Transcript Slide 1

INTERMEDIATE 1
PHYSICAL EDUCATION
SKILLS AND TECHNIQUES
INFORMATION PACK
Name : _____________________________________
Class : _________
Year : ______ -- ______
SKILLS and TECHNIQUES
AIMS
•To improve your Performance.
•To improve your Understanding of Skills and Techniques.
PROCESS
1.You will develop an understanding about Skill and Skilled
Performance by learning about :
•How basic skills and techniques are learned before more complex
skills and techniques.
•How skills and techniques are refined through practice.
•How model performances can be used to develop performance.
2.You will develop an understanding of how to Analyse and Develop
Performance in relation to skills and techniques by learning about :
•Movement Analysis.
•A Technique improvement Training Programme.
•The importance of reviewing and monitoring progress.
3.You will develop an understanding of how to improve your
performance by developing your skills and refining your techniques
by learning about :
•Principles of Effective Practice.
•Methods of Practice.
•Stages of Learning.
•The importance of Feedback, Concentration and Motivation.
OUTCOMES
•Improved Performance.
•Improved Understanding of Skills and Techniques.
SKILLS and TECHNIQUES
SKILL and SKILLED PERFORMANCE
A SKILL is a “MOVEMENT WITH A PURPOSE”.
You can become more Skilled if you are prepared to build on your own ability by practising
and showing a willingness to learn.
Ability + Learning + Practise = SKILL (A.L.P.S.)
Skills can be placed in the following categories :
CLOSED
OPEN
This describes the movement patterns.
If they are always identical it is a “CLOSED” skill.
If they change due to the nature of performance it is
an “OPEN” skill.
SIMPLE
COMPLEX
This describes the number of parts (subroutines) within skills.
If there is only 1 movement the skill is “SIMPLE”.
If the skill requires a series of linked movements it is “COMPLEX”.
DISCRETE
This describes how easily you can identify the
“start” and “finishing” points of the skill.
SERIAL
SKILLS and TECHNIQUES
SKILL and SKILLED PERFORMANCE
For example : In TABLE TENNIS
SKILL
SKILL CLASSIFICATION
Serve
closed
simple
discrete
Push
open
complex
discrete
Drive
open
complex
discrete
Block
open
complex
discrete
Smash
open
complex
discrete
For example : In GYMNASTICS
SKILL
SKILL CLASSIFICATION
Rolls
closed
simple to complex
discrete
Jumps
closed
simple to complex
discrete
Turns
closed
simple to complex
discrete
Balances
closed
simple to complex
discrete
Agilities
closed
simple to complex
discrete
For example : In VOLLEYBALL
SKILL
SKILL CLASSIFICATION
Serve
closed
simple
discrete
Dig
open
complex
discrete
Volley
open
complex
discrete
Spike
open
complex
discrete
Block
open
complex
discrete
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
A TECHNIQUE is the “way in which a skill is performed”
In Volleyball the “SKILL” is Serving.
One “TECHNIQUE” is the under arm serve.
Another “TECHNIQUE” is the over arm serve.
In Gymnastics the “SKILL” is Rolling.
One “TECHNIQUE” is the forward roll.
Another “TECHNIQUE” is the backward roll.
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
For example :
SKILL
TECHNIQUES
SKILL
TECHNIQUES
SKILL
TECHNIQUES
SKILL
TECHNIQUES
TABLE TENNIS
GYMNASTICS
VOLLEYBALL
Serve
Rolls
Serve
•Forehand
(top spin)
•Backhand
(side spin)
Drive
•Forehand
•Backhand
Block
•Forehand
•Backhand
Smash
•Forehand
•Backhand
•Forward (tuck)
•Backward
(straddle)
•Extended
•Circle
Agilities
•Headspring
•Handspring
•Straddle Vault
•Through Vault
Balances
•Headstand
(tucked)
•Headstand
(piked)
•Handstand
•Split Leg
Handstand
•Underarm
•Overarm
Dig
•Dig reception
•Dig set
•Dig attack
•Reverse Dig
Volley
•Volley
reception
•Volley set
•Volley attack
•Reverse Volley
Turns
Spike
•Quarter
•Half
•Three Quarters
•Full
•On hand
(down the line)
•Off hand
(diagonal)
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
To DEVELOP EFFECTIVELY you need to know :
•How you perform skills (INFORMATION PROCESSING MODEL).
