John Ogilvie HS Curriculum for Excellence. Physical Education: National 4 & 5. Unit 2: Factors Impacting on Performance. Badminton

Transcription

1 John Ogilvie HS Curriculum for Excellence Physical Education: National 4 & 5 Unit 2: Factors Impacting on Performance Badminton Name: Teacher: 1

2 Description and Explanation explained. Description Giving details on how something happened or something is like. E.g. To gather information on my skill a feeder fed me 2 high quality high serves and I returned them by performing drop shots. An observer watched and ticked or crossed each subroutine depending on how well I performed them. Explanation the details or reasons that someone gives for doing or using something to make it clear or easy to understand E.g. I used a PAR sheet as I could compare my performance to that of a model performer and highlight my specific strengths and weaknesses. 2

3 MEPS: Overview and Definition FACTOR HEADING FACTOR DEFINITION Mental Anxiety Your inner thoughts and feelings e.g. I am feeling really confident or I am worried about playing because and the how your body reacts e.g. increased heart rate, sweaty palms, butterflies in the stomach etc Emotional Confidence Determination Motivation A positive state of mind; a belief in yourself that you can perform successfully. The ability to keep going to achieve a goal and not give up. Your level of desire to succeed. Internal motivation is your internal level of desire to succeed. External motivation occurs when your involvement in an activity is for reasons apart from simply participating. Social Physical Happiness Working in Isolation Fair Play Etiquette Skill Fitness Tactics/Composition The feeling of being happy. This can affect your performance in a positive and negative way depending on your level of happiness Working on your own to (shadow practice) to develop and refine skills. This can affect how engaged you re during training sessions. playing according to the rules and not having an unfair advantage Showing respect for others All the skills and techniques within a game Physical and Skill Related Fitness Tactic- An action or strategy carefully planned to achieve a desired outcome 3

4 Factor Headings and Factors Determination Anxiety Mental Confidence Working in isolation Social Factors Impacting on Performance Emotional Happiness Fair Play Tactics Physical Skills Fitness 4

5 Cycle of Analysis In order to develop your performance in any activity in your Physical Education course, you must carry out a Cycle of Analysis. This is demonstrated in the diagram below: Observe performance and collect data Carry out training programme and monitor it Collate the results and identify strengths & areas of development Plan a training programme to improve weaknesses 1. Observe performance and collect data: This is where you gain information about your performance; this could include completing an observation schedule, a PAR sheet or carrying out a recognised fitness test. 2. Collate the results and identify strengths and weaknesses This is where you will analyse and interpret the data that you have collected to identify your performance strengths and area of developments. In this block, you will be looking at your strengths and weaknesses in relation to skills. 3. Plan a training programme to improve weaknesses At this stage of the cycle you will use the information you have collected to develop a training programme to develop your identified area of development. This must be suitable for your own personal development needs. 4. Carry out training programme & monitor it. Finally, you will carry out your training programme to develop your area of development and very importantly you will monitor this programme to evaluate the effectiveness of it. You may need to adapt your programme if it is not having a positive effect of your performance. 5

6 How do we identify which of these factors impact on our performance in badminton? There are many different factors that impact on your performance in badminton, but we will focus on certain ones. Physical Factors: Skills How do we gather information about how well we perform skills in badminton? 1. Match Analysis sheet Example of Match Analysis sheet Skill Effective Ineffective Strength/Weakness Serve OHC Drop Shot Description As you play against someone of similar ability up to 21 points, two observers watch you perform. One observer shouts out the shot you played and stated whether it was effective or ineffective and the other places a tally mark in the appropriate box. At the end you count the tally marks and highlight your strengths and weaknesses. Explanation You used this method as it is easy to use and easy to analyse at the end, as you can clearly see which skills have the most tally marks. From this you are able to highlight your strengths and weaknesses. From this you can start a training programme to improve your area of development. By using two reliable observers, you know badminton well, they were able to accurately identify each shot and state its effectiveness. This can be kept as a permanent record of work: So you can repeat this method and compare it to you first match analysis sheet to see if you improved. 6

