Chapter 2 coaching to enhance participation and performance Flashcards
What is the stages of learning model
- cognitive - (understanding stage)
- Associative (practice stage)
3.Autonomous- (automatic stage)
Define ‘cognitive’ stage of learning.
it is the beginner phase directed to trying to understand the new skill. it is done through trial and error.
Coaching the cognitive stage.
- keep feedback simple
-they benefit from watching repeated demonstrations of effective technique.
Define the ‘Associative’ stage of learning.
- the performance improvement is more gradual as individual refines their technique and becomes more consistent, involving more practice, allowing them to direct their own errors. They need regular feedback to practise.
Consideration for coaches during associative stage.
- coaches must provide regular practice opportunities.
-leaner should be exposed to a more open competition environment where they recognise important cues and develop their decision making capabilities.
-coaches should stay to assist learner to help recognise their error and help them self correct the error.
Define ‘Autonomous’ stage of learning
the individual is able to perform the skill required automatically.
A performer is able to multitask and develop greater tactical awareness and decision making capabilities.
List considerations of ‘Autonomous’ stage for coaches.
- the coach provides feedback to further improve skill.
-performers need to keep motivated to further improve and refine skill level.
-match simulation should be used to enhance performers tactical knowledge and decision making skills.
how does sociocultural factors influence the amount of opportunity to participate in sport.
-it influences the opportunities available due to society and cultural practices
-Family, peers, cultural norms, local community and socioeconomic status (SES) play a role in determining the type and extent of skill development.
Direct approach to instruction
the teacher plans, demonstrates and controls activities its effective for teaching new skills, ensuring safety and maintaining group control.
Direct approach to coaching
the traditional approach, is a coach-orientated coaching model in which learners are given explicit instructions about skill execution and tactical awareness.
Characteristics of direct approach
Teacher-centered, clear demonstration, step, by step instructions, structured practice, immediate feedback, high control efficient skill.
Overview of the constraints- based (indirect) approach to instructive
- Constant-based coaching facilitates learning through manipulating tasks, individual and environments to help the leaner’s develop skills to the specific demands of the game environment
identify characteristics of the constraints-based approach.
-discovery - based and implicit learning
-skill developed in game like environments
-focus- discovering effective, personalised movement techniques
Describe Perception- action Coupling
the link between what we see (perception) and how we move (action). for example seeing a ball coming towards you triggers you to catch it.
constraints in teaching a skill
it shapes how a leaners performs and develop movement patterns.
direct instruction
teacher explains and demonstrates as students follow along.
indirect instruction
students explore and discover concepts on their own with guidance from the teacher.
