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MLC Flashcards

1
Q

what do coaches do

A

what are they doing right/wrong

determine the key aspects

track progress

improve performance

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2
Q

3 types of analyzing performance

A

lab testing

field testing

competition analysis

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3
Q

2 methods of movement analysis

A

quantitative (using numbers)

qualitative (description not using numbers)

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4
Q

5 stages in order of the knudsen-morrison model

A
  1. Preparation stage
  2. Observation stage
  3. Evaluation stage
  4. Intervention stage
  5. Re-observation stage
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5
Q

preparation phase

A

The coach must have a solid knowledge base about the skill. They must know the points of technique to teach the skill correctly.

he coach could construct a checklist outlining key points of technique.

a) Preparation
b) Execution
c) Follow through

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6
Q

observation phase

A

Observation involves the systematic gathering of information about the performance or movement.

things to consider

where to observe from

video or direct observation

when observe (lab or comp)

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7
Q

evaluation phase

A

Identify the strengths and weaknesses of the performer, prioritise in order of importance for correction and identify methods which can be used to improve performance

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8
Q

intervention

A

Involves providing feedback and corrections to the performer, usually under practice conditions, to improve performance.

Coach explains what errors are occurring and why and describes what drills/activities should be done to rectify these identified problems.

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9
Q

feedback 3 main functions

A
  1. Motivation
  2. To change performance
  3. To reinforce learning
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10
Q

2 types of feedback

A

internal feedback

external feedback

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11
Q

internal feedback

A

information the performer receives from within their body about how the skill felt

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12
Q

external feedback

A

information received from outside the body and is received via the sensory system – usually seen, felt, heard

can be intrinsic- off own actions

or; augmented, this is from outside person (coach)

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13
Q

what cues can be used for external augmented feedback

A

visual cues (too see what the movement looks like)

verbal cues (single words or short phrases to help)

proprioceptive (the coach physically moves what needs to be)

written (written feedback from the coach about positives and negatives)

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14
Q

what 2 things can coaches use to analyse performance

A

video

checklists

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15
Q

checklists

A

Checklists can be used to determine the technical and tactical ability of performers by using the following process:

  1. Checklist is made identifying the criteria for a successful performance
  2. The athlete performs the skill, and information is recorded by an observer onto the checklist
  3. Both performer and coach use the information gathered from the checklist to identify areas of strength and weakness which then allows them to plan for improvement
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16
Q

videos

A

Film the game/training session

  1. Replay for analysis/review, identify errors/compare to ideal performance/compare to previous performance
  2. Give feedback
  3. Implement strategy for correction at training, or similar terms/steps acceptable
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17
Q

4 step process of coaching a skill

A
  1. introduce the skill
  2. demonstrate and explain the skill
  3. practice the skill
  4. correct errors and provide feedback
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18
Q

simple vs complex

A

simple:
straight forward
little practice required
little cognitive ability

complex:
difficult to learn
require a lot of practice
require more cognitive ability

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19
Q

teaching simple skills

A
  1. limitation method (coach demo, learner copies then carry on)
  2. demonstration/ explanation/ practice/ correction (coach demo and explains, learner practices, feedback then carry on)
20
Q

simple to complex

A

starting with a basic skill then creating it into a complex skill

21
Q

shaping

A

Shaping involves learning a simplified/incomplete version of a skill and adding the missing parts as the skill is developed.

22
Q

chaining

A

involves breaking the skill down into its component parts and learning each part separately. Each part builds on the previous part.

