Coach And Performer Flashcards
Learning styles- command style
The teacher makes all of the decisions with no input from the learners. The teacher adopts an authoritarian manner and the performers complete the same actions
Learning styles-reciprocal learning
most of the decisions being made by the teacher with some learner input. The task may be set by the teacher and be completed by the learners working in pairs, alternating the roles of performer and observer/coach.
Learning style- discovery learning
the teacher guiding the learner to find the correct movement pattern by providing information, giving specific clues or asking questions when appropriate. The teacher acts as a facilitator. There may be one or more solutions to the problem and often the performer may have to adapt the response to suit his or her own abilities.
Learning style- problem solving
involves the teacher setting a problem and the learner devising a suitable solution. It is an open-ended approach, encouraging creativity while developing the cognitive and performance elements of the learner.
When would you use a particular coaching/teaching style ?
Mosston and ashworth 1986 suggested a continuum of teaching styles could be used based on who makes the decision about the learning environment and the actions that occur within it.
The key styles that need to be learned are…
Command style- A
Reciprocal style- C/D
Discovery style- F
Problem solving style- I/J
When to use the command style
- cognitive learners
- where learners lack motivation
- when groups misbehave
- large groups
- short on time
- complex skill
- high danger
When to use problem solving or discovery learning
- with autonomous learners
- when there highly motivated
- in a well behaved group
- in a smaller group
- more time
- simple skills
- in low danger
When would you use the reciprocal teaching style
- in a mixed ability group
- good for large groups
- high interaction
- caters from all abilities
- autonomous get challenged as coaches
- cognitive get more contact time’
- coach and teachers are free to move around groups
- only work with simple skills
What factors need to be considered when choosing a coaching style
- activity
- learner
- learner situation
- teacher/coach
Discovery style- practical example
The technique on how to do a certain skill in football for example a travel a. This coaching style would guide the learner in doing the correct techniques to perform a skill.
Advantages of the discovery style
- encourages creativity and decision-making skills
-Learners permitted to work at their own pace
-Increased motivation and self-confidence
Disadvantages of the discovery style
-Learning is not uniform with all the learners
-progress of large groups is difficult to monitor
-Time consuming
Problem solving style-practical example
Athletics 300 m a coach tells me to run as fast as I can
Advantages of the problem-solving style
-encourages creativity
-Work at own pace
-Development of responsibility
Disadvantages of the problem-solving style
-Time consuming
-Difficult if people like creativity
-May not be the right decision
Reciprocal style-practical example
Running a 1500 m making sure the partner make sure you’re running in first lane
Advantages of the reciprocal style
-Instructions and objectives are clear
-Social communication is developed
-Learners developed some responsibility
Disadvantages of the reciprocal learning style
-May be difficult with beginners
-Learners may lacks sufficient communication
Command style-practical example
Aerobic class
Advantages of the command style
-Instructions and observation are clear
-Information can be given quickly if time is limited
-Large groups can be catered for easily
Disadvantages of the command style
-No decision-making or input from learner
-Possible lack of understanding
-demotivation as a learner becomes disengaged
3 stages of the dissection of skills
- preparation
- execution
- recovery
Preparation
Contains all of the movements that prepare an athlete for the performance of the skill e.g. the backswing during cricket batting and the run up in long jumping
Execution
The performance of the actual movement that often includes a point of contact with an object e.g.contact of the baseball bat and ball) the release of an object e.g. discus or a flight phase e.g. long jump
Recovery
Themovements that occur after the execution phase e.g. leg lift after kicking a football) that slows the bodies momentum to prevent injury, to get ready for another movement or both
What is a tactic
Involves a game plan that aims to improve the chance of an individual or team winning or improving their performance
-plans set up for specific purposes during matches
- usually discussed before a game
-how you will meet the objective
-doing
-smaller scale
-easy to copy
- short time frame
E.g. tennis-to move your opponent around the court
Football- to defend deep to prevent the opposition from scoring
What is a strategy
Involves a general approach to a competitive scenario that may or may not include specific techniques and tactics
-what you want to to achieve
- planning
-large scale
- difficult to copy
- long time frame
Factors to consider when choosing the correct strategy/tactics
- team/individual strengths and weaknesses
-players available for selection
-conditions
-how much time is remaining
-physical or mental demands of training
-whether team is winning or losing
Would you keep the same tactics throughout the game
- player sent off injured
- winning at the end of the game
- losing at the end of the game
- running out of time
- opponents changed their tactics
- the conditions didn’t suit tactics
- opponents used an unexpected tactic
