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INTERMEDIATE 1 PHYSICAL EDUCATION. STRUCTURES AND STRATEGIES INFORMATION PACK. Name : _____________________________________ Class : _________ Year : ______ -- ______. STRUCTURES & STRATEGIES. AIMS. To improve your Performance.
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INTERMEDIATE 1 PHYSICAL EDUCATION STRUCTURES AND STRATEGIES INFORMATION PACK Name : _____________________________________ Class : _________ Year : ______ -- ______
STRUCTURES & STRATEGIES AIMS • To improve your Performance. • To improve your Understanding of Structures & Strategies. PROCESS 1.You will develop an understanding of which structures and strategies are fundamental to activities by learning about : • Using space in attacking and defending situations. • Pressurising opponents in attacking and defending situations. • Principles of individual and team play. 2.You will develop an understanding of how to analyse your performance in relation to identifying strengths and weaknesses in performance by learning about : • Roles and relationships • Formations. • Tactical elements 3.You will develop an understanding of how to improve your performance by developing your ability to process information, solve problems and make decisions by learning about : • Adapting and refining structures and strategies. • How effective current structures and strategies are during performance. OUTCOMES • Improved Performance. • Improved Understanding of Structures & Strategies.
STRUCTURES & STRATEGIES DEVELOPMENT OF INDIVIDUAL, AND TEAM, PLAY To DEVELOP EFFECTIVELY you, and your team, need to know : • The importance of space, pressurising opponents, tempo of play, and principles of individual and team play (DEFENDING AND ATTACKING). • How to “set up” and organise your team’s defence and attack (STRUCTURES / FORMATIONS). • How to devise an effective “game plan” to use against specific opponents (STRATEGIES / TACTICS) • What qualities you / your team mates / your opponents have (STRENGTHS AND WEAKNESSES). • Exactly what your / your team mates’ responsibilities are in defence and attack (ROLES). • How each separate role affects your / your team’s performance (RELATIONSHIPS). • The effects that improving each player’s role will have on your / your team’s performance (BENEFITS). • What you / your team hope to achieve by the end of the training programme (LONG TERM GOAL / TARGET). • What you / your team hope to achieve by the end of each training session (SHORT TERM GOALS / TARGETS). • That success breeds success (ACHIEVABLE PROGRESSIVE STAGES). • How long your / your team’s training programme, and how long each training session, will last (DURATION). • How often you / your team will practise (FREQUENCY). • How hard you / your team will practise (INTENSITY). • How to keep practices challenging and interesting (PROGRESSION / BOREDOM / FATIGUE). • What type of training is best suited to you / your team (METHODS OF PRACTICE). • If your team’s structures and strategies are working (INFORMATION PROCESSING). • How to change your team’s structures and strategies if they are not working (ADAPTING / REFINING / PROBLEM SOLVING / DECISION MAKING) • How you / your team are doing (REVIEW AND MONITOR PROGRESS).
STRUCTURES & STRATEGIES 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 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. STAGE 2 : ANALYSE 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.
STRUCTURES & STRATEGIES STRUCTURES & STRATEGIES ARE FUNDAMENTAL TO ACTIVITIES The winner in most competitive individual and team games is decided by the team or player who scores the most points / goals or who reaches a certain amount of points first. For example : DEFENDING AND ATTACKING During competitive individual and team games there will be times when you have to defend and other times when you have to attack. • In all defending and attacking situations a player’s / team’s success will be more likely if they understand : • The IMPORTANCE OF SPACE • How to PRESSURISE OPPONENTS • How to CONTROL THE TEMPO OF THE GAME • The PRINCIPLES OF INDIVIDUAL AND TEAM PLAY For example :
STRUCTURES & STRATEGIES STRUCTURES & STRATEGIES ARE FUNDAMENTAL TO ACTIVITIES DEFENDING AND ATTACKING(continued)
STRUCTURES & STRATEGIES STRUCTURES & STRATEGIES ARE FUNDAMENTAL TO ACTIVITIES DEFENDING AND ATTACKING(continued) PRINCIPLES OF INDIVIDUAL AND TEAM PLAY To defend and attack effectively you have to PLAN how you are going to defend and how you are going to attack. This PLANNING involves deciding on defensive and attacking Structures and Strategies.
STRUCTURES & STRATEGIES F C SG SG PG F SG SG PG F STRUCTURES & STRATEGIES ARE FUNDAMENTAL TO ACTIVITIES STRUCTURES The structure of your defence and attack is the FORMATION or the SET UP you use. In team games, the structure (formation) is the way in which the team members are positioned in order to cover the playing area. Structures (formations) can be defensive or attacking. This applies to all activities and there is often a need to switch quickly from one to the other. For example :
STRUCTURES & STRATEGIES STRUCTURES & STRATEGIES ARE FUNDAMENTAL TO ACTIVITIES STRATEGIES The strategies for defending and attacking are the TACTICS or the GAME PLANS you use. Strategies (tactics) are used to try and get the better of your opponents. Strategies (tactics) are pre-arranged, considered and usually rehearsed. Strategies (tactics) are usually designed to make the most of your team’s strengths and to exploit (take advantage of) your opponent’s weaknesses. For example : STRUCTURES (formations) and STRATEGIES (tactics) are usually built around a player’s / team’s PERSONAL, PHYSICAL and TECHNICAL abilities.