23
Q

how to tell complexity of a skill

A

number of component parts in the skill

the amount of info needed

how much accuracy

how quickly must it be performed

24
Q

task complexity vs task organisation

A

task complexity:
The number of skills required to complete the task

task organisation:
How dependent each phase of the skill is on the previous phase

25
Q

chaining is used when…

A

high complex, low organisation the opposite for shaping

26
Q

static drill vs dynamic

A

static:
Are good for learners, practice the skill while stationary, concentrate on technique, limit decision making, use a predictable/closed environment, are good for learning new skills, require little movement

dynamic:
Performer is moving, increased decision making required, environment less predictable/open, drills become more game related and difficult, extend skill development

27
Q

2 factors that contribute to transfer of learning (ToL)

A
  1. similarity in physical skills

2. similarity in cognitive processing

28
Q

skill to skill

A

When a skill previously developed in a one sport has an influence on the learning of a skill in another sport.

29
Q

theory to practice

A

A coach explains something in theory, athletes/players go out and practice the particular skill//tactic/game plan/play

30
Q

training to competition

A

Training should simulate demands of the game (scenarios, intensity etc.)

31
Q

3 effects of ToL can be

A

positive (enhances)

negative (hinders)

zero (no effect)

32
Q

proactive ToL

A

a previously learned skill affects a new skill (can be positive or negative).

33
Q

retroactive ToL

A

learning a new skill affects a previously learned skill (also can be positive or negative).

34
Q

reflective learning

A

reflective learning is a method of self-analysis and planning for improvement.

35
Q

5 methods of reflection

A
  • Reflective journals
  • Peer/mentor feedback
  • Video analysis
  • Questionnaires
  • Checklists
36
Q

4 step process of reflective learning

A
  1. reflection
  2. recognition of things that need to improve
  3. planning for future improvement
  4. action
37
Q

stage 1 (reflection)

A

use the 5 methods;

  1. video analysis ( visual analysis and feedback)
  2. mentoring (provides critical and constructive feedback)
  3. reflective journals (recording feelings and emotions)
  4. questionnaires (gathering info about the individual)
  5. checklists
38
Q

stage 2 (recognition of things to improve)

A

As a result of self-reflection, an athlete can determine what aspects of the performance could have been done better or could be improved to enhance future performances.

Gathering data about performances, then recognizing things to improve has become more accurate with improved technology.

39
Q

stage 3 (planning for improvement)

A

Most sports are constantly evolving with changes in strategies, tactics, techniques and training methods. Players and coaches need to be aware of, and able to implement, advancements in their sport.

40
Q

stage 4 (action)

A

Having identified weaknesses, the athlete sets short-term goals to address the areas that need attention. Achieving these goals will motivate the athlete, improve performance and ultimately assist in achieving long-term goals.

41
Q

characteristics of authoritarian coach

A

Tends to make all the decisions

  • Very strict style of coaching
  • Coach believes he/she has the knowledge and experience to impart on the players
  • Role of the players is to attend to and respond to the coach’s commands
42
Q

authoritarian suit and dont suit …

A

suit;
- Athletes who need direction and focus

  • Athletes who value extrinsic motivation
  • Athletes who want to know where they stand

dont;
Athletes who want to have input into decision making

  • Athletes who want to do their own thing and cannot follow a game plan
  • Athletes who have an opinion
43
Q

democratic coach characteristics

A
  • Maintains open communication with players
  • Involves players in decision making
  • Allows players to feel they have a degree of ownership of the team
44
Q

democratic suits and doesn’t suit…

A

suits;
Experienced athletes who want input into decision making

  • Athletes who are intrinsically motivated
  • Athletes who want to create their own solutions to problems

doesnt;
Athletes who need direction

  • Athletes who are intensely focused and do not want input from coach and players
45
Q

laissez faire characteristics

A
  • Is relaxed and easygoing, establishing an informal learning environment
  • Doesn’t place pressure on players to perform
  • Tends to be less organised and prepared

Provides little instruction and minimal guidance in organizing activities

46
Q

laissez faire suits and doesnt suit…

A

suits;

  • Athletes who value socialisation and participation
  • Athletes who are intrinsically motivated
  • Experienced, Masters level performers – can work out their own strategies

doesnt;

  • Athletes who want to learn, improve performance and win
  • Athletes who value extrinsic motivation

PES (4 decks)

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