Chapter 5: Analysis Of Movement Skills

Question 1

• What 4 things does a reflective learner think about?
• Explain the cycle for improvement (reflective learning).
• What are the 4 commonly used methods for monitoring and reflecting on performance?
• What is a training diary and what goes in it?
• Give 6 reasons to have a training diary.

Answer 1

1. What they are learning and how they are learning.
2. What their strengths and weaknesses are.
3. How they can improve.
4. How hard they are working towards their goals.
   - 1.Action 2.Reflection 3.Recognition of things to improve 3.Planning for improvement ….Repeat.
   - Training diaries, self reflection diaries, observation schedules and mentors.
   - A monitoring device that helps athletes focus on what has been achieved in training and plans for the future. They consist of details of training load, injuries, illness and how they feel. It’s both physical and mental monitoring.
5. You have a record of what you were doing and feeling when you were performing good, so you can replicate it.
6. You have a record of what you were doing and feeling when you were performing bad, so you can improve it.
7. Help you spot patterns. Eg tired on specific days.
8. Help build confidence and motivation by knowing what you need to do to play well and plan for it.
9. Makes you accountable.
10. Chance to vent emotions.

Question 2

• What’s the purpose of a self reflection diary?
• Why should a coach record each athletes progress through each training session? Use an example.
• What is a mentor?
• In terms of feedback, what is the best way to give negative feedback?

Answer 2

• Allows the coach to reflect on what went well and how things could be improved next time.
• Allows the coach to compare athletes and between each sessions. Eg if athletes plateau at a certain stage of the season, the coach can make changes for the following year so mistakes are not repeated.
• Someone respected and is able to give feedback. They should be knowledgeable, supportive and provide constructive and honest feedback.
• Using the ‘sandwich’ technique, where negative feedback is sandwiched between two positive feedback..

Question 3

• How does video help performance analysis?
• What is SWOT?
• Optimal performance is the coming together of what 4 factors?
• Explain the 4 key steps of a skill analysis model used by a coach.
• Identify three different methods that can be used for learning and skill development that Nina, a pole vaulter and her coach may implement to correct and improve her jumping technique.
• Identify one method from the previous question that would be most beneficial for use during her training sessions and justify your choice.
• One stage of the reflective learning is ‘Recognition of things that need to improve’. This stage occurs before which stage.

Answer 3

• By providing a real-life image of performance that can be revisited over time. It’s useful in identifying aspects for improvement and provides an opportunity for other coaches to help.
• A type of Analysis that lists strengths, weaknesses, opportunities and threats.
• Physical, technical, tactical and mental
  1. Preparation: Coach gathers info on the key technical aspects of the serve.
  2. Observation: plan how the observation will occur and observe the skill action.
  3. Evaluation: Analyse skill and pick out errors
  4. Feedback: Explain errors and plan action for improvement. Back to step 2.
• Video analysis, reflective journals and coach feedback.
• Video analysis to provide feedback on the spot, immediately after a practise attempt through slo-mo and replay of the video to find errors.
• Occurs before the ‘Planning for future improvement’ stage.

Question 4

• Explain the 5 steps to Knudsen and Morrison’s model of qualitative analysis.
• A coach gathered data of an athlete from the previous season and used it to compare with this season. Which phase of Knudsen and Morrison’s model would this represent? Justify your answer.
• What is a checklist?
• What is video analysis?
• At the 2000 Paralympics, wheelchair basketball coach Peter Corr used a ‘by the book’ reflective learning model when debriefing the team, in order to improve from game to game. Explain what is meant by the term reflective learning.

Answer 4

1.Preparation phase: coach gathers data and develops a prerequisite knowledge base about the particular skill.
2.Observation phase: Involves gathering information about the performance of the athlete, eg video.
3.Evaluation phase: Identify strengths and weaknesses of performer and methods which can be used to improve the performance.
4.Intervention: Involves providing feedback and corrections to the performer to improve performance
5.Re-observation: re-evaluate the new level of performance.
-This would not be part of Knudsen and Morrison’s model of QUALITATIVE analysis due to the fact that gathering of statistical information is QUANTITATIVE.
-A written record of performance in relation to a predetermined criteria
-A visual form of feedback used to improve performance by playing it back and forth to find errors.
-A reflective learner recognises the importance of looking back on past experiences to improve future performances. In this case the coach took stock of each game, using various reflective methods, with
to implement tactical changes from game to game based on past experiences.

Question 5

• Outline four methods of reflection a coach can use with his players, during a tournament.
• What might be the flaws in the style of a democratic coach of kids and a authoritarian coach?

Answer 5

1. Reflective journals, to record feelings and emotions.
2. Video analysis, to identify tactical and skill errors.
3. Questionnaires, to gather information on individual players
4. Checklists and observation schedules to relate performance on predetermined criteria.
   - democratic of kids may concentrate on fun at the expense of discipline and skill development. They may not require the players to adhere to team rules and as a consequence might not get the best out of the team. The authoritarian coach may intimidate his players, not respect their opinions and as a result lose their respect and dampening their willingness to give their all for him.

