Prelim Preparation

1. Prelim Preparation Skills & Techniques Revision HOCKEY

2. Skills & Technique Summary • Think back to the Hockey block and write a summary of what you did • Performance Appreciation example • “I used the activity of Badminton to cover the area of performance appreciation. I did match analysis, footwork analysis and movement analysis. I identified the OHC as my weakness. I planned a 5 week programme to improve my weakness. The programme was an integrated approach. I learned about stages of learning. I identified myself as being at the end of the preparation stage of learning…..”

3. Try to get these areas in to your summary • Methods to collect data • Information processing • Skilled performance and Skill classification • Plan a development programme • Stages of Learning • Practice Style + Methods of Practice • Principles of Effective practice • Motivation, Concentration + Feedback (Influential factors) • Reviewing and monitoring

4. Revise • HOW you collected data on your performance • WHY you used those methods to collect information

5. Information Processing – sketch the diagram

6. Performance Example… • Hockey • Input – Ball is passed to you and there are defenders and teammates around • Decision Making – You decide to play a hit pass to your forward • Output – You play a hit pass in the direction of the forward • Feedback – The pass is intercepted, because you had delayed the pass and played it too soft

7. Linked to Stage of Learning • The higher the level you are performing at, the greater the depth of your ability to process information • Key features: • Experience • Information • Decisions • Feedback

8. Input • Information received about your performance through: • Analysis – Match and Movement • Feedback – Kinaesthetic, Visual and Verbal • Knowledge of Results

9. After Analysis… • Decision Making – Identifying strengths and weaknesses and prioritise what to work on. Decide practices to do. Plan programme. • Output – Implement your programme of work ensuring practice is progressive. • Evaluation – Review each practice – remediation or progressions? Depends on progress made.

10. The stages of information processing linked to Analyse and developing Data collection KP / KR KP / KR Remediation Filter information Progression Selective attention Strengths / Weaknesses Relevant Information Complete practice programme Ability Practise effectively (principles) Select suitable practices Plan the programme

11. Stages of Learning • Task • In relation to the elimination technique you learned: • State where you were in regards to stages of learning • Give reasons how you knew that • State the method of practice you first used

12. Practice (associative) stage Preparation (cognitive) stage Automatic (autonomous) stage Stage of Learning • Continuum from Preparation, through Practice to Automatic Your starting point Progression to Automatic

13. Preparation Stage • At this stage you find out what the skill involves and make your first attempts at learning each part of the movement. • These parts are referred to as SUBROUTINES. • Features of performance identifiable at this stage are: • Just recognisable • Looks clumsy • Looks rushed • Not controlled / fluent • Lack of consistency • Limited repertoire of skills • Poor decision making Reliant on a lot of feedback to overcome weaknesses due to uncertainty in movements Progress at this stage can often be quick (hours, days) as major errors are easily be identified and corrected

14. Practice Stage • At this stage you are able to link together all the required subroutines of the skill • Major errors in performance are gradually eliminated • Performance of the skill becomes recognisable but effectiveness is not consistent • Features of performance identifiable at this stage are: • Reasonably comfortable • More recognisable • Some degree of control / fluency • Broader repertoire of skills • Greater consistency • Some good decision making • Still reliant on feedback at this stage to correct minor errors and begin to refine performance • Ability to self evaluate using KP and Kinaesthetic feedback develops due to better understanding of performance (more experience) • A much longer time (weeks, months) is required at this stage to refine movements and overlearn them into muscle memory

15. Automatic Stage • At this stage, most key subroutines can automatically be linked in the performance. • Features of performance identifiable at this stage are: • Controlled and fluent movements • Economic in terms of effort • Consistently effective • Wide repertoire of skills • Quick and effective decisions. Feedback mainly comes from self evaluation / reflection and changes to movements can be made directly as a result Performance is now more consistent and controlled Time is spent at this stage working on the application of the skill into the activity building problem solving and decision making elements into the practice Time spent at this stage is ongoing and is limited only by the level of performance reached

16. Diag 1 Technique Development Range of experience playing hockey but new to this particular elimination skill – so not a total beginner but with errors identifiable in performance Your starting point Progression to Automatic Stages of Learning Practice (associative) stage Preparation (cognitive) stage Automatic (autonomous) stage

17. Creating a plan (programme) of work Justify the course of action you took Discuss how you planned a progressive improvement programme Describe the programme of work that you followed to develop this skill or technique.

18. Describing your programme of work • Describe the classification of the skill, your weaknesses and your starting SOL • State the style you would use and why • State length of programme (6wks). In weeks 1+2 I did… and why • Progressed to…..how did you know when to progress? Reasons why you progressed to the next method? • In weeks 3+4 I moved in to….(SOL) – practice style? Method? Reasons why? Combination drills – why? • Weeks 5+6 – methods – Reasons why ?

19. Reviewing and monitoring • Discuss: • TWO types to monitor • HOW you did it • REASONS/BENEFITS of doing it? • Continuous and Summative process to monitor

20. MONITORING / EVALUATION How? Continuously (ongoing process) Qualitative Receiving feedback (internal) Quantitative Receiving feedback (external) Considering results from each practice Comparing to set goals At End of Programme (summative process) Movement Analysis comparison Match Analysis comparison

21. Knowledge Features When - Continuous / ongoing monitoring Methods – receiving feedback, working towards targets (knowledge of results) Benefits – provides comparison with previous information, identifies state of progress, information to enable improvement, motivates, maintains challenge, continues progress When – Summative / end of programme Methods – data collection (video analysis, match analysis) Benefits – review programme in relation to effectiveness, impact of skill development on whole perormance Consistency, fewer errors, confidence, more impact on attacking play, overall performance improved

22. Why summative monitoring? • Evaluate the effectiveness of the whole development process eg • What impact did the practice programme have on your skill? • How effective was the programme in relation to your whole performance? Eg practicing initially in a fixed / closed situation reduced pressure and allowed me to learn and then developing to variable / open contexts built my confidence that I could perform the skill in game contexts Eg becoming a more consistent performer using the elimination technique helped me to beat players in 1 v1 situations. This gave me more confidence and helped me to create attacking options for my teammates. Overall we were more attacking and scored more goals.

23. Having developed this skill or technique, describe the effect this had on your whole performance. What features do you think should be included in a good response?

24. Whole performance development • A good response will highlight the impact of improved skill/technique development to WHOLE performance effectiveness. • For example, key feature knowledge should include • wider repertoire of skills • a more consistent application • Improved decision making • less errors • more goals scored • a positive benefit including greater confidence etc • Also include details referencing specific drills or parts of the programme that benefited the performance, for example, I felt that the opposed drill such as ????...improved my ability to ???? etc. • Justification for claims of improved performance should be done by using a comparative synopsis via a statistical % comparison before & after

25. Effect on your OVERALL performance • Write a paragraph discussing the effect the training programme had on your performance • “I had more control in the drag R to L…..movement analysis supports this…..opposed passive and active drills ….practice under pressure in controlled environment….pressure drills….game like situations…build confidence….carried in to other skills…evidence…” • “I now have a wider repertoire of skills…this means…..it benefits my team because…”

26. Jigsaw Questions • 2007 6c. Describe, in detail, the methods you used to gather information on your level of performance. Explain why these methods were appropriate. (6) • 2007 6b. When learning or developing a skill or technique, discuss the importance of one of the following: (4) • (i) Information Processing Model • (ii) Skill classification. • 2011 5c. Justifythe course of action you took to improve your performance. (6) • 2010 5d. Discuss why it is important to monitor and review your development programme. (4)