motor coach learning Flashcards
Transfer of learning
is the effect that past experiences have on the learning of a new skill.
3 Categories of Skill Transfer
Skill to skill
Theory to practice
Training to competition
Skill to skill transfer of learning
When a skill previously developed in one sport has an influence on the learning of a skill in another sport.
Occurs because of similar mechanics or technical aspects between the two skills. The influence can be;
positive (previous skill makes the learning of new skill easier)
negative (previous skill makes the of the new skill harder)
Proactive and Retroactive Transfer of Learning
A previously learnt skill affects the skill currently being learnt e.g. a player learning to throw a javelin would pick up the skill faster if he already knew how to throw a cricket ball / baseball
Learning a new skill affects a previously learned skill e.g. a netballer with poor footwork spends the off season playing touch rugby where she spends time working on a “fast – feet” ladder which then improves her footwork in netball.
Theory to practice transfer of learning
The transfer of theoretical skills into practice or performance scenario
Coaches explains game plans, tactics and strategies
Coach explains, possibly with the use of a diagram, why different golf clubs produce different angles of release, different carry distances, different length of the ball rolling
Training to competition transfer of learning
Refers to the transfer of skills developed at training into a competition situation.
Coaches must plan and implement training
sessions which replicate the demands of the
game and specifically the development of
appropriate skills and energy systems.
Positive Transfer of Learning
Occurs when skills and / or information gained from a previous learning experience helps with the learning of a new skill.
The two skills are often similar in some way e.g. free throw in
Negative Transfer of Learning
Occurs when the learning from a previously learned skill inhibits the learning of a new skill.
The skills can seemingly have a similar action but there are critical differences in technique e.g. squash and tennis are both racquet sports but with critical differences;
Shot making in squash involves wrist movement
Shot making in tennis does not involve wrist movement
3 Effects of Transfer of Learning (TOL)
Positive TOL
Negative TOL
Zero TOL
Zero Transfer of Learning
Occurs when the learning of a new skill is not affected either positively or negatively by previously learned skills.
There is no transfer of learning between golf and football as the skills are completely unrelated both physically and cognitively.
3 Formats for Analysing Performance
- Laboratory Testing
Performance is analysed in laboratory conditions so
that various factors can be varied or manipulated.
Computerized analysis can be used.
Cameras can be very close for better observation. - Field Testing
An athlete’s performance is analysed at training in normal surroundings e.g. the underwater observation of the “pull phase” in a swimming stroke can be observed during the course of a training session. - Competition Analysis
An athlete is analysed while performing during competition.
There are 2 methods by which sport skills can be analysed;
Quantitative analysis
Qualitative analysis
Quantitative analysis - uses numbers – body skin folds, blood lactate levels, angle and speed of release, instantaneous velocity, acceleration rate etc.
Qualitative analysis refers to a description/analysis of the movement without using numbers.
A systematic approach to qualitative analysis is the Knudsen – Morrison Model of skill analysis, a 5 stage process aimed at analyzing, then improving, performance.
Knudsen – Morrison Model
of skill analysis which is a 5 stage process aimed at analyzing, then improving, performance.
Preparation stage Observation stage Evaluation stage Intervention stage Re – observation stage
also known as a MOTION ANALYSIS model or a method of QUALITATIVE ANALYSIS
KNUDSEN – MORRISON – 1ST PHASE - PREPARATION
Coach is concerned with the process of developing a prerequisite knowledge base about the particular skill .
A checklist could be made up outlining key points of technique prior to analysis
1 Preparation to perform the skill;
Includes all movements that prepare the athlete for the perfromance of the skill
Includes grip, run up, stance, backswing
2 Execution of the skill
Begins when preparation ends and finishes at point of contact / release of ball
3 Follow through after the execution phase
Refers to all movements after the execution
KNUDSEN – MORRISON – 2ND PHASE - OBSERVATION
Observation involves the systematic gathering of information about the performance or movement.
Decide on best way to observe and gather information about the skill;
What is the best angle/method to observe the skill – front on, side on or from behind – all provide different perspectives of the performance
KNUDSEN – MORRISON – 3RD PHASE - EVALUATION
Identify the strengths and weaknesses of the performer, prioritise in order of importance for correction and identify methods that can be used to improve performance
Mark off on the checklist the things the performer is doing correctly, incorrectly or not at all.
List the weaknesses in order of priority for correction;
A coach needs to be aware of the “cause - effect relationship” when evaluating performance. Analyse the process which has resulted in the outcome.
KNUDSEN – MORRISON – 4TH PHASE - INTERVENTION
Involves providing feedback and corrections to the performer, usually under practice conditions, to improve performance.
Feedback has 3 main functions;
To motivate the performer
To change performance
To reinforce learning
- Visual Cues
Allow the learner to see what the movement requires - Verbal Cues
Coach provides verbal cues that performer can use to improve;
Proprioceptive Cues
Coach physically moves / adjusts the performer through the desired movement
Written Cues
The coach provides written feedback to the performer about the strength and weaknesses
feedback
internal
Internal feedback refers to information the performer receives from within his body about how the skill felt
feedback
external augumented
external intrinsic
External feedback to improve performance can be;
Intrinsic – a performer detects information as a direct result of their actions e.g. a performer sees her shot at goal miss to one side of the target
Augmented – additional feedback about the performance provided by an external source, usually the coach.
