ST PETER THE APOSTLE HIGH SCHOOL

National 5 PE

Factors that Impact on Performance
Skills
Badminton – Overhead Clear

Name:______

Class:______

* Notes are available to view at any time on the PE Dept Website


N5 Badminton – Factors Impacting on Performance

Skill Development/ Social factors

Factors Impacting on Performance

1.1 Explain methods used to identify factors impacting on performance

1.3 Explain two approaches to develop performance

2.1 Identifying strengths and areas for development in performance

2.3 Select and apply two approaches to impact positively on a performance

3.1 Selecting feedback from others

3.3 Evaluating progress based on information gathered

Learning Intentions

1Pupils will develop an understanding of their own abilities and how these can be improved on through various factors – skills, mental and emotional

2Pupils will be able to accept and use feedback from others to evaluate the development process

In this unit you will develop and demonstrate knowledge and understanding through a number of approaches

Independent thinking

Cooperating/competing with others

Peer learning

Use of technology

Select, adapt and apply skills in a practical manner

Developing your mental, emotional social and physical wellbeing

Pupils will learn through

Thinking skills - analysing, evaluating, decision making, problem solving, making judgements, reasoning, taking responsibility

Citizenship – working with others, leadership, resilience

Literacy – talking and listening

Health and wellbeing – challenge and enjoyment whilst participating in football.

Assessment / Evidence

Pupil observation

Write/Say – Complete log book. Class/homework tasks

Contents Page

Outcome 1

Demonstrate knowledge of factors that impact on performance in physical activities

Outcome 2

Develop personal performance in physical activities

Outcome 3

Review the performance development process

1

Information Sheets

1

Cycle of Analysis

1. We GATHER INFORMATION our performance by assessing our level of fitness and the demands of the performance.

2. We then ANALYSE the results to identify strengths and weaknesses.

3. We then create a programme of work / training programme to DEVELOP our performance.

4. Finally we MONITOR/EVALUATE, which means we find out if we have successfully improved our performance.

Outcome 1Factors Impacting On Performance - MEPS

Mental – concentration, control of anxiety, control of aggression

Emotional – confidence, determination, motivation a d resilience

Physical – skills and techniques, physical and skill related fitness and structures

Social - etiquette, leadership, responsibility team work and respect

ConcentrateLeadership

Teamwork

Demonstrate knowledge of factors that impact on performance in physical activities

Factors that can impact on performance

There are many areas that can impact on your performance in activities.

Fitness FactorsSkill factors

PhysicalLevel of Ability

Skill-RelatedExperience of Activity

Mental fitnessTransfer of Known Skills

Opponents Strengths

Difficulty of Skills

In this Activity, Badminton, we will focus on how the skill factors impact on our performance and how we can develop our skill level to ensure a positive development in our play.

Skill Factors

Level of Ability

Our initial level of ability will have an Impact on how we learn new skills and adapt to a new activity. Some people can be described as being ‘naturally talented’. This suggests that they already have been born with certain talents and skills that help them learn new skills and develop in an activity quicker than other people.

Experience of Activity

If you have played an activity before(even just for fun) this can be an advantage when you attempt to learn new skills. Having an understanding of the skills and techniques involved in the activity allows you to develop quicker and make less mistakes in the early stages of your performances.

Transfer of Known Skills

If you play or have played a similar activity then you may be able to transfer the skills you have learned into the new activity. For example netball and Basketball share similar skills in terms of passing, or a Smash in tennis is very similar to a Smash in Badminton.

Opponent’s strengths

If your opponent(s) has a greater level of skill or experience than you they can dictate a game and restrict your performance. This can lead to you becoming de-motivated and frustrated which can have a negative impact on your skill level

Difficulty of the Skills/Techniques

Many activities have a range of difficulty in the skills and techniques involved. This will impact how easy the skills are to learn and master. Simple skills can be learned quicker than complex skills.

Homework Task No. 1 Explain the factors which can impact your skill level in Badminton. Give examples.

Information Sheet 1: Skills and Techniques

Skill describes the purpose of a movement. (to Pass, to Shoot, to Clear)

Technique is a way of doing a skill. ( ChestPass, Set Shot, Overhead Clear)

Skills and techniques can vary in difficulty according to the number of sub-routines, your ability and your previous experience.

What makes a skilled performance?

  • Controlled Movements – Balance, Agility, Coordination, Good Reactions
  • Good Decision Making – Ability to select right option at the right time
  • Knowledge of Ability – Play to strengths and protect weaknesses

Badminton Example

Show fluent and controlled movements: The performer shows good court movement skills: He/she is relaxed and ready; footwork is light and quick to get into the correct position to play selected shot; recovers to central base between shots.

Good Decision Making: The performer shows an ability to select the shot option, which will put pressure on opponents and/or relieve pressure on himself/herself. Show an element of disguise that will wrong foot opponents.