STRUCTURES & STRATEGIES INVESTIGATING and ANALYSING PERFORMANCE • STRENGTHS and WEAKNESSES • Consideration must be given to the strengths and weaknesses of : • Your self • Your team mates • Your opponents • When gathering information about performance in order to identify strengths and weaknesses, it is important to know the effect that being good or poor, in a particular area, has on the 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. 2 games of first to 11 points Table Tennis singles, 15 min long 4 v 4 games of Basketball, 2 games of first to 21 points Badminton singles. • When deciding which structures / strategies to use, you need to know what skills and techniques players can, and can’t, perform. You also need to consider what personal and physical qualities players have, and don’t have. In other words, you need to know what players are good at, and what players are not good at, and what players are capable of, and what players are not capable of, when taking part in an activity. • When deciding how to develop your structures / strategies, you must examine all your data and decide which part of your structures / strategies, if it was to be developed and improved, would make the biggest difference to your, or your team’s, 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.
STRUCTURES & STRATEGIES INVESTIGATING and ANALYSING PERFORMANCE STRENGTHS and WEAKNESSES(continued) You can gather information on a performance in several ways : PERSONAL REFLECTION (What you think about a specific performance). This involves you taking part in the activity and judging for yourself how you think each player copes with the personal, physical and technical demands of the activity. This judgement is based solely on your opinion and requires a degree of understanding about what these demands of the activity are. This type of information gathering is very subjective. It’s purpose is to give you an indication of your, your team’s, and your opponent’s, strengths and weaknesses. You can reflect on players’ ability during and / or after a performance. BASIC OBSERVATION SCHEDULE (MOVEMENT ANALYSIS) This involves you observing your opponent’s performance and it also involves you / your team being observed. Observations concentrate on how well each player copes with the personal, physical and technical demandsof the activity. Performances are judged against pre-set performance criteria for each of the qualities required and success or failure is recorded 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, your team’s, and your opponent’s strengths and weaknesses. Results from a B.O.S. will guide you to the SPECIFIC STRUCTURES / STRATEGIES that might suit you / your team when playing against a particular opponent or opponents. SPECIFIC OBSERVATION SCHEDULE (MOVEMENT ANALYSIS) This involves you / your team being observed actually using your structures / strategies in a game situation. The observation concentrates on how you / your team perform the different PARTS of a pre-planned STRATEGY. Your / your team’s performance is judged against pre-set performance criteria for each of these PARTS and your success or failure is recorded 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 PARTS of your / your team’s STRATEGY needs most attention. Results from a S.O.S. will guide you / your team to areas that require attention (development needs). All these methods of collecting data will help you to understand your current level of ability. This in turn will allow you / your team to plan a suitable training programme specific to your / your team’s needs.
STRUCTURES & STRATEGIES ANALYSING and DEVELOPING PERFORMANCE ROLES and RELATIONSHIPS • When planning to play against an opponent 3 things must be considered : • What strategy (tactic) are you / your team going to use against this opponent? • What jobs need doing if this strategy is to be successful? • Who in the team is best suited to do these jobs? You / your team can answer these 3 questions better if you know the strengths and weaknesses of each player in your team AND you also know the strengths and weaknesses of your opponent(s).When ALL PLAYERS’ strengths and weaknesses have been considered then a relevant strategy can be planned. When performing as part of group or team it is important to understand your individual responsibilities (job or ROLE in the team). It is also important to understand what the connection (RELATIONSHIP) is between the ROLE (job) you have to do and all the different ROLES (jobs) your team mates have to do. ROLES The individual role which you adopt in a team activity will be dependent on many factors. These may include your physical qualities, your ability as a skilled performer and also your decision-making qualities. If you hope to improve your ability to carry out your role effectively, you must know what you are aiming for. You must know what your job should look like if you get it exactly right. If you know exactly what your role should look like, then you can continually compare this model performance against your actual performance in the role and gauge your progress accordingly. As an individual you have a responsibility to train and practise in order to perform your role in the team’s strategy as efficiently as possible. RELATIONSHIPS If you hope to improve your / your team’s ability to perform a particular strategy, you must know what you are aiming for. You must know what the strategy should look like if you get it exactly right. If you know what the strategy should look like, you can continually compare this model performance against your / your team’s actual execution of the strategy and gauge your / your team’s progress accordingly. As a team you have a responsibility to train and practise together to make the strategy run as smoothly as possible. This includes every one forming an understanding of the timing / speed of the whole strategy as well as all the individual jobs that have to be carried out. If everybody understands how each ROLE (job) fits together, there is more chance of your STRATEGY (tactic / plan) working. The success of any STRATEGY (tactic / plan) depends on how well the team operates as a UNIT, when each player performs their ROLE to the best of their ability.