•What skills and techniques you can, and can’t, perform (STRENGTHS AND WEAKNESSES).
•Exactly what specific aspect of your performance you want to improve (TECHNIQUE).
•What the technique should look like (MODEL PERFORMANCE).
•The effects that improving this technique will have on your overall performance (BENEFITS).
•What you hope to achieve by the end of your training programme (LONG TERM GOAL / TARGET).
•What you hope to achieve by the end of each training session(SHORT TERM GOALS / TARGETS).
•That success breeds success (ACHIEVABLE PROGRESSIVE STAGES).
•How long your training programme, and how long each training session, will last (DURATION).
•How often you will practise (FREQUENCY).
•How hard you will practise (INTENSITY).
•How to keep your practices challenging and interesting (PROGRESSION / BOREDOM / FATIGUE).
•What type of training is best suited to you (METHODS OF PRACTICE).
•What level you are currently performing at (STAGES OF LEARNING).
•How different factors can affect your practice (MOTIVATION, CONCENTRATION & FEEDBACK).
•How you are doing (MONITOR, REVIEW AND EVALUATE PROGRESS).
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
INFORMATION PROCESSING MODEL
The INFORMATION PROCESSING MODEL is a theory about how you perform skills. In this
theory your brain is a computer. Information comes to your brain from your senses. You
use this information, together with your sporting experience, to help you make decisions.
You then take action. Feedback is information which tells you whether or not your actions
have been successful. You use feedback to guide your next movement.
INPUT
Your senses tell you what
is happening
DECISION
MAKING
FEEDBACK
You find out whether or not
you have been successful
Your brain decides what to
do
OUTPUT
Your body carries out the
action
For example :
INPUT
DECISION
MAKING
OUTPUT
FEEDBACK
TABLE TENNIS
GYMNASTICS
VOLLEYBALL
•How fast is the ball coming
towards you?
•Does the ball have spin on
it?
•Is the ball moving to your
right or left?
•Where is your opponent
standing?
•What distance are you from
the springboard?
•What height is the
apparatus?
•How fast is the ball coming
towards you?
•Will the ball drop short or
long?
•Is the ball moving to your
right or left?
•Where is your setter
standing?
•Which technique will you
use?
•Where will you direct it?
•How hard will you hit it?
•Which skill / technique will
you use?
•How fast do you have to
approach the apparatus?
•How powerfully do you have
to contact the springboard?
•Where do you have to place
your hands?
•Which technique will you
use?
•Where will you direct it?
•How hard will you hit it?
Muscles work together to play
the shot you chose.
Muscles work together to
perform the action you
chose.
Muscles work together to play
the shot you chose.
•Did you choose the correct
technique?
•Was your placement of the
shot accurate?
•Did you play the shot with
the correct strength /
weight?
•Was your run up correct?
•Did you take off correctly?
•Did you land correctly?
•How could you improve?
•Did you choose the correct
technique?
•Was your placement of the
shot accurate?
•Did you play the shot with
the correct strength /
weight?
SKILLS and TECHNIQUES
ANALYSING AND DEVELOPING PERFORMANCE
CYCLE OF ANALYSIS
STAGE 1 : INVESTIGATE
Where you explain how a specific
aspect of performance was
investigated through gathering
and analysing information. You
will do this by observing your
performance and then gathering
data and collating the results of
these observations.