Knowledge of Ability: Performers should know his/her own strengths and weaknesses. For example, a powerful Overhead Clear forces opponents to the back of the court, putting them under pressure and allowing you to dominate a rally

Information Sheet 2: Classification of skills

Skills can be classified in different ways. Skills have different characteristics which allows you to describe them

Open and Closed Skills

Skills exist on a continuum (a line) between open and closed. Look at the line below:

ClosedOpen

Badminton HockeyBasketballFootball

ServePenaltyLay-upVolley

A closed skill is one where the performer is in control of everything – speed, timing, positioning etc. An example of this might be a Badminton Serve

  • You are in control of the shuttle
  • You are in control of when you serve
  • The net is always the same height
  • The court is always the same size
  • There is no wind or rain.

With open skills, the performer is not in control of all the factors. For example, when performing an Overhead Clear in Badminton the following factors can vary:

  • Where you are on the court
  • Where the shuttle has been
  • played to
  • The speed, direction and
  • trajectory of the shuttle
  • Where your opponent is on the court

The main features of open and closed skills are as follows:

Closed Skills / Open skills
Same judgments / Differing judgements
Performer controls pacing / No control of pacing
Stable environment / Changing environment
Same movement patterns / Movement patterns adapted

Simple and Complex Skills

Skills are also be described as simple or complex.

Simple skills are usually straightforward to learn and require little decision making. For example, a High Serve in Badminton is relatively simple as it involves the repetition of a set of movements with a low level of coordination and decision making.

In badminton anOverhead Clear is a complex skill. The skill is made up of many different parts (subroutines).

  • Backwards Movement
  • Footwork
  • Body Position
  • Transfer of Weight
  • Timing & Contact with Shuttle
  • Follow Through

Below is an outline of the differences between simple and complex skills.

Simple / Complex
Few movements / Many Movements
Little coordination needed / Coordination vital
Few judgements made / Many judgements made
Simple order of movements e.g. short serve / Complicated order of movements e.g. overhead backhand drop shot

Information Sheet 3: Methods of Collecting Information

Collecting valid information about your performance is essential so that you can identify your strengths and weaknesses.

You can collect information by using:

  • Feedback
  • Observation schedules
  • Videos of performances
  • Knowledge of Results

Feedback

Feedback is when you receive information about your performance with a view to improve your performance. Therefore feedback should always be given in positive way and encourage improvement. Performers should also be prepared to use feedback in a constructive way. Negative Feedback leads to de-motivation and little improvement

There are 2 Categories of Feedback

  • Internal
  • External

Internal Feedback is what you feel as you perform an action.

In badminton, as you perform an Overhead Clear you can immediately feel when you are balanced and in control. You know, without even looking at the shuttle, if the shot is a good one or not.

External Feedback is when you receive information from other sources.

  • By watching where the shuttle lands; or watching a video of your performance you receive Visual Feedback.
  • By listening to your teacher’s advice you receive Verbal Feedback.
  • By analysing Observation Sheets you receive Written Feedback.

By using all sources of Feedback you get a better understanding of your performance and can therefore use the information to help improve your skill level.

Observation Sheets

Observation sheets measure your performance against a model performance. This allows you to find out the strengths and weaknesses in your performance. There are different types of observation schedules which give you both general and more focused information on your performance.

Description
Initial / Provides General information on your performance including your strengths and weaknesses. It includes all the skills and movements you would likely see from an expert performer
Focussed / Breaks down the Skill/techniques into more manageable parts so that you can pinpoint the exact area of weakness.
Mostly skills are broken into Preparation, Action & Recovery. This is why Focussed Observation Sheets are sometimes referred to as PAR Sheets

How and when should schedules be completed?

Observation Sheets can be completed by a coach or partner who can complete the sheets whilst the performance is taking place. If your performance is recorded then you may complete the Observation Sheets after the performance has taken place. This has an advantage because the observer can pause, rewind and slow down the action in order to get very reliable information

Video of Performances

A video recording of a performance is very useful for compiling evidence because it allows you to view a performance repeatedly.

It is a permanent record of your ability at that time and can be used later for comparison purposes.

You could use a video recording of your performance to help you complete an observation schedule. Video recording of your own or another’s performance enables you to observe movements more accurately.

Knowledge of Results

Knowledge of results is also very useful as a measurement of performance. Knowing your final score within a game is in itself an indication of success in the activity.

Reliability and Validity

It is essential that the information that you collect from the observation schedules for example is reliable and valid.

Reliability: / If the findings of a test can be repeated, it is said to be reliable. It will be conducted using the same conditions for example in a competitive match situation, with an opponent of a similar ability so that accurate comparisons and conclusions can be made.
Validity: / The ability of a test or measurement to produce accurate results that can be relied on. From the results statistical information can be produced. This will provide a permanent record of the strengths and weaknesses on performance.