STRUCTURES & STRATEGIES DEVELOPING PERFORMANCE Principles of Effective Practice for Designing Training Programmes When designing your / your team’s DEVELOPMENT PROGRAMME, you must give careful consideration to the following : HOW FAR CAN I / WE DEVELOP MY / OUR STRATEGY BY THE END OF MY / OUR 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 strategy or your role within the strategy, 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 (getting the strategy exactly right). HOW DO I / WE KNOW THAT PROGRESS IS BEING MADE TOWARDS MY / OUR 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 the development of your / your team’s strategy. WHAT WILL BE DIFFERENT ABOUT MY / OUR PERFORMANCES IF I / WE IMPROVE OUR STRATEGY ? You must be very aware of the BENEFITS to be gained by improving your / your team’s ability to carry out the planned strategy. You must be able to describe the positive effects this improvement will bring to your / your team’s OVERALL performance in the activity.
STRUCTURES & STRATEGIES DEVELOPING PERFORMANCE Principles of Effective Practice for Designing Training Programmes 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 your team, 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. • 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.
STRUCTURES & STRATEGIES DEVELOPING PERFORMANCE • METHODS of PRACTICE • When developing your team’s structures and strategies, and improving your role within these structures and strategies, you will use different METHODS OF PRACTICE. • The most common methods are : • Solo / Shadow / Partner / Group. • Gradual Build-Up. • Opposed / Unopposed • 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. 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.
STRUCTURES & STRATEGIES 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. 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 (SUB-ROUTINES) 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 time restriction or through introducing opponent (s). 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.
STRUCTURES & STRATEGIES INFORMATION PROCESSING, PROBLEM SOLVING and DECISION MAKING • When preparing to play, and when actually playing, against an opponent, the success or failure of your strategy (game plan) will depend on your ability to work out what needs to be done in order to win the game. • To work out what needs to be done you have to be able to take relevant information on-board, solve problems as they arrive and make appropriate decisions even under pressure. • Sometimes it’s possible to pre-plan everything BEFORE the game starts. In other words if you have a good understanding of the strengths and weaknesses of both yourself and your opponent, it will allow you to look at possible problems and make decisions about how best to solve them. • PROBLEMS • How, to the best of our ability, could our team prevent our opponents from scoring? • How might it be possible to break down our opponent’s defence so we can score? DECISIONS TO BE MADE BEFORE THE GAME (examples)
STRUCTURES & STRATEGIES INFORMATION PROCESSING, PROBLEM SOLVING and DECISION MAKING • Although you pre-plan everything BEFORE the game starts, there is still no guarantee that your “game plan” will work. In other words, you may have a good understanding of the strengths and weaknesses of both yourself and your opponent, but things will happen during the game that will force you to consider certain situations and make decisions about how best to deal with them. • PROBLEMS • Are we managing to prevent our opponents from scoring? • Are we managing to break down our opponent’s defence so we can score? • How can we adapt / change our play to defend / attack more effectively? DECISIONS TO BE MADE DURING THE GAME (examples)
STRUCTURES & STRATEGIES MONITORING, REVIEWING and EVALUATING PROGRESS • When you have identified a strategy (tactic) 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 / my team make today? • What things went well today? • Did I / my team struggle with anything today? • Were my / our practices too difficult / easy? • How was my / our motivation and concentration today? • What kind of comments did my teacher / my team make about my / our work today? • Do I / my team need to change anything for my / our next training session? • You should know WHEN, WHY and HOW you / your team made changes to your training.
STRUCTURES & STRATEGIES 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 / your team’s overall performance in the activity. • COMPARISONS can also be made between the following FACTUAL (OBJECTIVE) data : • PRE and POST training SPECIFIC OBSERVATION SCHEDULE results. • PRE and POST training MATCH results where using the team’s attacking strategy has resulted in scoring opportunities being CREATED. • PRE and POST training MATCH results where using the team’s attacking strategy has resulted in successful scoring opportunities being ACHIEVED. • At the end of your Structures and Strategies Development Programme you should be able to answer the following questions : • What level were you / your team performing at before you started training? • Did you / your team achieve your / their long term goals? • What level are you / your team performing at now? • How has your / your team performance changed? What are you / your team doing now that you / they were not doing before? • What effect have these changes had on your / your team’s overall performance in the activity? • What do you / your team plan to do next to further improve your / your team’s overall effectiveness in the activity?
