HIGHER

1. HIGHER BADMINTON

2. SKILLS AND TECHNIQUES • A SKILL • Is an action that we use in an activity • Service, Clear shot are all examples of skills • TECHNIQUE • Is the way in which a skill is performed • Examples of different techniques in badminton; • High / Low service • Overhead clear or net clear • Smash or jump smash

3. EASY AND COMPLEX SKILLS • Easy Skills have; • Few subroutines • Physically undemanding • Little co-ordination • Simple order of movements • One movement at a time • Easy environment

4. EASY AND COMPLEX SKILLS • Complex Skills have; • Many subroutines • Physically demanding • Good co-ordination • Complicated order of movements • Many movements at the same time • Difficult environment

5. DESCRIBING A SKILL • Trying to describe a skill is often easier when you look at it in 3 parts • These 3 parts are; • Preparation • Action • Recovery

6. DESCRIBING A SKILL • PREPARATION PHASE • What happens in order to allow the action to take place • ACTION PHASE • Describes the actual action • RECOVERY PHASE • What happens after the action is complete

7. DESCRIBING OVERHEAD CLEAR • PREPERATION • START FREOM BASE • TRACK SHUTTLE AND MOVE TOWARDS IT • TURN BODY SIDE ON • RACKET UP AND BEHIND HEAD • WEIGHT ONTO BACK FOOT • FRONT ARM OUT FOR BALANCE/TRACK SHUTTLE • ACTION • SHOULDER/ARM BROUGHT FORWARD AT SPEED • ACTION RESEMBLES THROWING ACTION • WEIGHT TRANSFERS ONTO FRONT FOOT AT SHUTTLE IMPACT • CONTACT SHUTTLE ABOVE HEAD • STRIKE THROUGH SHUTTLE • RECOVERY • RACKET COMES DOWN AND ACROSS BODY • RETURN TO MIDDLE OF COURT INTO ‘READY’ POSITION WAITING TO RECEIVE NEXT SHOT

8. STAGES OF LEARNING • There are 3 important stages in learning and developing skills; • Planning stage (Cognitive) • Practice stage • Automatic stage • REMEMBER When DESCRIBING a skill we use PAR (preparation, action, recovery)

9. PLANNING STAGE • Find out what the skill involves • Establish all the parts of the skill • First attempts at skill • Many errors • Cognitive process

10. PRACTICE STAGE • Linking all the parts together of the skill • Simple skill require less practice than complex skills • Less errors during performance at this stage

11. AUTOMATIC STAGE • No errors • Key parts automatic therefore able to link various other skills together • Basketball lay up requires speed, power to jump whilst dribbling, jumping, holding the ball and hitting a target.

12. METHODS OF LEARNING • WHOLE-PART-WHOLE • Used by performers who already have experience of that activity/skill • Used with simple skills • Perform skill, identify weakness, practice that weakness then perform whole skill again • Badminton example; Whole – Overhead clear, Part- Develop footwork and leading leg, Whole- practice full overhead clear shot

13. METHODS OF LEARNING • GRADUAL BUILD-UP • Used to learn complex(difficult) skills • Learnt in stages, with each stage moredemanding and required to be mastered before moving onto the next • Learner can therefore concentrate on onepart of the skill at a time before moving on • An example from basketball lay up; 1) shot from 1 step and jump shoot, 2) shot with 2 steps and jump shoot, 3) 1 bounce, 2 steps and jump shoot 4) dribble, 2 steps and jump shoot

14. SKILLS PRACTICE • A player will use a series of drills to concentrate on the skill • These drills will become harder so that the skill becomes more ‘game-like’ • If practice sessions are too long problems occur; • Tiredness drop in performance levels. Make sure sessions are not to long and are broken into short sections with rest periods. • Boredom loss of concentration and performance drops. Vary practices and don’t make then too long • Progression practices must become progressively • Harder/more variety helping the performer improve

15. FEEDBACK • When learning or practicing skills, the performer is helped by receiving feedback about their performance. • FEEDBACK is ‘information received about a performance’. • There are 3 different types of feedback that help us understand our performance: • EXTERNAL (visual, written, video) • INTERNAL (how it feels to you ‘Kinaesthetic’ • KNOWLEDGE OF RESULTS (scores, times, distances)

16. ANALYSING A PERFORMANCE • Observe your partners performance • Compare performance against model performer • Give ‘positive feedback on performance • Tell partner what they are doing wrong • Suggest improvements they could make • Watch partners performance again checking for improvements

17. TRANSFER OF WEIGHT • Some skills and techniques require our Centre of Gravity moving outside our base of support • When this happens we must transfer our weight to stay balanced and upright • Sometimes weight transfer is for single action like throwing or repeated actions like running

18. Badminton High serve Weight transfers from back to front foot during impact Both feet must remain on the ground during service Badminton Smash shot Weight transfers from back to front foot during impact of shuttle EXAMPLES OF TRANSFER OF WEIGHT

19. Weight Transfer Benefits • Increase in Power • Allows more power for shots like overhead clear, serve and smash • Maintain Balance • Maintaining balance so that you can sustain your body shape or movements (net shot) • Increase Accuracy • Allowing you to control the direction of the object (direction of smash: downwards and cross court)

20. LEVERS AT WORK Short levers will allow for more accuracy and speed Long levers have less speed but more force to deliver more distance but less accuracy. Can you name 3 other activities where long levers play a part?

21. GOOD LUCK