Intermediate 2
& Higher Physical Education
Skills and Techniques
Lesson objectives…
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Principles of Effective Practice
Thinking SMART to ensure the principles of effective practice are applied
Review model answer on principles of effective practice
Consider how feedback and motivation will influence our practice sessions
Investigate types of feedback
Investigate what motivates us to improve our performance
Goal Setting
Remember research project homework due Friday 2nd December
Principles of Effective Practice
These will be key to our practical sessions
Remember
Principles of
Effective
Practice
Principles of
Training
Does not equal
They are not the same
Progression
+
Work / Rest Ratio
=
Principles of Effective
Practice
Principles of Effective Practice – fill in the blanks
 For our practice to be effective it needs to bespecific
_________ to our strengths
and weaknesses. This means that our practice sessions will have to become
progressively
________________ more difficult
__________ as your level of performance
improves.
 Also to avoidboredom
__________ and fatigue our practice sessions will need to be
stimulating/interesting. For it to be stimulating it needs to be
challenging
______________ yet achievable, varied and last an appropriate amount of
_____.
time
to ensure you move onto the next
 Furthermore __________________________________________
stage of practice ________________________
____________
at the appropriate time, practices
_____________________
must have clear measureable objectives.
Principles of Effective Practice – Progression
Difficulty of practice
Performance Level
Principles of Effective Practice – Progression
 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 objectives / success criteria.
Principles of Effective Practice – Work / Rest Ratio
 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.
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…. SMART
Specific: To stage our stage of skill learning (ability)
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
Review the two model answers on the principles of effective practice
1. Read the two model answers on principles of effective practice.
(on school website) (click here)
2. Highlight the information that relates to work/rest ration and progression
3. Make notes in your class jotter on how SMART was used to ensure work/rest
ration and progression were considered/ensured.
Feedback and Motivation
These will be key to our practical sessions
In addition to the principles of effective practice, feedback, motivation and
concentration are important in the development of any skill/technique.
We will be focussing on Feedback and Motivation as these are the most important
to us. If you had to answer a question on how one or two of the above influenced your
performance you would more likely discuss Feedback and Motivation.
Feedback
 Feedback is information you collect about your performance. There are different types of
feedback. The types you collect depend on the task you are completing and what you wish to
know about your performance.
 There are two main categories of feedback:
 Internal (Intrinsic) Feedback.
Feedback
 External (Extrinsic) Feedback.
Internal
(Intrinsic)
External
(Extrinsic)
 Feedback is essential for performance improvement.
 Enables you to identify your strengths and weaknesses.
 Helps plan improvements to your performance.
 Provides reinforcement about the successful parts of your performance.
 Positive feedback increases your motivation and encourages you to work
towards further improving your performance.
Internal (Intrinsic)
 Internal feedback concerns
movement awareness, i.e. how it feels to
you (Kinaesthetic awareness).
 You can feel how you execute shots, do
you feel:
 Side on.
 Balanced.
 Weight on back foot.
 Transferring weight forward.
 During an overhead clear you would
receive internal feedback about the
action through the positioning, control,
balance, co-ordination and timing you
felt when completing the overhead
clear.
External (Extrinsic)
 External feedback concerns information
gathered from another source.
 It could be gathered from:
 Observation Schedules
 Video Recording
 Digital Images
 Information from teacher
 Knowledge of results.
 You could receive external feedback on the
result of an overhead clear from a scatter
diagram, video recording of you
performing overhead clear, feedback from
teacher, knowledge of whether you won a
point.
Using feedback to help you
The manner in which you use/collect feedback should relate effectively to the activity and be
specific to what you need to know.
In badminton you could use internal feedback towards the end of the associative and during
autonomous stage of skill learning to help you grove the overhead clear action to muscle
memory.
When completing the overhead clear you should be aware of your stance – do you feel like
you are standing side on, is your weight transferred to your back foot, does your weight
transfer forward at moment of impact with shuttle. By being aware of these factors, you will
develop a feeling and awareness of when you have performed the overhead clear effectively.
For the same action you could use various forms of external feedback to help you grove the
overhead clear action to muscle memory.
You could use a video recording to see yourself perform the overhead clear. You could also
use the video to slow your performance down and more accurately complete an observation
schedule of your overhead clear. A variety of observation schedules could be used to gather a
variety of information. Movement Analysis to compare yourself with a model performer at
Preparation, Action, Recovery stages. Scatter diagram to record where you played your
overhead clears to.
Ensuring Feedback is effective…
 For feedback to be effective it needs to be positive.
 Positive feedback focuses on what you did well and suggests how further improvements
could be made. Positive feedback links to motivation. For example, if you have just
finished your game and you receive positive feedback about the effectiveness of your
overhead clear this is more likely to motivate you to make further improvements.
 Giving negative feedback which tends to concentrate on what you are doing wrong is not
useful, and should not be given. Negative feedback fails to explain how you can improve
your performance and is dispiriting and de-motivating.
 To ensure that the positive feedback you receive is effective, it needs to be accurate,
relevant to your performance and given as soon as possible after performance.
Motivation
 Motivation is your level of desire to succeed. You need to be motivated in order to
improve your level of performance. (You need to want to do it. In sport you will have heard the
expression he/she/they wanted it more than their opponent)
 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)
Motivation
Internal
(Intrinsic)
Motivation
External
(Extrinsic)
Motivation
Motivation
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).
The only reason you want to improve your overhead clear is to make you a better
badminton player.
External motivation comes through wishing to achieve a better practical grade or
using your overall qualification to gain entry to college or university.
You wish to improve your overhead clear to get a better badminton grade which will help
you achieve a better overall course award.
External Motivation – Goal Setting
You can use goal setting to keep you motivated and ensure that you
perform at your highest level
Setting goals is a good way of keeping you motivated.
Why… Because when your internal motivation is low (can’t be
bothered/lazy) you will have little desire to improve. However if you set
yourself a goal your external motivation will more than likely increase
motivating you to work harder.
Goal setting involves you setting challenging yet achievable targets
which are specific to your level of performance.
For example… In Golf you may set a target of trying to only two putt on any
green. Once this has been achieved you could increase the difficulty by
having to one putt on four greens and two putt on the remaining holes.
Homework
Task 2 (mini project): Due – Friday 2nd December
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