IDENTIFY

4. REVIEW IT 2. PLAN

3. DO IT

Block 3 – Hockey

The aim of this block is to introduce pupils to the concept of the Cycle of Analysis. This will be achieved by focussing on skills and techniques (physical factor) within Hockey. Pupils will focus on fitness (another physical factor) in the subsequent block.

The Cycle of Analysis can be used to develop your performance in any activity. This demonstrated in the diagram below:

CYCLE OF ANALYSIS

1. IDENTIFYThis is where you gather information about your performance; this could include completing a questionnaire, an observation schedule or carrying out a recognised fitness test. You must then interpret the data you have collected to identify your performance strengths and development needs. In this block, you will be looking at your strengths and development needs in hockey skills and techniques.

2. PLANAt this stage of the cycle you will use the information you have collected to develop a training programme to develop your identified weakness. You must also consider important theory inserts when planning your programme such as stages of learning and the principles of effective practice.

3. DO ITThis is where you carry out your training programme and very importantly monitor it so that you can make changes if it is not having a positive effect on your performance.

4. REVIEW ITFinally, you will review your training programme by repeating the same methods of data collection hat you carried out in stage 1. This will allow you to compare results to see if you have improved and also to identify any future development needs.

Skills and Techniques

First of all we need to define what skills and techniques are.

A skill is a movement with a purpose.

A technique is a way of performing the skill.

For example...

Activity: Basketball

Skill: Passing

Technique: Chest Pass

Now give 2 more examples of techniques from two different skills in Hockey.

Skill 1: ____________________________________________

Technique 1: _______________________________________

Technique 2: _______________________________________

Skill 2: ____________________________________________

Technique 1: _______________________________________

Technique 2: _______________________________________

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Skilled Performers

You will have watched skilled performers in a variety of activities. Andy Murray, Lionel Messi, Jessica Ennis-Hill, LeBron James and Tiger Woods are all skilled performers in their chosen activities.

But what makes them skilled performers?

They are in complete control of their actions

Actions are refined and precise

Actions seem effortless – no energy wasted

The dynamics (degree of power, touch or speed) are adapted to each situation

Even complicated actions appear simple

They have a large repertoire of skills

Skills can be linked into complex combinations

Correct action is always selected for the situation

Action is applied at the correct time

Flair and creativity is used to overcome opponents

The performer always seems to have a lot of time to execute the action

Skills can be carried out automatically without having to think them through

High success rate of the outcome of their actions.

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Open and Closed Skills

In activities we are able to classify skills into Open or Closed.

Closed Skills

These skills take place in a stable, predictable environment and the performer knows exactly what to do and when. Therefore, skills are not affected by the environment. Movements follow set patterns and have a clear beginning and end. The skills tend to be self-paced, for example, a penalty flick in Hockey.

Open Skills

Sports such as Hockey, Football, Basketball and Badminton usually involve open skills. This is because the environment is constantly changing and so movements have to be continually adapted. The skills are mostly externally paced, for example a receiving a pass in hockey.

Closed Open

Same judgements Differing judgements

Performer controls pacing No control of pacing

Stable environment Changing environment

Same movement patterns Movement patterns adapted

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OPEN AND CLOSED SKILLS

Put the following skills onto the Open/Closed continuum at the bottom of the page. Two have been completed to get you started.

Badminton High Serve Rugby Tackle

Closed Open

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Football Volley

Volleyball Volley

Football PassGymnastics Arabesque

Badminton Overhead ClearGymnastics Handspring

Basketball Set Shot

Rugby Conversion Tennis Smash

Hockey Push Pass

Choose one of the open skills from the list above (or one from an activity of your choice) and explain why this skill would be difficult to perform.

In your answer you should think about:

Decisions

Timing

Pressures

Physical demands

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Simple and Complex Skills

Simple Skills

Simple skills are skills that are simple and straightforward with very few sub routines to go through to perform the skill such as a sprint. This skill also requires little concentration and cognitive ability of the performer. A short span of attention is needed.

Complex Skills

Complex skills need a large attention span because they are complicated and are practiced in training over and over to make it easier to perform in competition.