STAGE 4 : EVALUATE
STAGE 2 : ANALYSE
Where you reflect on your planning,
effectiveness and benefits of your
programme of work completed and
discuss your future development needs.
You will do this by re-observing and
then evaluating your performance.
Where you explain how knowledge
acquired from the study of relevant
concepts has helped you to analyse your
performance and plan a development
programme. You will do this by
comparing your performance with a
model performance using agreed criteria
and then identifying your strengths and
weaknesses.
STAGE 3 : DEVELOP
Where you explain how both the
content and suitability of your
programme of work were monitored
over the period of your training. You
will do this by preparing your plan
of action and then completing your
training programme.
SKILLS and TECHNIQUES
INVESTIGATING and ANALYSING PERFORMANCE
STRENGTHS and WEAKNESSES
To develop effectively, in order that your performances can improve, you need to know what
skills and techniques you can, and can’t, perform. You need to know what you are good at,
and what you are not good at, when taking part in an activity.
•When gathering information about your performance in order to identify strengths and
weaknesses, it is important to know the effect that being good or poor, in a particular skill
or technique, has on your overall performance in the activity.
•When describing how you gathered information, it is important that you describe the
context (conditions) of the information gathering. E.G. 10 min long games of Table Tennis
singles, 20 min long 3 v 3 games of Volleyball, 1 min 30 sec Gymnastics floor / apparatus
routine.
•When deciding which area of weakness to develop first, you don’t necessarily have to
choose your poorest statistic. You must examine all your data and decide which skill /
technique, if it was to be developed and improved, would make the biggest difference to
your performance in the activity.
•Initial results from information gathered before training can be compared to results
gathered after training, provided the context (conditions) of the results gathering process is
the same before and after. Comparisons help to measure changes in your performance.
You can gather information on your performance in several ways :
PERSONAL REFLECTION (What you think about your performance).
This involves you taking part in the activity and judging for yourself how skilful you think
you are. This judgement is based solely on your opinion and requires a degree of
understanding about what a skilful performance in the activity should look like.
This type of information gathering is very subjective. It’s purpose is to give you an
indication of your strengths and weaknesses.
You can reflect on your ability during and / or after your performance.
BASIC OBSERVATION SCHEDULE (MOVEMENT ANALYSIS)
This involves an observer watching your performance during the activity. The observer
watches you carefully as you perform the basic SKILLS of the activity. The observer judges
your performance against pre-set performance criteria for each of these SKILLS and
records your success or failure accordingly.
This type of information gathering is very objective. It is relatively simple to use, it is
inexpensive, and it gives you a permanent record to refer back to at any time. It can also
contradict or confirm your own Personal Reflections. It’s purpose is to objectively identify
your strengths and weaknesses.
Results from a B.O.S. will guide you to a SPECIFIC SKILL that requires attention
(development need).
SKILLS and TECHNIQUES
INVESTIGATING and ANALYSING PERFORMANCE
STRENGTHS and WEAKNESSES
(continued)
SPECIFIC OBSERVATION SCHEDULE (MOVEMENT ANALYSIS)
This involves an observer watching your performance during the activity. The observer
watches you carefully as you perform the different TECHNIQUES of a chosen SKILL. The
observer judges your performance against pre-set performance criteria for each of these
TECHNIQUES and records your success or failure accordingly.
This type of information gathering is very objective. It is relatively simple to use, it is
inexpensive, and it gives you a permanent record to refer back to at any time. It can also
contradict or confirm your own Personal Reflections. It’s purpose is to objectively focus in
on which technique needs most attention.
Results from a S.O.S. will guide you to a SPECIFIC TECHNIQUE that requires attention
(development need).
VERY SPECIFIC OBSERVATION SCHEDULE (MOVEMENT ANALYSIS)
This involves an observer watching you perform a SPECIFIC TECHNIQUE, in or out, of the
activity. The observer watches you carefully as you perform the chosen TECHNIQUE.