General Observation Sheets

General Observation Sheets look at our overall performance in an activity and allow us to highlight both Strengths and Weaknesses in our game. This knowledge allows us to develop our tactical play as we can play to our strengths whilst trying to overcome our weakness.

Skill/Technique/Area of Game / Successful / Unsuccessful
High Serve
Low Serve
Underarm Clear
Overhead Clear
Backhand Clear
Drop Shot
Forehand Net Shot
Backhand Net Shot
Smash
Effective Footwork
Varied Shots

Main Area of Strength ______

Main Area of Weakness ______

Performer’s name______

Observer’s name______

Skill performed / Total performed / Successful / Unsuccessful / Percentage successful / Percentage unsuccessful

Main area of strength

Main area of weakness

Examplar Badminton Service Problem– Graphic Organiser

By completing this organiser it makes you consider the range of possibilities resulting from options

Problem
My flick serves are too high, resulting in opponents regulary smashing shuttle off my serves / Option
Consider the possible solution. You can discuss this with others to create numerous options
______
Change to high serve t to the back of the court
______
Focus on keeping flick serve as low as possible. Develop a mental routine prior to serve.
______
Serve to opponent’s backhand side / Outcomes
Consider the positive and negatives of this option.
How might your
opponents react?
My opponent isforced to back of court I can dominate the rally
Opponent is under pressure return good clears
Can anticipate where serve will land
Serve is low over net , not as easy to return
Opponent becomes aware of where shuttle is likely to land.
No surprise element
Opponent tries to play a difficult backhand smash
Able to anticipate serve
May play a disguised backhand net shot / Choice
My final decision is to play a variety of service techniques.
I
will vary my serves and learn to disguise to keep my opponent guessing.
I will develop a mental rehearsal and visualise my success but I must do this in a subtle manner to keep an element of surprise

Examplar Badminton – Graphic Organiser

By completing this organiser it makes you consider the range of possibilities resulting from options

Problem / Option
Consider the possible solution. You can discuss this with others to create numerous options
______
______
______/ Outcomes
Consider the positive and negatives of this option.
How might your
opponents react? / Choice

Focussed Observation Sheet

After gathering information on your whole performance you can look more closely at your weaknesses with a view to improving this in the future. A Focussed Observation Sheet allows you to break down a skill into smaller parts so that you can have more detailed information on your performance.

We break down a skill into Preparation, Action, and Recovery phases (PAR)

Skill/Technique ______/ Successful / Unsuccessful
Preparation
Action
Recovery

Immediate Development Need ______

Scatter Graph

On the diagram below plot (using an X) where each overhead clear lands, or would have landed.

Name:______Date:___

Technique: Overhead Clear

Name:______Date:___

Technique: Overhead Clear

Analysing Data – Subjective (i.e. in your opinion)

Player profile

Complete this profile from the data you have collected. Watch the video carefully rewind if necessary to collect reliable and accurate data

This player can always / This player can sometimes / This player can never
Write here / Write here / Write here

Compare your performance to that of a model performer

This maybe a professional player or even the top player in the class – its your choice

Cause and Effect Graphic Organiser Examplar

Note this is more suited to N4 material

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.

Cause
The athlete had a high level of CRE and resilience when coming off the last bend in the 800m

↓

Effect 1 He was able to respond positively when being overtaken by the second placed runner
Effect 2 In response to being overtaken he was able to react and maintain the speed shown by the over taking athlete
Effect 3 It allowed him to be in position to make the best decision when to challenge his opponent with a burst of pace 100m from the finish line

Cause and Effect Graphic Organiser – football exemplar

Note - this method is more suited to N4 pupils

This organiser can be used to identify potential development needs within the performance and discuss potential effects on the performance.

Cause

↓

Effect 1
Effect 2
Effect 3

Outcome 2

Develop personal performance in physical activities

Stages of Skill Learning

There are three important stages in learning and developing skills: the Beginner stage, the Intermediate stage and the Expert stage. It is important to know at which stage you are performing so that you can ‘tailor’ you practices to suit. This will make practices more effective.

It is important to remember that for some skills you may be at a Beginner Stage (For example Drop Shot, Smash) whereas for others you may resemble the Expert Stage (High/Low Serve).

Overall your performance may lie within the Intermediate Stage.

Information Sheet 8: Practice Methods

When developing skills and techniques you use different methods of practice. The most common methods are:

1

  • Gradual Build-Up
  • Whole-part-whole
  • Shadow drills*
  • Isolated practices with(out) movement
  • Continuous rallies*
  • Repetition Drills*
  • Pressure drills*

When developing skills and techniques and designing programmes of work; you use different methods of practice. It is important that a performer chooses a method of practice which is appropriate to their stage of learning.

*The Methods highlighted are the ones which we use most in trying to improve our skills in Badminton

The ladder below outlines how the various types of practice linked with the stages of learning.