For the 3 different activities below give a Simple and a Complex skill

Activity Simple Skill Complex Skill

Basketball Free Throw Lay-up

Badminton Serve

Hockey

Discrete skills

Skills with a distinct beginning and end. A high serve in badminton is an example of a discrete skill. This skill has a clear beginning and ends as the player makes decisions about his or her court movement and future shot selection after the serve.

Serial skill

Skills consisting of several discrete skills with distinct parts, the order of which is very important. For example, the long jump.

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Continuous skills

A skill with no clear beginning or end. As one cycle ends another begins, and this will be ongoing until the performer decides to end it. For example, cycling.

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Stages of Learning

When learning a new skill, there are 3 main stages that you will progress through.

Planning

Practice

Automatic

Initial development of the

technique.

Lots of errors are made.

Lots of feedback is required.

Subroutines are linked into a smooth

action.

Feedback is used to try and perfect the

technique.

The number of errors is reduced.

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Practice AutomaticPlanning

The skill now involves little or no conscious thought.

Errors as less likely.

Can concentrate on other parts of the performance.

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WHAT STAGE OF LEARNING ARE YOU AT?

What stage of learning do you feel you are at in Hockey?

______________________________________________________

Justify why you think you are at this level. Give examples to back up your answer.

Using the information on the previous page should help you decide. Think about what happens when you take part in your activity and how much experience you have of playing in that activity.

Remember it takes years to become an Automatic Performer.

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Breaking down skills

Skills can be broken down into three main stages. These are:

Preparation – what you do to get ready to perform the skill

Action – what you do the instant you perform the skill

Recovery – what you do after the skill to prepare for what happens next

This allows us to look in more depth as each stage can be broken down further into subroutines. You can then compare your performance with that of a ‘model performer’.

For an activity and skill/technique of your choice, give 2 subroutines for each stage.

Activity: ________________________________________________

Skill: ___________________________________________________

Preparation

Subroutine 1:

Subroutine 2:

Action

Subroutine 1:

Subroutine 2:

Recovery

Subroutine 1:

Subroutine 2:

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What are the different types of data that can be gathered?

Gathering Information (Data)

Why gather information on your performance?

Gathering information on your performance is vital to establish your strengths and weaknesses in an activity.

By collecting accurate data, you can focus firmly on improving your weaknesses and you will not practice the wrong aspect of your performance.

Data collection also acts as a good method of monitoring your progress in an activity as you can complete it before during and after completing your training programme.

There are 2 main types of data: subjective data & objective data

SUBJECTIVE DATA (opinion)

This is data which has an element of personal opinion included. In Physical Education, this is usually data which is collected by yourself, e.g. a self analysis of your strengths and weaknesses in an activity.

OBJECTIVE DATA (facts)

This is usually collected by an observer in a more controlled way, e.g. a match analysis or a recognised fitness test. If using a match analysis you could ensure the data was more reliable by playing against opponents of similar ability (why?), playing a full match and playing several games just in case you have a bad day! When using a recognised fitness test, it is important to ensure the conditions are always the same to ensure test results are reliable.

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Feedback

Feedback is information that you receive on your performance. This can be received internally (how it feels, how it looks, how it sounds) or externally (by a coach, teacher or peer).

This external feedback can be received in many forms. It could be written (checklist, questionnaire), verbal (spoken by a teacher, coach or peer) or visual (a video).

Verbal – information given to you be a coach or teacher after a skill is performed.

E.g. When I was dribbling in basketball my teacher told me that I was bouncing the ball too high and to try to keep it closer to my waist.

Written – feedback that is written down by an observer for you to look at after a performance.

E.g. An observer watched me performing my front crawl in swimming. They had a sheet with technique points for the Preparation, Action and Recovery stages of the skill and they would tick whether I did that part of the skill correctly or whether it needed improvement.

Video (Visual) – when you video your own performance and watch it back to see where your strengths and weaknesses are.

E.g. In badminton I was videoed performing my overhead clear. When I watched the video I could see that I did not have my arm straight when I contacted the shuttle so in the next practices I focussed on getting my arm straight at the point of contact.

Find out about the different ways in which you will get information on your performance.

List 2 different ways that you are going to collect information on your performance in Hockey:

1. ______________________________________________________________________

2. ______________________________________________________________________

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Why do we need feedback?

Feedback is essential to help identify specific strengths and weaknesses in our performance. This information can then be used to plan practices and help improve our skills.