The TECHNIQUE is broken down into 3 main parts i.e. the Preparation, Action and
Recovery. The observer judges your performance against pre-set performance criteria for
each part of the TECHNIQUE and records your success or failure accordingly.
This type of information gathering is very objective. It is relatively simple to use, it is
inexpensive, and it gives you a permanent record to refer back to at any time. It’s purpose is
to help you plan meaningful training.
Results from a V.S.O.S. will guide you to specific parts (sub-routines) of a TECHNIQUE that
require attention (development needs) during your training programme.
SKILLS TEST (MOVEMENT ANALYSIS)
This involves designing a specific practice which tests your ability to perform a specific
TECHNIQUE with appropriate accuracy / power. A decision is taken as to how many times
you will perform the technique and an observer records whether each attempt has satisfied
the success criteria or not.
All these methods of collecting data will help you to understand your
current level of ability. This in turn will allow you to plan a suitable
training programme specific to your needs.
SKILLS and TECHNIQUES
ANALYSING and DEVELOPING PERFORMANCE
WHICH TECHNIQUE REQUIRES TO BE DEVELOPED ?
Having gathered appropriate information about your performance you should be in a
position to identify the SPECIFIC ASPECT OF PERFORMANCE (TECHNIQUE) you want to
improve.
WHAT IS THE CORRECT WAY TO PERFORM THIS TECHNIQUE ?
If you hope to improve your performance, you must know what you are aiming for. You
must know what a MODEL PERFORMANCE of the technique looks like. If you know what
the technique should look like, you can continually compare your own performance to that
of the MODEL PERFORMER and gauge your progress.
HOW FAR CAN I DEVELOP MY TECHNIQUE BY THE END OF MY TRAINING
PROGRAMME ?
You may not be able to reach total perfection by the end of your training programme, and
you may need more time to further develop your technique, but you should set yourself a
LONG TERM GOAL / TARGET that you hope to reach by the end of your programme. This
goal or target should be challenging, but realistically achievable. It should also help to take
you closer to the MODEL PERFORMANCE.
HOW DO I KNOW I AM PROGRESSING TOWARDS MY LONG TERM GOAL ?
If you can go from your present level to your target level within the first week of your
training then you have not set yourself a very ambitious long term goal. However, if your
long term goal is some distance away you need check points along the way to ensure that
you are on the right track. These check points are called SHORT TERM GOALS / TARGETS
and should be seen as smaller, achievable, but progressive stages in your development.
WHAT WILL BE DIFFERENT ABOUT MY PERFORMANCES IF I IMPROVE THIS
TECHNIQUE ?
You must be very aware of the BENEFITS to be gained by improving your technique. You
must be able to describe the positive effects this improvement will bring to your OVERALL
performance in the activity.
SKILLS and TECHNIQUES
DEVELOPING PERFORMANCE
Principles of Effective Practice for Designing Training Programmes
When designing your own personal DEVELOPMENT PROGRAMME, you must
give careful consideration to the following :
DURATION
This refers to the length of planned time spent training.
You must know HOW LONG your development programme will last. i.e. how many training
sessions spread out over how many weeks do you plan to use ?
Duration also applies to the length of individual training sessions within a development
programme.
You must know HOW LONG each training session will last. i.e. how many minutes will you
spend warming up, practising on your own / with a partner / with a group, playing games
and cooling down ?
FREQUENCY
This refers to the regularity and routine of your training sessions.
You must know HOW OFTEN you are going to train per week.
HOW OFTEN you train will vary depending on the time you have available and the demands
of your activity.
SKILLS and TECHNIQUES
DEVELOPING PERFORMANCE
Principles of Effective Practice for Designing Training Programmes
INTENSITY
This refers to the relative demands of your training sessions and will vary depending on the
demands of your activity.
You must know HOW HARD you are going to train during each training session.
HOW HARD you train will be determined by :
•Your level of practical ability.
