Skills and Techniques

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Intermediate 2 Higher Physical Education

• Skills and Techniques

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Unit objectives

• Goal is to improve our badminton performance by
  developing our understanding of skills and
  techniques
• Define exactly what a skill and technique is
• Gather data on our performance of a specific
  skill and technique
• Break down a skill or technique
• Look at the stages we go through when learning
  all kills
• Different methods of practice that help us
  develop / learn new skills
• The principles of effective practice
• Importance of feedback, concentration and
  motivation in learning skills.

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Todays Lesson Objective

• Define the terms skill and technique .
• Explain the difference between a skill and
  technique
• Identify how to classify a skill
• Explain how we identified a skill that was a
  weakness in our performance.
• Break our overhead clear down into subroutines
  and compare our performance to a model performer.
• Issue homework 2 tasks
• First due on Friday 25th Nov
• Second (mini project) due on Friday 2nd Dec

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What are skills and techniques
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Skills can be a number of things
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Skill Classification

• Simple or Complex
• 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
• The amount of information to be processed
• The number of decisions to be made
• The speed at which information processing and
  decision-making has to occur
• The accuracy involved
• The amount and type of feedback which is
  available

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In Summary
Simple Skill Complex Skills
Few subroutines Many subroutines
Physically undemanding Physically demanding
Little coordination needed Coordination vital
Simple order of movements Complicated order of movements
Few movement at one time Many movements at the same time
Few judgements to be made Many 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)
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Skill Classification

• Closed or Open
• 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.

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Example of an open skill Rugby Tackle
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Where we are to date

• How did we identify a skill that was a weakness?

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Stage One(General Data Collection)

• How did we do this?

• Create a mind map in your jotter

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Stage One(General Data Collection)

• Video recorded in three competitive games. Used
  the three recordings to complete observation
  schedules.
• 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.

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How Why of General Data Collection
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HOW assessed court movement WHY appropriate
Video recorded Video allowed accurate completion of observation schedule. Badminton is fast paced with video can pause and rewind. Dont miss anything. Get a true reflection of performance.
Assessed during three competitive games, against opponents of similar ability Accurate, reliable data, true picture of ability, not a one off performance, game isnt to easy or challenging, will be motivated.
Compared my court movement to that of model performer. (Give performance examples of what observation schedule assessed) 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.
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.
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Stage Two(Specific Data Collection)

• How did we do this?

• Create a mind map in your jotter

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Stage Two(Specific Data Collection)

• Assessed the accuracy of overhead clear in closed
  environment using hoop test.
• Assessed placement of overhead clear during
  competitive game (open environment) using scatter
  diagram.
• Observed video of model performer to develop
  knowledge and understanding of the subroutines
  involved in overhead clear.
• Broke overhead clear down into preparation,
  action, recovery. Created movement analysis
  observation schedule
• Compared my overhead clear to that of a model
  performer using movement analysis observation
  schedule.

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Homework

• Task 1 Due Friday 25th November
• Question
• Describe in detail how you identified and
  gathered data on a skill or technique that was a
  weakness in your performance.

• Task 2 (mini project) Due Friday 2nd Dec
• Choose two skills, one should be a weakness
  (Overhead Clear) the second should be a
  strengths.
• This is not an essay answer, you may wish to
  produce a PowerPoint or a booklet. You may wish
  to include pictures, a video clip or a diagram.
  The key content that should be included is as
  follows
• Description of the purpose of each skill (i.e.
  When and why it would be used)
• Description of how a model performer would
  perform the skill
• Explain how your performance differs from a model
  performer