Chapter 2: Part 2

Question 1

What are the two types of feedback used in the error correction stage?

Answer 1

Direct feedback and constraints-based feedback

Question 2

What are the key aspects of direct feedback

Answer 2

• Practice the same thing
• Useful for the cognitive stage learner, as there is minimal decision-making involved
• Athlete does not develop the ability to find movement solutions to problems or make their own decisions, thus will struggle in games under pressure during more open skills

Question 3

What is an example of a direct-based approach to coaching?

Answer 3

A coach providing an athlete with a demonstration of a particular skill, and then providing feedback consistent with the provided demonstration

Question 4

What are the key aspects of constraints-based feedback?

Answer 4

• Athlete practices in varying conditions in an open environment, where they can try new skills, improve decisions making, and improve their intrinsic feedback system
• The coach manipulates the boundaries of the skill
• Athlete improves self-organisation, and can practice in a game-like scenario

Question 5

What are constraints?

Answer 5

Boundaries that influence learning and performance of an athlete, and can be individual, task, or environmental

Question 6

What are some examples of individual constraints?

Answer 6

• Physical attributes such as fitness levels (speed, agility, aerobic capacity) or body shape (height/weight)
• Mental factors such as self-efficacy, anxiety, arousal levels
• Technical skills such as hand-eye coordination and fundamental motor skills
• Perceptual and decision-making skills such as anticipation and recognising patterns of play

Question 7

How can individual constraints have a positive effect through practice?

Answer 7

Self-efficacy and fitness levels can be improved

Question 8

How can individual constraints have a negative effect?

Answer 8

If an athlete lacks fundamental motor skills, this can cause increased anxiety

Question 9

During a soccer clinic, provide an example of an individual, task, and environmental constraint?

Answer 9

Individual Constraint = Grouping players according to height and weight
Task Constraint = Modified ground size using cones to make smaller pitches
Environmental Constraint = Training indoors when wet/training with lights on during evening

Question 10

Why are athletes who use the constraints-based methods of coaching compared to direct coaching more likely to achieve success?

Answer 10

Better preparation for game-day scenarios and tactics, as well as greater exposure to open environments

Question 11

What are some examples of task constraints?

Answer 11

• Equipment, rules, and gaols of the activity
• Dimensions of the field of play, number of players
• Instructions about how to complete the task

Question 12

How can modifying equipment both act as a positive and negative factor?

Answer 12

By modifying equipment so that it is specific to the individual, they’re more likely to gain confidence and participate more, whereas if equipment is too big or heavy, this may negatively impact participation as an individual will lose confidence as it may be too hard

Question 13

What are some examples of physical environment constraints?

Answer 13

• The locality in which a player was raised (parks/empty spaces)
• Weather conditions, natural light, noise levels, surface of play
• Quality of practice facilities
• Auditory feedback

Question 14

What are some examples of socio-cultural environmental constraints?

Answer 14

• Cultural norms
• Family support network/peer groups
• Societal expectations (AFL in Vic, rugby in NSW)
• Culture of a sporting club, access to high quality coaching

Question 15

Which constraints are the most important, and what is the rule regarding constraints?

Answer 15

No one movement solutions fits all problems, and task constraints are the most important

Question 16

Which coaching approach provides a more natural way to learn movement skills and why?

Answer 16

Constraints-based approaches, because coaches can deliberately manipulate surroundings, integrate sports science, and create a high level of variability

Question 17

What do learners in the cognitive stage need to improve skills?

Answer 17

• Only two simple instructions at a time to focus on
• Plenty of demonstrations to give the learner a visual picture of the task
• Complex skills to be broken down into smaller parts
• Focus on simple, fundamental motor skills
• Aim to keep motivation high

Question 18

What is an example of feedback a coach could give to a cognitive stage learner?

Answer 18

A tennis player needs to concentrate on standing side on, and keeping the racquet head parallel to the ground

Question 19

What do learners in the associative stage need to improve skills?

Answer 19

• Regular feedback to refine skills and reduce the chance of poor habits of developing
• Opportunities to practice with increased variability in an open environment

Question 20

What is an example of the skills of an associative stage learner for tennis?

Answer 20

The player can hit the ball over the net consistently, but not always at the desired accuracy or speed

Question 21

What do learners in the autonomous stage need to improve skills?

Answer 21

• Practice under game-like conditions to focus on tactics and shot selection
• Psychological skills training for coping under pressure
• Practice opportunities with a high level of variability
• Practice that challenges athletes to use higher-order thinking via a range of problem-based learning scenarios

Question 22

What is an example of a coaching drill an autonomous learner should undergo in tennis?

Answer 22

Practice returning against a left-handed kick serve

Question 23

What does a constraints-based approach of coaching require a coach to possess?

Answer 23

• A solid knowledge of specific sports
• Experience with developing range of games and manipulating the constraints
• An understanding of the unique individual constraints, strengths and weaknesses of players

Question 24

What are the best sociocultural influences to use?

Answer 24

Parents, peers, positive role-models, socioeconomic status

Question 25

What is perceived competence based on?

Answer 25

Self-evaluation of one’s effectiveness or capability in a specific context

Question 26

What are affordances?

Answer 26

Opportunities for action, in terms of the capabilities of the individual. Before a behaviour can be made, a player must determine whether the behaviour is possible

Question 27

What is the key aspect of affordances?

Answer 27

Coaches can create practice environments that allow players to process information, enabling them to make informed decision based on an understanding of the capabilities of themselves, teammates and opponents