•Your stage of learning / previous experience in the activity.
•The complexity of the skill involved.
•Time spent working compared to time spent resting (Work : Rest ratio).
•How many repetitions and sets you complete of a certain drill / practice / routine, etc.
•The pace you choose to work at during drills / practices / routines / games, etc.
PROGRESSION / BOREDOM / FATIGUE
You must make sure that your practices are meaningful to your stage of learning and
PROGRESS to more challenging practices when you are ready. Don’t take it easy. Make
sure you are working at a suitably demanding level at all times. Apply the principle of
progression to all your practices.
PROGRESSION can be achieved by INCREASING Duration, Frequency and Intensity.
HIGH QUALITY PRACTICE for a SHORT TIME is better than repetitive, low quality practice
over a long time. This will ensure that your performance does not suffer from the adverse
effects of BOREDOM and FATIGUE. If you become bored or tired your levels of motivation
and concentration will fall resulting in a drop in performance level.
SKILLS and TECHNIQUES
DEVELOPING PERFORMANCE
METHODS of PRACTICE
When developing skills and techniques you will use different METHODS OF PRACTICE.
The most common methods are :
•Solo / Shadow / Partner / Group.
•Opposed / Unopposed.
•Gradual Build-Up
•Repetition / Drills practices.
•Conditioned games / Small-Sided games / Coached games.
•Whole / Part / Whole.
SOLO
Working on your own is useful in helping you understand the pattern and routine of the
practice, as well as helping you become familiar with the changes of direction and body
position required. You should not be under any pressure when using this type of practice.
SHADOW
Shadow work is useful when you want to mirror the exact movements of a technique. This
can be done at full speed and in slow motion. It often involves mirroring the technique
without actually hitting a shuttlecock, serving a volleyball, shooting a basketball, etc. This
method allows you to focus on every little part of the technique.
PARTNER
Working cooperatively with a partner is useful when both of you are working on the same
thing. It helps motivate both performers as they try to copy each other’s successes. Partner
practice gives each player natural working and resting intervals. One works, one rests,
swap over. A partner is also useful for feeding, timing, counting, recording, commenting on
performance, supporting, encouraging, etc.
GROUP
Working cooperatively as a group is useful when you want to include a combination of
skills or techniques i.e. someone serving, someone else digging, someone else volleying,
etc. It can also help for things like receiving feeds from different areas, directing shots to
different areas, supporting, providing pressure / opposition, creating natural work and rest
periods, creating motivation through competition between group members, etc.
SKILLS and TECHNIQUES
DEVELOPING PERFORMANCE
METHODS of PRACTICE
(continued)
OPPOSED / UNOPPOSED
Sometimes you need to practise WITHOUT OPPOSITION especially in the early stages of
your development. This allows you to practise the technique without any pressure. It also
helps to increase your confidence.
Sometimes you need to practise WITH SOME OPPOSITION (PASSIVE OPPOSITION)
especially when you start to make progress. This allows you to be put under a little more
pressure which means you have to concentrate harder in order to still meet with success
when you perform the technique.
Sometimes you need to practise WITH FULL OPPOSITION
(ACTIVE OPPOSITION)
especially when you are performing to a good standard. This allows you to get used to full
activity situations and to deal with pressure situations while still maintaining good form.
When working with PASSIVE and ACTIVE levels of opposition, it is important that the
opposition is clear about the level of opposition they are expected to apply to the practice.
GRADUAL BUILD-UP
This is useful for learning skills / techniques that are COMPLEX or have an element of RISK.
Using GRADUAL BUILD-UP allows you to gradually make the practice more demanding. It
also allows you to develop high levels of confidence.
When using this method your practices must be challenging, but achievable, and they must
also be meaningful and realistic to your stage of learning and level of performance.
