Chapter 4: Training To Improve Performance Flashcards
- What are the 8 steps to design a training program.
- Throughout the training program what other 5 factors should be considered?
- What 4 things does a coach need to consider when designing a training session?
- Create an aim for the program and understand the characteristics of participants eg fitness, age and ability.
- Know the requirements of the activity eg tactical, technical, fitness and psychological.
- Gather data eg previous season results, athlete’s other commitments and their goals.
- Selecting methods of training and applying specificity.
- Planning the training schedule eg frequency and duration of sessions, phases and important dates.
- Applying the principle of periodisation so tapering and peaking.
- Design of individual sessions, how to teach skills and practising it.
- Monitoring of player and performance such as diaries.
- Climate, venues, equipment, injury management and communication strategies. - Athletes stage of learning (cognitive, associative, autonomous)
- Nature of the skill taught (descrete, serial, simple, complex)
- Nature of the specific situation
- Available time
- What is the difference between mass and distributed practise.
- Describe fixed practise
- Describe varied practise
- What are the 2 types of skills?
- What 4 things should be considered for a learner learning a new skill?
- Massed practice is sessions with limited breaks, effective with discrete and simple skills. Eg set shots in basketball. Distributed practise has breaks. Effective when skills are new, complex, dangerous, fatigue, where motivation and fitness is low.
- Involves repeating the same skill to reinforce learning. This type of practise works well for discrete and closed skills.
- Involves a mixture of massed and distributed practices within the one session. Repeating skills/tactics in this sort of competition style enables the performer to develop the skill and adapt it.
- Simple skills: few sections, requires little concentration and practice. Complex skills: requires coordination, timing, balance, attention and practise to perform automatically.
1. Learner characteristics: age, gender, physical characteristics, learning style preferences and motivation.
2. Skill characteristics: complexity, transferability, decision-requirements and safety.
3. Environmental characteristics: space, surface, n* of athletes, time.
4. Coach characteristics: knowledge of ability levels, strengths and expierence.
- Are the following types of skills best taught using the whole or part method?: simple skills, difficult skills, closed skills and complex skills.
- Explain part method.
- A method to teach complex skills is to simplify them which can be done in what 3 ways?
- What are the 4 types of practise?
- Give some advantages and disadvantages of mass practise.
- Explain shaping, a method for teaching complex skills.
- Explain chaining, a method for teaching complex skills.
- How is chaining different to shaping?
-Respectively:Whole (and imitation), part, part and both.
-Breaking a skill into parts and practising each independently. Used to reduce injury, reinforce and refine the desired action.
-Leaving some parts of the skill out then adding them later, teach the simplified skill in a simplified situation and slowing down the skill.
-Massed, distributed, fixed, varied
Ad: Good for discrete skills, skill is short in duration, reinforces the motor program habitual response. Dis: Can fatigue and boredom.
-Involves breaking a skill into it’s component parts and teaching then separately before being combined with additional elements to refine the skill. Eg using the freestyle drill of catch up: one hand touches the other before it starts to pull through the water. Suited to skills with simultaneous elements.
-Involves breaking a skill into it’s component parts and teaching it in a sequential order before being linked together.
-Chaining begins at the beginning of a skill and is learned in the same sequence in which it is performed whereas shaping may begin with any part of the action.
- Describe of an example of chaining used in training.
- What is the whole method?
- Jane is a swimming instructor and uses the following steps to teach the freestyle. 1. Push and glide off wall of pool with arms out in front. 2. As before with addition of kicking action. 3. As before with addition of arm action. 4. As before with breathing. Name and describe the characteristics of two other coaching activities Jane could use to teach her students the freestyle swimming?
- Identify and describe two other coaching activities apart from chaining the coach could use to teach a skill.
-To teach TJ, after watching it’s execution, the hop phase is taught and practised 1st, followed by the step. These phases are then practised together before moving onto the jump which is initially learnt individually then chained onto the rest of the action. Doing so enables a coach to target any weaknesses and for the athlete to understand the importance of each phase.
-Teaching the entire skill at once, suited with simple skills.
-Chaining as she focuses and masters the skill in sequence before being linked together.
1.Shaping: involves breaking a skill into component parts and teaching them separately before coming them with additional aspects to refine the skill. Eg using the freestyle drill of catch up: one hand touches the other before it starts to pull through the water.
2.Static to dynamic: beginning the skill without moving and progressing to performing the skill while moving. Eg practice arm motion standing in the pool then moving.
-Shaping, involves breaking a skill into component parts and teaching them separately before coming them with additional aspects to refine the skill.
Simple to complex, involves beginning with a simplified version of the skill which involves limited cue recognition to more advanced version with increased cue recognition requirements.
- Describe static to dynamic.
- Describe simple to complex
- Cricket legend Sachin Tendulkar approaches his coach and identifies that he has a problem with some of his stroke play. As a result his coach decides to go back to basics and makes Sachin complete the following. He is told he can’t progress to the next step until the previous step is executed perfectly: Demonstrate the correct grip, demonstrate the correct stance, demonstrate the correct footwork to the ball and demonstrate the correct head position upon making contact with the ball. Identify the leadership style being used to teach Sachin and provide two occasions when this style is most beneficial in sport.
- Beginning with a simplified skill with limited movement, decision making and in a predictable environment to more advanced version with increased movement, decision making and a less predictable environment.
- Involves beginning with a simplified skill with less cue recognition to more advanced with increased cue recognition.
- Democratic, when working with individual elite athletes who are intrinsically motivated and during the season in an attempt to provide greater ownership to the players in preparation for finals.
