose one of the factors from the list below.

MotivationConcentrationFeedback

Explain why it was important in the development of the skill or technique in your performance. (4)

Choose one of the following factorsMotivationConcentrationFeedback

Explain the importance of this factor in your performance. (4)

Describe how you used one of the following during your programme. (4)MotivationFeedbackConcentration

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SKILLS & TECHNIQUES S4 Int 2 OVERVIEW. Today and tomorrow we will… Identify the main content Investigate previous questions Create a Skills and