Question 6

• What 4 things does a reflective learner think about?
• Explain the cycle for improvement (reflective learning).
• What are the 4 commonly used methods for monitoring and reflecting on performance?
• What is a training diary and what goes in it?
• Give 6 reasons to have a training diary.
• What’s the purpose of a self reflection diary?
• Why should a coach record each athletes progress through each training session? Use an example.
• What is a mentor?
• In terms of feedback, what is the best way to give negative feedback?
• How does video help performance analysis?
• What is SWOT?
• Optimal performance is the coming together of what 4 factors?
• Explain the 4 key steps of a skill analysis model used by a coach.
• Identify three different methods that can be used for learning and skill development that Nina, a pole vaulter and her coach may implement to correct and improve her jumping technique.
• Identify one method from the previous question that would be most beneficial for use during her training sessions and justify your choice.
• One stage of the reflective learning is ‘Recognition of things that need to improve’. This stage occurs before which stage.
• Explain the 5 steps to Knudsen and Morrison’s model of qualitative analysis.
• A coach gathered data of an athlete from the previous season and used it to compare with this season. Which phase of Knudsen and Morrison’s model would this represent? Justify your answer.
• What is a checklist?
• What is video analysis?
• At the 2000 Paralympics, wheelchair basketball coach Peter Corr used a ‘by the book’ reflective learning model when debriefing the team, in order to improve from game to game. Explain what is meant by the term reflective learning.
• Outline four methods of reflection a coach can use with his players, during a tournament.
• What might be the flaws in the style of a democratic coach of kids and a authoritarian coach?

Answer 6

1. What they are learning and how they are learning.
2. What their strengths and weaknesses are.
3. How they can improve.
4. How hard they are working towards their goals.
   - 1.Action 2.Reflection 3.Recognition of things to improve 3.Planning for improvement ….Repeat.
   -Training diaries, self reflection diaries, observation schedules and mentors.
   -A monitoring device that helps athletes focus on what has been achieved in training and plans for the future. They consist of details of training load, injuries, illness and how they feel. It’s both physical and mental monitoring.
5. You have a record of what you were doing and feeling when you were performing good, so you can replicate it.
6. You have a record of what you were doing and feeling when you were performing bad, so you can improve it.
7. Help you spot patterns. Eg tired on specific days.
8. Help build confidence and motivation by knowing what you need to do to play well and plan for it.
9. Makes you accountable.
10. Chance to vent emotions.
    -Allows the coach to reflect on what went well and how things could be improved next time.
    -Allows the coach to compare athletes and between each sessions. Eg if athletes plateau at a certain stage of the season, the coach can make changes for the following year so mistakes are not repeated.
    -Someone respected and is able to give feedback. They should be knowledgeable, supportive and provide constructive and honest feedback.
    -Using the ‘sandwich’ technique, where negative feedback is sandwiched between two positive feedback.
    -By providing a real-life image of performance that can be revisited over time. It’s useful in identifying aspects for improvement and provides an opportunity for other coaches to help.
    -A type of Analysis that lists strengths, weaknesses, opportunities and threats.
    -Physical, technical, tactical and mental
    1.Preparation: Coach gathers info on the key technical aspects of the serve.
    2.Observation: plan how the observation will occur and observe the skill action.
    3.Evaluation: Analyse skill and pick out errors
    4.Feedback: Explain errors and plan action for improvement. Back to step 2.
    -Video analysis, reflective journals and coach feedback.
    -Video analysis to provide feedback on the spot, immediately after a practise attempt through slo-mo and replay of the video to find errors.
    -Occurs before the ‘Planning for future improvement’ stage.
    1.Preparation phase: coach gathers data and develops a prerequisite knowledge base about the particular skill.
    2.Observation phase: Involves gathering information about the performance of the athlete, eg video.
    3.Evaluation phase: Identify strengths and weaknesses of performer and methods which can be used to improve the performance.
    4.Intervention: Involves providing feedback and corrections to the performer to improve performance
    5.Re-observation: re-evaluate the new level of performance.
    -This would not be part of Knudsen and Morrison’s model of QUALITATIVE analysis due to the fact that gathering of statistical information is QUANTITATIVE.
    -A written record of performance in relation to a predetermined criteria
    -A visual form of feedback used to improve performance by playing it back and forth to find errors.
    -A reflective learner recognises the importance of looking back on past experiences to improve future performances. In this case the coach took stock of each game, using various reflective methods, with
    to implement tactical changes from game to game based on past experiences.
    1.Reflective journals, to record feelings and emotions.
    2.Video analysis, to identify tactical and skill errors.
    3.Questionnaires, to gather information on individual players
    4.Checklists and observation schedules to relate performance on predetermined criteria.
    -democratic of kids may concentrate on fun at the expense of discipline and skill development. They may not require the players to adhere to team rules and as a consequence might not get the best out of the team. The authoritarian coach may intimidate his players, not respect their opinions and as a result lose their respect and dampening their willingness to give their all for him.