7 2. PAR Sheet (Focused Observation Schedule) Preparation - is how your body moves into position to perform a skill. Action - is the movement required to perform the main part of a skill. Recovery is getting back into position/regaining your balance after performing a skill. Phase of Subroutine from model performer Action Preparation Starts from base Side steps back Turns side on (weight on back foot) Racquet up and back =Effective X=Ineffective Action Racquet is brought forward at speed then slowed Some transfer of weight Racquet head has slight down angle Recovery Short follow through Return to base Description A feeder plays 20 quality high serves to you and you perform a drop shot. An observer sits at the side and watches each sub-routine individually and places a tick or cross depending on how well you perform that sub-routine. Explanation You compare yourself to a model performer which allows you to highlight exactly where your area of develop is. By comparing to a model performer this makes the results reliable. You used this method as it allows you to pinpoint exactly where your areas of development are. You can create a training programme from this information. This can be kept as a permanent record of work: So you can repeat this method and compare it to you first PAR sheet to see if you improved. 7

8 3. Teacher/Coach/Peer Feedback Teacher/coach feedback will provide you with information about your performance. This can come in different forms such as, verbal (talking), visual (video) or written (PAR sheet). Most of the time, the teacher will provide you with verbal feedback aimed at correcting technique and avoiding the development of bad habits. This feedback can tell you what you are doing well and what your areas of development are. Validity and Reliability of these Methods These methods are reliable and valid as they are easy to use and clearly show your strengths and areas of development. This provides us with a starting point for our training programme. Each method is completed by a reliable observer who has a good level of knowledge within the activity, therefore making results valid. Additionally, when using the PAR sheet you are being compared to a model performer which means results are accurate and a true reflection of your performance. These methods can be used as a permanent record of work so that you can compare your performance during and after a training programme to see if you are improving. 8

9 Physical Factors: Fitness How do we gather data about our fitness in badminton? 1. Speed - Speed allows the whole body to move quickly, e.g. in sprinting. Also part of the body may move quickly e.g. smash in badminton - 50m timed sprint. - 50m shuttle run test. Start 50m Finish A starter tells you when to GO and either them or a timer records the time it takes for you to get to the finish. Description From the start line, you run to a cone 50m away when the starter says go. When you cross the finish line that timer stops the clock. From this you compared your time to the national norms to see if you speed was poor, excellent or average. Explanation You used this test as it is a standardised test, so by following the exact method for performing the test your results are reliable. We used this method as it has national norms therefore I can see whether I have excellent, average or poor speed. It is a simple test to complete and requires little equipment so it is not difficult to prepare and complete the test. Validity and Reliability of these Methods The fitness tests that we use are standardised tests. Therefore, to make the tests valid, it is important that we carry out the tests exactly how they should be done. We must follow the set method for carrying out the test as this ensures everybody is following the same process. To make the results reliable we must ensure that the timing and counting is accurate, so that we can reliably compare our results to the national norms. 9

10 Mental Factor: Anxiety Anxiety can prevent you from performing at your best if you have high level of it. A high level of anxiety can make you nervous resulting in you losing focus during your match. It can also effect the execution of skills. How did we gather information on our level of anxiety when performing? Sport Competition Anxiety Test (SCAT) Description I answered all the question of the test from 1 to 3 and at the end of the test, I calculated my score. I then compared my performance to the analysis table to see if I had low, average or high anxiety. Explanation The SCAT test is an easily administered test which will show your level of anxiety. You can compare your score to analysis table. From this test you can work on lowering your level of anxiety if required. This test showed immediately what my anxiety level was. 10

11 What Factors Impact on Performance in Badminton? Factors that impact on performance can be positive and negative. Positive factors support and help you during your performance, whereas, negative factors make it hard for you to perform well. Physical: Fitness Speed Description I am able to move across the court quickly to return shots. I can return to base quickly to be ready. I can get to the front and back of the court if my opponent plays a drop shot or over head clear. Explanation Speed is important in a game of badminton to ensure you can cover the court quickly to reach your opponents shots. This allows you to return most of your opponent s shots and place them under pressure. Additionally, good arm speed will allow you to perform hit shots more powerfully making it difficult for your opponent to return. Physical: Skill Drop Shot Description I was unable to perform the drop shot effectively. Every time I tried to play the shot, I either hit it too hard or too soft. This resulted in the shuttle hitting the net or going too far into my opponent s court. This resulted in me losing points and losing confidence. Explanation A drop shot should land just over the net on your opponent s side of the court. However, if you cannot perform this skill effectively, you will start to make errors which results with you losing points during the game. You will also start to lose confidence when performing which will affect your whole performance. Your opponent will notice this is a weakness and will force you to play this shot meaning you will be constantly under pressure and become tired quickly. Ultimately, you will lose the game. E.g. In Badminton, one factor that impacted negatively on my performance was a physical factor. I struggled to move around the court quickly enough to play an effective drop shot that won points. 11