REPETITION / DRILLS PRACTICES
Setting up training drills that REPEAT particular parts of a technique or the whole technique
itself can be very useful. This allows you to practise very small parts of the technique (SUBROUTINES) REPEATEDLY.
The idea of REPETITION is to GROOVE THE TECHNIQUE so that all the parts of the
technique work well together.
DRILLS PRACTICES are useful when both REPETITION and different degrees of PRESSURE
are involved.
Pressure may take the form of a public performance, time restriction, target size or through
introducing opponent (s).
SKILLS and TECHNIQUES
DEVELOPING PERFORMANCE
METHODS of PRACTICE
(continued)
CONDITIONED GAMES
These are useful for developing OPEN skills in situations that reflect the demands of the
activity.
Sometimes a CONDITION is put on an activity to provide a player or a team with an
advantage. This makes achieving tasks easier.
Sometimes a CONDITION is put on an activity in the form of a RULE CHANGE. This allows
the skill / technique that you have been developing to be emphasised through the activity.
SMALL-SIDED GAMES
Reducing the number of players in a team gives EACH player a chance to practise skills and
techniques in a game-like setting. Reducing the number of players in a team normally
allows players to INCREASE their level of involvement and time in possession of the ball.
COACHED GAMES
These are useful if you are focussing on achieving certain things which your teacher thinks
are vital for improving your PERFORMANCE IN THE GAME. Your teacher might have
“FREEZE MOMENTS” during your games to show situations that highlight the benefits that
earlier practice has had on your game performance.
WHOLE / PART / WHOLE
This is a useful method to use if you already have some experience of the activity and you
can already perform a version of the WHOLE skill / technique.
It involves performing the WHOLE skill / technique in the full activity, recognising a problem
within the skill / technique, practising that PART of the skill / technique in isolation (on its
own), then returning to the full activity to use the WHOLE skill / technique again, hopefully
with more success than before.
Skills / Techniques which allow PARTS of the performance to be separated easily from the
WHOLE performance work best.
SKILLS and TECHNIQUES
DEVELOPING PERFORMANCE
METHODS of PRACTICE
(continued)
for example :
METHOD OF
PRACTICE
SOLO
TABLE TENNIS
Forehand shots against
upright half table
SHADOW
Forehand top spin
technique
PARTNER
Partner feed for
forehand return
GYMNASTICS
Forward Roll to stand
Partner pulls you up as
you come out of
forward roll
VOLLEYBALL
Throw against wall
and dig into air
Sinking into dig
position
Partner feed for dig
return
4 person rally pattern
for forehand
-
One person feeds, one
digs to 3rd person who
catches
Forehand rallies
attempting to win
point
-
Trying to deal with full
spike by digging to
setter
UNOPPOSED
Partner continually
feeding to forehand
-
Throw to self to dig to
setter
GRADUAL
BUILD-UP
•Shadow forehand
•Drop ball for
forehand across net
•Partner feed for
forehand across net
•Forehand rallies
•Crouch position to
hands on floor
•Roll down slope
•Roll for partner to
assist standing up
•Full roll
•Throw to self and
catch in dig position
•Throw to self and dig
into air
•Partner feed and
bump dig back
•Partner feed for high
dig return
•Partner feeds into
space. Move to ball and
play high dig to target
REPETITION /
DRILLS
Partner feeds
continuously for
forehand return
Forward roll down
slope
Partner feeds to space.
Move to play high dig
returns
CONDITIONED
GAMES
Only win point with
forehand drive as final
shot
-
Only digs allowed in
rear court
SMALL-SIDED
GAMES
1v1 games
-
2v2, 3v3, 4v4 games
GROUP
OPPOSED
WHOLE / PART /
WHOLE
•Full game
•Forehand rallies
•Full game
•Forward Roll
•Rocking practice to
standing
•Forward roll
•Full game
•Partner feeds for dig
returns to setter
•Full game
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
STAGES of LEARNING
When you have worked out the demands of the skills / techniques involved in
an activity and you have checked your level of practical experience in the
activity, you are in a good position to learn and develop these skills /
techniques.