E.g. Activity – Golf

Skill/Technique – Drive

Feedback Type – Internal

Feedback - I felt that I hit across the line of the ball so that it sliced out of bounds

Weakness identified - I was hitting across the line of the ball instead of straight through it.

Change made to performance - For my 2 nd drive I made sure that I hit straight through the ball

Effect on performance – I hit the ball straight down the middle

When to give feedback

Feedback is best given immediately, while the performance is still fresh in your mind. You can then use this feedback to alter your next performance of the skill to make it more effective.

Amount of feedback

Only one or two points of information or feedback should be given at any one time, so that you do not get confused and be unable to focus effectively on any one part of your performance.

Why feedback should be specific

If feedback is specific in identifying the part of your skill performance that you need to improve, then you can focus your mind and your practices on fixing these specific weaknesses.

Why do you think it is important to receive feedback?

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INITIAL DATA COLLECTION

Hockey Match Analysis Sheet

Push Pass Hit Receiving a Pass Speed Dribble Indian Dribble Tackling

Successful

Unsuccessful

Total

% Success Rate

(Number of Successful attempts divided by Total number of attempts x 100)

FINAL DATA COLLECTION

Hockey Match Analysis Sheet

Push Pass Hit Receiving a Pass Speed Dribble Indian Dribble Tackling

Successful

Unsuccessful

Total

% Success Rate

(Number of Successful attempts divided by Total number of attempts x 100)

1

Identifying Strengths and Development Needs

From this initial information you should be able to identify what skills/techniques are strengths and what skills/techniques are development needs.

To find out which shots are strengths and which are development needs we will use the statistics you have collected.

STRENGTHS

Which skill/technique had the highest percentage success rate?

________________________________________________

DEVELOPMENT NEEDS

Which skill/technique had the lowest percentage success rate?

________________________________________________

What percentage is this? ________________

You now need to collect more information on the performance of your weakest skill/technique to find out exactly what your development needs are. This can be done through completing a PAR analysis sheet.

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FOCUSSED DATA COLLECTION

Now that I have gathered initial data, I am going to focus on a specific skill/technique. I can do this by identifying a weak skill/technique from my Match Analysis sheet.

Development need: ________________________________

In order to construct my PAR Sheet (on next page) follow these instructions:

Watch a skilled performer – video / classmate / teacher; Break the skill down into three phases; Preparation, Action and Recovery; Break down each phase into further subroutines

o I should try to identify two / three subroutines for each phase. Copy subroutines into my PAR Sheet; My PAR Sheet is now ready to use

I will now video myself performing the stroke repeatedly. While watching the video I can complete the PAR Sheet. I will be able to:

View my own performance; Pause the video to allow me to observe particular subroutines; Watch in slow motion and freeze-frame which makes it easier to observe accurately; Rewind any part of the video allowing me to watch it as many times as necessary; Keep the video as a permanent record allowing comparisons at a later date.

PAR ANALYSIS SHEET

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WEAK SKILL/TECHNIQUE: ………………………………………………………………

PHASE OF ACTION

Features of skilled performance

SUBROUTINES

My Performance

1

Date:

My Performance

2

Date:

My Performance

3

Date:

PRE

PAR

AT

ION

AC

TIO

NR

EC

OV

ER

Y

STRENGTHS AND DEVELOPMENT NEEDS IN MY OVERALL PERFORMANCE

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From the previous sheets I can see that my main strength is;

Make sure you give an example of why this skill/technique is a strength and what it allows you to do in a game.

My main development need is the____________________________________________

Give an example from the game of why you think this may be a weakness in your overall performance.

After analysing my Preparation, Action, Recovery Analysis I can see that my main development need is in the ________________________________________ phase and the criteria which needs to be improved is

Target Setting

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Before you begin a personal development plan you must have an idea of what it is that you want to achieve while practicing. This is why targets must be set.

Setting targets that are achievable will inspire you to do better and see if your personal development programme is helping you improve.

Targets should be S.M.A.R.T.

Specific to your own performance

Measurable so improvement can be monitored

Attainable to keep you motivated

Realistic so that you know you are able to achieve some improvement

Timed – you should aim to achieve something in a set time period or for a certain performance

You should set both Short and Long Term goals to help you develop your performance.

Long Term Targets

This target will focus on an end goal for example leading up to a competition or performance.