12 Mental: Confidence and Determination Development I was determined to play well in my performance. Also I was determined to work hard if I was losing. I was confident when performing skills which resulted in me winning points. Explanation By being determined and confident I was able to play to the best of my ability. My confidence allowed me to perform skills effectively and my determination allowed me to reach most of my opponent s shots. I was confident and determined during the game that I could win points against my opponent. Even when I was behind, I was determined to come back and win the match. 12

13 How do we improve our performance? Once we have established our areas of development we need to set targets and create a training programme to develop these areas of development. Target Setting It is important to set targets to aim for and help motivate you. Targets keep you focused on improving performance. Targets can be short term and long term. Short Term Target For example, a badminton player may set themselves a target to complete perform 5/10 drop shots into hoops at the front of the court. They could try to improve this score each week. Long Term Target For example, a badminton player may want to win the school championships. The Benefits of Target Setting Increase in motivation and determination, providing goals are realistic and attainable. Reinforces desire to keep working. Provides a performance focus. Provides valuable feedback. 13

14 Stages of Learning It is important to work at the correct stage of learning to ensure you do not develop bad habits, get injured or bored working at the incorrect stage and to ensure you are using the correct methods of practice for improvement. Planning / Preparation / Cognitive Find out exactly what is involved in the skill. Break the skill down and learn the sub-routines of the skill Make lots of mistakes Receive lots of feedback Decision making is poor Practice / Associative Start to link skills together Start to develop muscle memory Use more advanced practices some mistakes with some feedback more control and fluency Automatic / Autonomous perform the skill automatically without thinking about performing the action You can focus on other aspects of you performance e.g. tactics, movement. Errors are unlikely and feedback is mainly internal More control and fluency when performing 14

15 Methods of Practice It is important that you choose practices that are suitable for your current performance level and that going to challenge you to improve. Shadow Solo Practice Planning Repetition drills Methods of practice Conditioned games Automatic Practice Target Practice Combination drills 15

16 Methods of Practice we will use to develop our performance: Shadow Practice Planning stage Shadow practice involves rehearsing the movement required for the action (sub-routines), normally taken from a model performer. The performer is getting used to the movement and can perform it in slow motion to 'groove' the technique. Description Explanation Without using a shuttle, I went through the movements of the skill (sub-routines). I performed the skill in parts then all together. I tried to mimic a model performer. Learn the correct technique with no pressure of the shuttle or opponent. Isolate specific sub-routines of technique and practice these. Build up sub-routines at own pace. Repetition Drills Practice Stage Training exercises that repeat a particular skill over and over to develop muscle memory. Description Explanation I used repetition drills to build muscle memory by repeating the skill over and over again. I stood at the back of the court and my opponent fed 20 high quality serves to me. I performed the drop shot focusing on the action phase of the skill. There was no pressure from an opponent, allowing me to focus on skill The shuttle is fed to the same spot every time, therefore performer doesn t need to move and can focus on performing skills. I also used targets to keep me engaged and ensure I enjoyed training. Will improve preparation, action and recovery. 16

17 Conditioned Games Automatic Stage In order to improve a skill the normal rules of a game can be changed so that the skill being learned occurs more often or has greater importance. Description Explanation During the game, if I won a point using a drop shot I got 2 points. This encouraged me to play the drop shot more often. Conditioned games encouraged me to perform the drop shot in game situations where there is more pressure. Conditioned games are a good way to try your improved skill in a game situation. Conditioned games develop confidence in performing the skill you are developing. 17

18 Principles of Effective Practice Developing a training Programme When creating a training programme, it is important to follow the principles of training to ensure your programme successfully improves your area of development and your overall performance. Tip Easy way to remember these principles is using the acronym V.P.S.M.A.R.T.E.R. Principle Varied Progressive Specific Measureable Achievable Realistic Time-related Exciting Recorded Description & Explanation Using a variety of drills for example shadow and repetition to keep training interesting. As my drop shot improved I made my drills harder e.g. in my shadow drill once I had mastered the subroutines in isolation I started to put them together Training must be specific to your area of development, the sport and stage of learning. Measureable targets should be set to check if improvement is taking place. This way you can make training harder if you reach your targets and change your training if you are not. Practices should be challenging to ensure improvement occurs. By achieving in practices your motivation will increase. Practices must be realistic to the sport (game) so it is easier to transfer the developed skill into a game situation. There should be enough time for improvement to take place. If training is too short, improvements will not happen, if it is too long boredom can set in. Practices must be exciting and challenging. This makes you want to practice and keeps high levels of concentration and motivation. All session should be recorded so that you can check your progress and see if you meeting your targets and improving. This will also keep you focused. 18

