Cycle of Analysis

1. Cycle of Analysis Observe performance and collect data Carry out training Collect results and identify Programme and monitor strengths and weaknesses Plan a training programme to Improve weaknesses

2. Data collection. Why is it important? It allows you to collect ‘base line’ information that is specific to you. This identification of your strength and weaknesses allow you to prioritise where you need to improve, maximising performance improvement. You can compare data to your classmates and model performers: Before your programme – helping you identify strengths and During your programme – allowing you After your programme – allowing you to evaluate. The ‘base line’ information allows you to set realistic training targets/goals. It allows you to plan your programme using appropriate ‘Principles’ making them specific to you (train at the correct level) Your ‘base line’ information can be you - Fitness level. - Ability to carry out technical skills. - Ability to carry out tactics.

3. Methods of Collecting Data Observation Schedules- You might use a Stroke Repertoire Schedule to find out your strengths and weaknesses within a whole game. ie which shots you are good at and which need developing. You might use an analysis sheet on the performance of a single shot/skill in a game. This would let you know which PARTS of the skill were being performed well and where you needed to work on to help improve the skill. Match analysis schedules where you look to identify weaknesses within players’ roles in a team activity. i pads/video - This could be used as above. To identify strengths and weaknesses in a whole performance as well as difficulties within a skill/technique. Fitness tests This could be used to identify strengths and weaknesses in fitness levels which might be required to participate successfully in an activity.

4. Reasons for using these methods • Generates information you can use to compare against future performances. Could be in written form or video. • Identifies strengths and weaknesses in your performance and hopefully encourages you to attempt to improve. • Lets you compare your performance against a model performer/others in the class/national norms. • With the video you can pause/slow down/rewind as many times as needed to get the information required.

5. Methods of Practice • Shadow Practice:- Practising a skill without an object to hit To work on footwork/movement skills in isolation. To focus on one particular aspect of the skill. To gain a feeling for the action as the candidate is new to the performance. To groove the movement. Used mainly at cognitive stage of learning

6. Gradual Build up:-for example learning a spike. 1) Hit the ball off the wall 2) Jump and hit the ball off the wall. 3) From a feed above the net run then jump and hit the ball over. 4)Feed the ball to setter then move in and spike the ball over the net. The skill/tactic is new or complex or dangerous. Skills can be learned progressively. Each part of the skill is introduced, practised and mastered before a new part is introduced. The complexity of the skill can gradually be increased. Used mainly at cognitive/associative stage of learning

7. Repetition Drill:- In 2s one person feeds the ball for their partner to smash. Repeat this 25 times. To repeat a skill over and over to improve consistency of execution. To develop knowledge and understanding of skill/tactic. To build confidence. Used at all stages of learning.

8. Pressure Drills:- in 3s two players feed the shuttle alternatively to a partner who is practising a clear from both corners at the back of the court. To introduce a level of competition into the practice. To maintain/increase motivation.. To control the level of difficulty of the practice. To make the practice more game like/difficult. To be able to perform the skill in a game without technique breaking down. Used mainly at associative/autonomous stage of learning.

9. Combination Drill:- 2 players practice playing the following shots in combination, lift – clear – drop and repeat. To practice skills together. To practice sequence of game specific movements/skills Used mainly at associative/autonomous stage of learning.

10. Conditioned games:- for example in volleyball the teacher/coach might insist you play 3 hits. In basketball you might only be allowed to take 3 bounces of the ball. To work in a game situation but focus on specific skills. To improve decision making skills. To improve problem solving skills To increase motivation/confidence to perform the skill in a game. Used mainly at associative/autonomous stage of learning.

11. How would you plan and what you would consider as you were planning your programme of work. This is known as the Principles of Effective Practice. • Concentration :- Practices should be short, varied and challenging to help maintain concentration. • Goals :- Targets set should be achievable but challenging enough to maintain concentration. • Focus:– the focus should be on specific weaknesses which will develop your overall performance. • Specific Practices :- the practices should be set at your stage of learning/ability level • Work to rest:- practices should not go on for too long as tiredness leads to errors and injuries. • Feedback:- all practices should include relevant feedback.

12. How do we monitor. • Training Diary :- • By keeping a diary of how well we are doing in our practices against set criteria/goals/targets • How successful you are in practice sessions • Data Collection:- Re analysing your performance against set criteria to see how much you have improved.

13. We try and get feedback after/during each session. • External Feedback :- • Knowledge of results- if you set a target of points successful attempts etc you can see if you are successful. • Partner assesses your performance against success criteria • Video –use an i pad and then watch your performance and assess it against grade related criteria. • Verbal Feedback from your partner on your performance telling you how successful you were against set criteria. • This feedback should be straight after you have practised so the information is fresh in your mind. • Internal Feedback:- • You can see where the shuttle lands and you would know if you were successful • You can here if the correct contact has been made. • You can feel if the correct contact has been made.

14. Why do we monitor? • This constant feedback allows us to decide when to change/adapt our programme of work. • Gives us regular information on our progress. • Acts as a spur to keep on improving/focussing on developing our skills.

15. Factor – Physical Feature – Endurance Activity - Volleyball • In Volleyball a factor which negatively impacted on our performance was Physical . Towards the end of the game players in our team were getting tired so we could not jump as high to block or hit and we could not cover the court as quickly as before. This meant our opponents could find space on our side of the court more easily and our attacks were not as effective.

16. Factor – Physical Feature – Endurance Activity – Basketball • In Basketball it is essential to have good Anaerobic Endurance as the game lasts a long time. To perform at a high skill level for the duration of the game and to carry out my role effectively I would need strong heart and lungs. This was needed when employing full court man/man press . I was able to deny space and put pressure on the attackers.

17. Factor – Social Feature – Cooperation Activity - Basketball • Lack of cooperation when applying team tactics meant a break down in play for example by not marking my man a player was left open, which allowed him space to score a basket. My lack of competitive edge meant we had no team cohesion.

18. Factor – Physical Feature – Speed Activity - Badminton • My speed allowed me to move quickly around the court and to adapt to different shots my opponents played. Moving quickly allowed me time to get to the correct position to get ready to play the next shot. Having fast arm speed allowed me to generate more power and be able to hit the shuttle further.

19. Factor – Mental Feature – Concentration Activity - Badminton • During long rallies poor concentration led to poor decision making and poor shot selection. I made a lot of simple errors through lack of concentration. This happened when I served into the net immediately giving the point to my opponent

20. Factor – Social Feature – Co-operation/communication Activity – Volleyball • When playing Volleyball one factor that impacted positively on performance was social. As a team we all got on well with each other. As a result everyone in the team was able to support each other and communicate effectively which allowed us to keep our structure and put our game plan into practice.