Andy Murray’s target this summer may become No.1 in the world

A hockey target may be;

To achieve an A pass at National 5 in Hockey as part of my course assessment in S4.

In order to achieve this Long Term Target you may need to have some smaller goals.

Short Term Targets

Short Term targets might be to achieve something in a particular practice or session to build up to your final performance.

Andy Murray might have targeted improving upon his service in the lead up to the tournament as it is one of the weaker aspects of his game.

He may also target the development of a more attacking style of play against opponents ranked higher than he is.

Short Term targets for a Hockey performance may be;

To improve the distance of my Hitting.

To improve my speed and accuracy when using my Indian Dribble.

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MY PERSONAL DEVELOPMENT PLAN TARGETS

You should now try to come up with a Long Term Target for yourself and at least two initial short term targets which will aim to address your performance development needs.

Long Term Target

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Short Term Targets

1. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Methods of Practice

When learning skills, there are many different methods of practice that we can use.

Practices that you use depend on the level of performance you have in the activity and the skill in particular that you are performing.

Example

An Olympic Table Tennis player will do a completely different practice for a top spin forehand than someone who has only been playing for a few months or in their Physical Education classes.

In your training programme these should get progressively harder as you improve your level of performance.

Here are a few examples of the types of practice you might expect performers to use moving from the Planning through to Automatic stages of learning.

Shadow Practice

1. Concentrate on specific parts of the action

2. Make the skill more closed so it is easier to learn

3. Mimic the action of the shot

Repetition Drill

1. Allows you to practice the skill without the pressure of the game situation

2. The skill is practiced time after time

3. Try to improve the consistency

Pressure Drill

1. Makes the practice more difficult/challenging

2. Allows the skill to be performed in a more game-like situation under pressure

Conditioned Game

1. Allows you to focus on a specific skill you have been working on during a game

2. Conditions and rules can be changed/adapted to suit your needs

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During your PE classes you are likely to have experienced a variety of these types of practices. Describe a practice you have done for each method of practice below. Try to link it to one skill that you might have identified as a weakness or a strength in your performance to demonstrate PROGRESSION in your practice.

SHADOW

REPETITION

PRESSURE

CONDITIONED GAME

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METHODS OF PRACTICE/STAGES OF LEARNING

Name a method of practice that would be appropriate to use during each stage of learning (planning, practice, automatic). Then give a reason why you think this practice is appropriate for this stage of learning.

Stage of Learning - Planning

Method of Practice - _______________________

Why is this appropriate?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Stage of Learning – Practice

Method of Practice - _______________________

Why is this appropriate?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Stage of Learning – Automatic

Method of Practice - ________________________

Why is this appropriate?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Principles of Effective Practice

For practice to be effective

Practice must be realistic and appropriate to your level of ability. Practices should be enjoyable. Practice must be performed with the correct technique. Practice must not be carried out for too long. Practices must be varied. Practices must be specific to improving weaknesses in your skill or performance.

Effects of practising for too long

Become fatigued/tired. Become bored and lose interest. Lose motivation. Possible risk of injury.

Effects of variation in practice

Can keep you interested. Can be more enjoyable. Can help avoid fatigue/tiredness. Can help avoid injury.

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Monitoring/Evaluating the effectiveness of your Training Programme

You are now in a position to assess what improvements, if any, you have made to your performance and to try and identify any further development needs.

In order to do this you will use all the information and feedback you have gathered and try to compare the results.

In doing this you should be able to see, or will have been told about, changes you have made to your performance or where others think strengths and weaknesses lie.

After looking at your information you will now be able to tell if you have been able to improve the areas of your performance that you identified as development needs.

Task

What improvements can be seen in your performance as a result of carrying out your Training Programme?

A development need that I have improved upon is _________________________________

__________________________________________________________________________

For the next part use evidence from the information you have received to support your last statement.)

I know this from my feedback because ___________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Now say what impact this has on your overall performance.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Future Development Needs

A training programme focuses on one or two development needs. As a result it is unlikely that you will have improved in all areas of performance you identified as development needs.

Look at the information you collected on your whole performance at the end of your training programme.

You should also be able to identify another area of your whole performance that requires development.

My new development need is

__________________________________________________________________________

Now briefly describe what impact this development need has on your performance.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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