Everybody learns new skills / techniques at different rates. Some people find
some skills / techniques easy to grasp and master, while other people struggle
to make the same progress.
There are 3 important STAGES OF LEARNING involved in developing skills /
techniques. These are :
•PLANNING (Cognitive) STAGE
•PRACTICE (Associative) STAGE
•AUTOMATIC (Autonomous) STAGE
There are also 3 important FACTORS to take into consideration when you are
training to develop skills / techniques. These are :
•MOTIVATION
•CONCENTRATION
•FEEDBACK
The influence that these 3 FACTORS will have on your development will be
slightly different at each STAGE OF LEARNING.
The METHODS OF PRACTICE you choose to use in your development
programme will also be different at each STAGE OF LEARNING.
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
STAGES of LEARNING
STAGE 1
PLANNING or COGNITIVE STAGE
During this stage you are a beginner and you need a clear mental picture of the
movements you need to make. This means finding out what the technique involves. You
need to establish what all the parts (sub-routines) of the technique are and you make
your first attempts at learning each part. Errors are likely to be common at this stage.
METHODS
OF
PRACTICE
•Solo
•Shadow
•Partner
•Gradual
Build-Up
MOTIVATION
CONCENTRATION
FEEDBACK
(The DRIVE to do well)
(The ability to FOCUS)
(INFO about ABILITY)
•Should be high since
you are starting to
learn a new technique
properly to benefit
your play.
•Should be very high
as you will be thinking
very hard, and
focussing very
carefully, on every
single part of the
technique.
•Needs to be positive
to make sure your
confidence and
motivation levels
remain high.
•Practices will be
quite basic and can be
boring. The
temptation is to move
on too quickly before
you are ready. You
must have a strong
desire to persevere
through these basic
practices so that all
sub-routines are
learned correctly.
•Errors are common
so it is important you
can motivate yourself
to keep trying hard.
•Errors are common
so it is important to
focus as hard as you
can to get rid of these
errors as quickly as
possible.
•Needs to be accurate
so that you can make
appropriate
adjustments to the
sub-routines of the
technique.
•Will be external at
this stage, coming
from your teacher,
coach or training
partner. Their
observations will be
vital as they will see
things that you will
not be aware of.
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
STAGES of LEARNING
STAGE 2
PRACTICE or ASSOCIATIVE STAGE
During this stage you must concentrate on practising the technique. The technique is
refined and large errors are eliminated through repeated practice helping you to become
a consistent performer. You are able to start analysing your own performance and make
corrections accordingly. Although your performance will improve a lot, you can be in
this second stage for quite some time.
METHODS
OF
PRACTICE
•Partner
•Group
•Repetition
•Drills
practices
MOTIVATION
CONCENTRATION
FEEDBACK
(The DRIVE to do well)
(The ability to FOCUS)
(INFO about ABILITY)
•Will be high if your
practices are well
planned.
•At this stage you do
not have to focus on
every single part of
the technique as
many of the subroutines will now be
in your “movement
memory”. This allows
you to focus only on
the parts that are still
causing you difficulty.
•There will be a
mixture of internal
and external feedback
at this stage.
•If practices are too
difficult, your success
rate and your
confidence will be
low, resulting in a
drop in motivation.
•Opposed
•Unopposed
•Gradual
Build-Up
•Conditioned
games
•Small-Sided
games
•You need to stay
motivated as there will
still be quite a lot of
mistakes being made
at this stage.
•A high desire to
succeed will help you
focus for longer
periods of time.
•Practices will
gradually become
more complex,
therefore greater
concentration levels
are required.
•You are more
experienced and your
awareness of how the
technique should
“feel” will have
increased. Therefore,
you can give yourself
some feedback about
your performance, as
well as still getting
information from your
teacher, coach or
training partner(s).
