Coaching and Instruction - Unit 3 AOS 1 Terms Flashcards
Direct Coaching
- player would not have to learn or think of anything
- dont develop decision making skills
- dont get to learn on their own
- Traditional direct coaching approaches are rigid and provide feedback on every practice attempt
Rigid coaching style whereby the coach makes all the decisions
Advantage - Performer is always on tasks and knows what to do
Disadvantage - Performers can never make decisions by themselves. This means in game situation they can not make good decisions
How does direct coaching limit or disadvantage learner?
- The learner does not learn to search for their own solutions.
- This could then limit this ability in a game situation.
- Limits the ability of the athlete to find their own technique.
- The learner has limited opportunities to make their own decisions, adapt to variability and act independently.
In direct coaching, the coach must make decisions about…
- Task selection
- Task sequencing
- Structure of how tasks are to be performed
- Duration and time spent on practice tasks
- How tasks will be modified and progressed to make them easier or harder as required
- How technique and strategies will be refined and implemented
Constraints Based Approach
- Constraints are boundaries that shape the learner’s self organising movement patterns, cognitions and decision-making processes.
Constraints influence the way performers process information, make decisions and ultimately move.
coach places boundaries or restrictions on the learner to:
- Practice mimic games performance
- Cultivates the independent/autonomous learner
Individual constraints
technical ability, body size, strength, gender groups or weight groups
eg: not calling stepping for younger children playing netball
task contraints
Factors relating to performance (rules, equipment, field dimensions, team size)
What are the three stages of learning
- Cognitive stage (Beginner stage)
- Associative stage (Practice stage)
- Autonomous stage (Expert stage)
Environmental contraints
physical environment (weather, natural light, facilities)
Constraints based: Game sense approach (DONT THINK I NEED TO KNOW BUT ASK)
Designing modified games to stimulate decision making
Coaches use questioning to guide learning
Environment where learning occurs through problem solving
Constraints manipulated to emphasize learning
Sports are classified into four games
Invasion
Striking
Net/court games
Target games
cognitive stage
The beginner is mentally trying to comprehend the movement requirements of the motor skill, i.e. what needs to be done.
attention will be on movement production
performance will be inconsistent
stiff and unrelaxed movements
They have not yet developed error detection and correction abilities.
makes many skill errors
struggles to understand why the errors occur and how to correct them
Learning will occur largely through ‘trial and error’
Improvements will be rapid (consider principle of diminishing returns)
prefered practise and learning environmeny for learners in the cognitive stage
Coaches should not overload his or her learners with information.
Coaches should keep feedback simple - two teaching points at any one time.
Performers in this stage benefit greatly from watching repeated demonstrations of effective technique.
Verbal instruction should be clear and concise.
Comment on success of the performance, as well as provide the learner with strategies to correct faults.
Distributed, blocked and part (depending on task complexity and organisation) practice is best suited.
associative stage
the performer is beginning to refine their technique/movement pattern.
Make fewer errors, and can detect the cause of some errors and the strategies to eliminate them.
Rate of improvement will be slower than during cognitive stage.
More attention can be directed to external stimuli, e.g. the spin on a ball.
The performer is able to consistently perform the mechanics of the skill with relatively few mistakes.
The learner moves away from the ‘trial and error’ style of learning towards refining and replicating the required movement pattern.
The learner can regularly reproduce the skill but needs regular practice to eliminate minor errors.
The learner requires less attention to understand the skill and can pay more attention to the game environment.
++++Not all learners advance through this stage to the autonomous stage.+++
prefered practise and learning environmeny for learners in the associative stage
Coaches must provide regular practice opportunities.
The learner should be exposed to more ‘open’ environments where they learn to recognise important cues and develop their decision making capabilities.
Coaches should continue to assist learners to recognise why they have made an error and develop their ability to self-correct the error.
autonomous stage
the performance of a skill is mostly automatic.
The performer can detect and correct errors and performance variables are small.
Focus is directed to tactics.
The performer is able to multitask.
eg:a hockey player will be able to dribble at high speed while simultaneously observing the whereabouts of opposition players.
Develop tactical and strategic awareness and their decision making capabilities.
prefered practise and learning environmeny for learners in the autonomous stage
Coaches should provide precise feedback to further improve skill execution.
Coaches must pay particular attention to keeping the performers motivated to improve and refine skill as the rate of improvement diminishes (principle of diminishing returns)
Learners should experience match simulation to enhance tactical knowledge and decision making skills.
Random, whole practice is best suited for learners in this stage.