19 Feedback It is important that you receive regular feedback from your teacher/coach/peers about your performance. This will ensure they any errors are highlighted and you can correct these instead of performing the wrong technique. There are 2 types of feedback: Internal Feedback Information you feel about performance How did you feel when you performed? External Feedback Written Verbal Visual External feedback is information you receive about your performance from various others in various ways. Completed PAR sheet Positive advice from your coach Video of performance 19

20 Monitoring and Recording Training Programme How do we record our training programme? Training diary/journal: Using a diary/journal we can record sessions, evaluate our sessions, indicate if we have reached our targets and record any feedback to see if we are improving. This helps you adjust your programme to ensure you are always developing your performance. How do we monitor our training programme? Targets: We can use the targets set to monitor our programme e.g. if we are reaching our targets, then our programme is working. If we are not, then we must adapt our programme. Feedback: Information received from our peers/coach/teacher can be used to monitor progress. Match Analysis sheet /PAR sheet: to monitor how effective our programme is, we can repeat these methods and compare them to our first attempts. This will show if the programme is working or not. Why do we monitor and record our training programme? Allows you to see if improvement has/is taken place. We can see if we are meeting our targets. Information received will help you adjust development programme. Knowing you are succeeding will make you feel good and motivate you to continue working hard. 20

21 Appendix 1: Match Analysis sheet Performer: Observer: Task1: Performer plays someone of similar ability up to 15 points. Two RELIABLE OBSERVERS at side; 1 shouts out what shot was played and if it was effective on ineffective e.g. OHC- Effective. The other observer places a tally mark in the appropriate box. Skill Ineffective Effective Strength / weakness Example: OHC Serve Overhead Clear Drop Shot Task 2: Example: My weakness is my OHC. I know this because out of 10 OHCs played, 8 were ineffective. This stopped me from forcing my opponent to the back of the court and placing them under pressure. My opponent could also play more attacking shots such as the smash, as my OHC only reached mid-court. Which skill is your strength? Which skill is your weakness? 21

22 Appendix 2: PAR Sheet Name Observer Task 1 A feeder plays 20 quality high serves to you and you perform a drop shot. An observer sits at the side and watches each sub-routine individually and places a tick or cross depending on how well you perform that sub-routine. Phase of Action Preparation Subroutine from model performer Starts from base Side steps back Turns side on (weight on back foot) Racquet up and back =Effective X=Ineffective Action Racquet is brought forward at speed then slowed Some transfer of weight Racquet head has slight down angle Recovery Short follow through Return to base Task 2 Which sub-routines are your weaknesses? How do know this? 22

23 Appendix 3: Sport Competition Anxiety Test (SCAT) Assessing Your Anxiety Read each statement below, decide if you "Rarely", "Sometimes" or "Often" feel this way when competing in your sport, and tick the appropriate box to indicate your response. 1 Competing against other People/Teams is socially enjoyable 2 Before I compete - I feel uneasy QUESTION RARELY SOMETIMES OFTEN 3 Before I compete - I worry about not performing well 4 I am a good sportsman when I compete 5 When I compete - I worry about making mistakes 6 Before I compete - I am calm 7 Setting a goal is important when competing 8 Before I compete - I get a queasy feeling in my stomach 9 Just before competing - I notice my heart beats faster than usual 10 I like to compete in games that demand a lot of physical energy 11 Before I compete - I feel relaxed 12 Before I compete - I am nervous 13 Team sports are more exciting than individual sports 14 I get nervous waiting to start the game 15 Before I compete - I usually get uptight Sport Competition Anxiety Test (SCAT) Analysis Question No Rarely Sometimes Often Pupil Score SCAT Score Analysis Total Less than 17 You have a low level of anxiety 17 to 24 You have an average level of anxiety More than 24 You have a high level of anxiety 23

24 Appendix 4: Session recording sheet Training session No: Date: Stage of Learning : Target Set Target reached (Tick or cross) Warm -up Description of session Evaluation Feedback received (circle method used) Visual Written Audio Internal What was the feedback? Changes to future sessions? 24

25 Training session No: Date: Stage of Learning : Target Set Target reached (Tick or cross) Warm -up Description of session Evaluation Feedback received (circle method used) Visual Written Audio Internal What was the feedback? Changes to future sessions? 25

26 Training session No: Date: Stage of Learning : Target Set Target reached (Tick or cross) Warm -up Description of session Evaluation Feedback received (circle method used) Visual Written Audio Internal What was the feedback? Changes to future sessions? 26