•Feedback must still
be positive and
accurate if you are to
progress through this
stage.
SKILLS and TECHNIQUES
DEVELOPMENT OF SKILL and REFINEMENT OF TECHNIQUE
STAGES of LEARNING
STAGE 3
AUTOMATIC or AUTONOMOUS STAGE
By this stage you can perform skilled actions with increased efficiency, accuracy and
speed without thinking too hard about the actual technique itself. You can start to give
more attention to decisions you have to make about strategies and tactics. You have a
greater ability to analyse your own actions and make corrections and adjustments.
METHODS
OF
PRACTICE
•Conditioned
games
•Small-Sided
games
•Full games
•Whole / Part
/ Whole
MOTIVATION
CONCENTRATION
FEEDBACK
(The DRIVE to do well)
(The ability to FOCUS)
(INFO about ABILITY)
•Should be very high
as a result of a high
success rate in
performing the
technique
automatically in
games and practices.
•There should be no
need to focus on any
of the sub-routines of
the technique as
these have all been
learned and are
automatic.
•You are now very
experienced.
•Confidence will be
high so you should be
motivated to use the
technique in a
competitive situation.
•You can now focus
on other aspects of
your performance and
also the performance
of your opponent(s)
so that better, quicker
decisions are made in
competitive
situations.
•Motivation must be
kept high to keep
practising the
technique during
training sessions in
order to keep
performing it
automatically.
•You can detect and
deal with your own
errors.
•You only depend on
your teacher’s
feedback for the finer
details of the
technique as well as
for advice on tactics
and help with your
mental preparation.
SKILLS and TECHNIQUES
MONITORING, REVIEWING and EVALUATING PROGRESS
When you have identified a technique you want to develop, and have then gone on to
design and complete a training programme to help with that development, you hope the
result is a positive one in that your performance in the activity has improved.
To ensure that your training is meaningful, and that progress is being made, you must
MONITOR, REVIEW and EVALUATE your progress.
You can do this in 2 ways :
•During your development programme.
•After your development programme.
DURING YOUR DEVELOPMENT PROGRAMME
As you plan each training session it is worthwhile keeping a TRAINING DIARY to record
your thoughts on how each training session goes. This should help you to plan the next
session more easily. This type of PERSONAL REFLECTION would include questions like :
•What progress did I make today?
•What things went well today?
•Did I struggle with anything today?
•Were my practices too difficult / easy?
•How was my motivation and concentration today?
•What kind of comments did my teacher / training partner make about my work today?
•Do I need to change anything for my next training session?
You should know WHEN, WHY and HOW you made changes to your training.
SKILLS and TECHNIQUES
MONITORING, REVIEWING and EVALUATING PROGRESS
AFTER YOUR DEVELOPMENT PROGRAMME
When your development programme has ended it is important for you to know if you have
improved, and by how much.
By COMPARING your performance results on a BEFORE (PRE) and AFTER (POST)
TRAINING basis, you will be able to judge how successful, and beneficial, your
development programme has been.
COMPARISONS can be made between the following PERSONAL OPINIONS (SUBJECTIVE):
•PRE and POST training PERSONAL REFLECTION about your overall performance in the
activity.
COMPARISONS can also be made between the following FACTUAL (OBJECTIVE) data :
•PRE and POST training SKILLS TEST results.
•PRE and POST training VERY SPECIFIC OBSERVATION SCHEDULE results.
•PRE and POST training comparisons to a MODEL PERFORMER.
At the end of your Skills and Techniques Development Programme
you should be able to answer the following questions :
•What level were you performing at before you started training?
•What level are you performing at now?
•How has your performance changed? What are you doing now that you were not doing
before?
•What effect have these changes had on your overall performance in the activity?
•What do you plan to do next to further improve your overall effectiveness in the activity?
SKILLS and TECHNIQUES
SKILLS and TECHNIQUES