External Augmented Feedback cues
- Visual Cues
Allow the learner to see what the movement requires - Verbal Cues
The coach provides verbal cues that performer can use to improve; - Proprioceptive Cues
Coach physically moves/adjusts the performer through the desired movement patterns to make them aware of how the movement should feel
. Written Cues
The coach provides written feedback to the performer about the strength and weaknesses of his performance and details ways to improve future performances –
KNUDSEN – MORRISON – 5TH PHASE – RE - OBSERVATION
Re – Observation
Observe the performer in a similar context to the initial observation phase to see if changes implemented have improved performance
Video and checklists can be used to provide feedback about;
Traditionally, to analyse performance, coaches have used;
Video
Checklist
Video and checklists can be used to provide feedback about;
The skill and technique of a player
Whether errors made are due to psychological or skill factors
How to correct errors
checklist def
A checklist is a record of performance in relation to predetermined criteria – it is a form of written feedback
How to use Video To Analyse Technique
Film the game/training session
Replay for analysis/review, identify errors/compare to ideal performance/compare to previous performance
Give feedback
Implement strategy for correction at training, or similar terms/steps acceptable
Reflective Learning is a 4 stage process and methods of reflection
- Reflect on previous performance by using;
1. Reflective Journals - Peer and / or mentor feedback
- Video analysis
- Questionnaires
- Checklists
- Recognize areas that need improvement
* What could be done better?
* What aspects of performance can be improved? - Planning For Improvement
* How am I going to do to improve?
* Identify methods to improve - Action
* Implement the methods and strategies which will lead to improvements in performance
THE BASIC COACHING PROCESS 4
- Introduce the skill to be learned:
Get athletes attention
Make sure they can all see and hear
Explain name of skill and how / when it is used.
2.Demonstrate and explain the skill:
Demonstrate the skill to the athletes
Point out 2 or 3 key points of technique required for successful performance
Check the group understands what is required by asking questions of them
- Practice the skill:
Begin practicing the skill as soon as possible after the demonstration
Practice should be fun and motivating
Needs to be appropriate to skill level of the group.
4. Correct errors / provide feedback:
Learners are provided with feedback about
their performance
Learners practice some more and try to
incorporate the feedback received.
Types of Skills c vs s
Simple Skills
Are straightforward
Typically require little practice to learn
Require little cognitive ability
Consist of a limited number of component parts
Limited decision making required
Taught as a whole
Complex Skills Are more difficult to learn Require repeated practice to learn Require more cognitive ability Consist of many component parts More decision making required May need to be broken down to be taught
Teaching simple skills
method 1
- Imitation method
Coach demonstrates, learner copies.
Minor adjustments made as needed.
Learning made via observation
Teaching simple skills
method 2
- Demonstration / Explanation / Practice/ Correction method
Coach demonstrates and explains the skill
Learners practice
Feedback and correction is provided
More practice follows
More feedback and correction etc.
Teaching Complex Skills
Complex skills are more difficult to learn and may need to be broken down and simplified when being learnt.
Complex skills can be taught by using “chaining” or “shaping”
Shaping
Learning a simplified or incomplete version of the skill and adding the missing parts as the skill is developed
Coach demonstrates the skill
Performer practices simplified version
Feedback / correction provided
Add “missing” components
Further practice – increase speed / accuracy
Add “missing” components
Use skill in game / competition – like situations
Shaping is suitable for complex skills which have simultaneous elements
Chaining
Involves breaking the skill down into its component parts and then sequentially learning each component part one at a time. Each part builds on the previous part
Break the skill down into component parts
Start by teaching the first part – practice until perfect
Add next part – practice until perfect
Add next part
Add next part etc.
No progression until previous part is perfect
Chaining is suitable for teaching skills which have sequential parts
FORWARD CHAINING
Components of the skill are rehearsed in the order that the whole skill is performed (for example starting with the first component of the skill)
Forward Chaining a forward defensive shot in cricket;
Teach correct grip
When grip is correct, add stance
When grip and stance are correct, add backswing
When grip, stance, backswing are correct, add forward step
When grip, stance, backswing and forward step are correct, add forward swing
When grip, stance, backswing, forward step and forward swing are correct,
add point of contact
BACKWARD CHAINING
Practiced with the last component first and the whole skill is built by working backwards
Backward Chaining volleyball spike;
Hit ball off partner’s hand
Hit ball thrown up by partner
Hit ball thrown by partner using a short run up
Hit ball with thrown by partner using a longer run up
The complexity of a skill is determined by;
The number of component parts involved in the skill
The amount of information processing required to perform the skill
How much accuracy is required
How quickly the task must be performed.
Authoritarian
tends to make all decisions
very strict
effective when winning
characteristics: intense energy
organised
punishments
winning mentality
Suit: athletes who need direction and focus
young athletes
doesn’t suit: athletes who want to have input in decision making
athletes who have opinion
democratic:
Maintains open communication with players
Players involved in decision making
Very good for inexperienced
Characteristics
Tends to be very flexible
Strives to create an atmosphere of mutual respect
Concerned for the welfare of the players
Suit;
Experienced athletes who want input into decision making
Athletes who are intrinsically motivated
Does not suit;
Athletes who need direction
Athletes who are intensely focused and do not want input from other team members
Laissez Faire Coach)
Relaxed and easy going who establishes an informal learning environment
No pressure on the players to perform
Tends to be less organised and prepared
Characteristics
Provides little instruction and minimal guidance in organising activities
Creates relaxed atmosphere, there’s lack of general direction
Coach exerts little influence on the players
Suit;
Athletes who value socialisation and participation
Athletes who are intrinsically motivated
Experienced, Masters level performers – can work out their own strategies
Does not suit;
Athletes who want to learn, improve performance and win
Athletes who value extrinsic motivation
