motor coach learning

Question 1

Transfer of learning

Answer 1

is the effect that past experiences have on the learning of a new skill.

Question 2

3 Categories of Skill Transfer

Answer 2

Skill to skill
Theory to practice
Training to competition

Question 3

Skill to skill transfer of learning

Answer 3

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)

Question 4

Proactive and Retroactive Transfer of Learning

Answer 4

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.

Question 5

Theory to practice transfer of learning

Answer 5

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

Question 6

Training to competition transfer of learning

Answer 6

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.

Question 7

Positive Transfer of Learning

Answer 7

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

Question 8

Negative Transfer of Learning

Answer 8

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

Question 9

3 Effects of Transfer of Learning (TOL)

Answer 9

Positive TOL
Negative TOL
Zero TOL

Question 10

Zero Transfer of Learning

Answer 10

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.

Question 11

3 Formats for Analysing Performance

Answer 11

1. 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.
2. 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.
3. Competition Analysis
   An athlete is analysed while performing during competition.

Question 12

There are 2 methods by which sport skills can be analysed;

Answer 12

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.

Question 13

Knudsen – Morrison Model

Answer 13

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

Question 14

KNUDSEN – MORRISON – 1ST PHASE - PREPARATION

Answer 14

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

Question 15

KNUDSEN – MORRISON – 2ND PHASE - OBSERVATION

Answer 15

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

Question 16

KNUDSEN – MORRISON – 3RD PHASE - EVALUATION

Answer 16

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.

Question 17

KNUDSEN – MORRISON – 4TH PHASE - INTERVENTION

Answer 17

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

1. Visual Cues
   Allow the learner to see what the movement requires
2. 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

Question 18

feedback

internal

Answer 18

Internal feedback refers to information the performer receives from within his body about how the skill felt

Question 19

feedback
external augumented
external intrinsic

Answer 19

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.

Question 20

External Augmented Feedback cues

Answer 20

1. Visual Cues
   Allow the learner to see what the movement requires
2. Verbal Cues
   The coach provides verbal cues that performer can use to improve;
3. 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 –

Question 21

KNUDSEN – MORRISON – 5TH PHASE – RE - OBSERVATION

Answer 21

Re – Observation
Observe the performer in a similar context to the initial observation phase to see if changes implemented have improved performance

Question 22

Video and checklists can be used to provide feedback about;

Answer 22

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

Question 23

checklist def

Answer 23

A checklist is a record of performance in relation to predetermined criteria – it is a form of written feedback

Question 24

How to use Video To Analyse Technique

Answer 24

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

Question 25

Reflective Learning is a 4 stage process and methods of reflection

Answer 25

1. Reflect on previous performance by using;
   1. Reflective Journals
2. Peer and / or mentor feedback
3. Video analysis
4. Questionnaires
5. Checklists
6. Recognize areas that need improvement
   * What could be done better?
   * What aspects of performance can be improved?
7. Planning For Improvement
   * How am I going to do to improve?
   * Identify methods to improve
8. Action
   * Implement the methods and strategies which will lead to improvements in performance

Question 26

THE BASIC COACHING PROCESS 4

Answer 26

1. 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

3. 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.

Question 27

Types of Skills c vs s

Answer 27

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

Question 28

Teaching simple skills

method 1

Answer 28

1. Imitation method
   Coach demonstrates, learner copies.
   Minor adjustments made as needed.
   Learning made via observation

Question 29

Teaching simple skills

method 2

Answer 29

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.

Question 30

Teaching Complex Skills

Answer 30

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”

Question 31

Shaping

Answer 31

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

Question 32

Chaining

Answer 32

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

Question 33

FORWARD CHAINING

Answer 33

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

Question 34

BACKWARD CHAINING

Answer 34

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

Question 35

The complexity of a skill is determined by;

Answer 35

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.

Question 36

Authoritarian

Answer 36

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

Question 37

democratic:

Answer 37

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

Question 38

Laissez Faire Coach)

Answer 38

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