Skills and Techniques
Lesson Two
Today we will…
 Undertake
a marking task. From the feedback
improve on homework answer.
 Identify
 Explain
stages of skill learning.
what you did at the preparation (cognitive)
stage of skill learning.
Homework
Feedback
Initial Comments

Number of people failed to submit homework on time.
Demerits/Letters/Phone Calls home.

Some people have to redo the question on data gathering as it
wasn’t up to the standard required for their level of course
presentation. Redo homework due tomorrow – Tuesday
23rd
Homework

Due Wednesday 17th November
Question 1:
Explain the benefits of considering a model /
skilled performance when learning or
developing this skill or technique.
Using the key content below mark your homework answer to question 1. Decide whether
it’s Green/Yellow/Red.
Use the key content to improve your answer.











At the cognitive stage of skill learning. Limited ability and knowledge of skill. Observing Model performer
helps improve knowledge of what it means to perform effectively.
Some skills and techniques are difficult to carry out effectively. Watching a top level performer playing the
shot, possibly from a slow-motion video, can assist you in learning how to perform the skill effectively.
Seeing someone else perform to a high standard gives you a clear picture of what it is you are striving to do.
At first the skill may seem overwhelming however observing model performer can make performance look
exciting and motivate you to improve.
Comparing your performance to a model performer enables you to identify strengths and weaknesses in own
performance. For example using movement analysis (PAR) make comparisons between your performance
and that of the model performer.
Comparing yourself with a model performer provides you with different types of feedback.
Can plan appropriate practice/set measurable & achievable targets help you monitor progression and keeps
you motivated.
Working with a model performer also has benefits
Provide you with accurate feeds during practice. Ensures high quality effective practice.
They can give immediate feedback, helping eliminate errors early on.
Can provide you with challenge/competition during practice sessions.
Section One
(General Data Collection)


Compared my court movement during
competitive games to that of a model
performer.
Analysis
Of
General
Performance
Assessed the variety and effectiveness of
my strokes in a competitive game.
Feedback
Didn’t fully describe observation schedules, give specific examples of what was
assessed.
Describe fully how observation schedules were completed. 3 games/15
points/opponents of similar ability.
Didn’t explain what you found out from observation schedule
Explain why methods used appropriate.
Section 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.

Broke overhead clear down into preparation, action,
recovery.

Compared overhead
clear to that of a model
performer using
movement analysis
observation schedule.
Feedback
Didn’t explain which test was carried out in a closed environment and which was carried out
in an open environment or explain why it was important to test in both.
Didn’t fully explain how compared performance to that of a model performer and why this
was appropriate
Didn’t explain what you discovered from observation schedules
Now that we have worked out the
demands of the skills involved in
badminton and assessed our strengths
and weaknesses we are now in a good
position to develop our identified
weakness.
There are three important stages in learning and developing
skills
STAGES OF LEARNING
Preparation (Cognitive)
Practice (Associative)
Automatic (Autonomous)
Cognitive Stage
During the planning stage, you find out what the
skill involves – work out the subroutines.
Preparation
Action
Recovery
Even although some of the subroutines involved
in the skill maybe new, it does not mean that you
are at the beginner level in badminton.
Beginner Level
Badminton
Player
After establishing the different subroutines you make
your first attempts at learning the skill
Errors are likely to be common during the planning stage. As a
result of this you will need lots of advice and encouragement
What was the first thing you did during the cognitive stage?
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 these were:
Preparation
Action
Recovery
Why did you break the OHC down?
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 overhead
clear. Even although some of the subroutines involved in the overhead clear were new, I wasn’t
a badminton beginner, I had some previous experience of the activity.
What did you do after establishing the subroutines?
After establishing the subroutines involved 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.
Why was it important to receive feedback at this stage?
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.
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 overhead
clear. Even although some of the subroutines involved in the overhead clear were new, I wasn’t
a badminton 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, 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.
Homework
•
Due Friday 26th Nov
Task 1:
Describe what you did at the cognitive stage of skill learning to
develop your overhead clear. Give specific performance related
examples to support your answer.
Task 2:
Describe a complex skill which you found to be a weakness. Explain
why you considered it to be a weakness.
Answer should include
• Intro – aim/objective of overhead clear
• Explanation as to why OHC is a complex skill
• Comparison of your performance to that of a model performer at the
Preparation / Action / Recovery stages.
• Summary of how this affected the effectiveness of your overhead clear.