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Why Use model performers?

Why Use model performers?. Paints a picture of how a skill should be performed. (visual feedback When and why?) Provides us with set criteria (P.A.R) Provides a bench mark a starting point to develop performance.

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Why Use model performers?

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  1. Why Use model performers? Paints a picture of how a skill should be performed. (visual feedback When and why?) Provides us with set criteria (P.A.R) Provides a bench mark a starting point to develop performance. Allows us to make comparison to identify strengths and weaknesses in our sub routines. (Detect flaws) Based on the results we can set realistic training goals and priorities related to stage of learning. Through observing a model it motivates us to strive to reach the same standard. Can be used to gauge improvements following a period of practice. Range and quality of movements of an automatic player highlighted.

  2. Stages of Learning Cognitive Practice Automatic

  3. Understanding stages of learning • Without an understanding of the stages of learning a teacher may think enough time has been spent on a skill. That all pupils progress at the same rate. • If a skill is new if we simply skim the basics we learn bad habits or never reach full potential. • We expected too much to soon • To get a mass of pupils to a competent level requires movement through the stages.

  4. Cognitive stage Everything is new (Lots of cognitive thought). We must learn the movement patterns and technique. Limited stroke variety if any. Simple practices which isolate phases of a skill. Lots of visual and external feedback to paint a picture. Many faults and errors (Uncoordinated, hitting air). Feel for actions Learn why do we play a clear? No decision making. Slow reactions Lots of rehearsal to improve info system Unaware of short falls in technique

  5. Practice Stage Atthis stage movements are put together Familiar with the sub routines and increased consistency, control and timing are evident Spend a lot of time identifying and correct faults in slightly more demanding contexts. You still need to think about what you are doing, but some parts may be more automatic. Skills still break down in pressurised situations Feedback is still vital and all practices will be goal directed. Learners groove existing actions and begin to learn new skills/techniques Muscle memory a priority Little decision making Repetition, Repetition, Repetition

  6. Automatic Sub routines are automatic (no conscious thought) Simply select the skill and perform it. Errors less likely More attention given to other aspects of the game, such as tactics, placement,angle and tempo. Advanced techniques such as drives, overhead backhand clears and blocks. Pressure training to improve speed of reaction, efficiency of movements. All practices open and demanding. Range of shots from one point on the court. Internal feedback - self taught Aware of own mistakes Can process a range of info at once and make the right option. High level of Decision making in practices to link skills

  7. Practice methods Why use Shadow practice? Why use repetition/feeder drills? Why use pressure drills? HOMEWORK Pages, 27,31 and 32 (Use key words and read notes p36-40)

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