Motor Learning and Coaching Flashcards
Transfer of learning
is the effect that past experiences have on the learning of a new skill.
Categories of transfer of learning
- skill to skill
- theory to practice
- training to competition
Skill to skill
when a skill previously developed in one sport has an influence on the learning of a skill in another sport.
Theory to practice
transfer of a theoretical skill into a practice or performance scenario.
EG - coach explains game plans, tactics and strategies for opposing reams and individual players. players then practice the identical tactics and strategies.
Training to competition
refers to the transfer of skills developed in training into a competition situation.
EG - coaches must plan and implement training sessions which replicate demands of the game and specifically the development of appropriate skills and energy systems
- players should be exposed to game specific situations at training to allow them to develop their information processing and decision making mechanism.
Effects of transfer of learning
positive, negative, zero
Positive effects of ToL
occurs when skills and/or information gained from a previous learning experience helps with the learning of a new skill.
EG - the two skills are often similar in some way - free throw in basketball and netball goal shooting - learning a somersault in gymnastics will help performing a somersault in diving.
Negative effects of ToL
occurs when the learning from a previously learned skill negatively impacts on the learning of a new skill.
EG - the skills can seemingly have a similar action but there are critical differences in technique e.g squash and tennis are both racket sports but with critical differences.
- shot making in squash involves wrist movement
- shot making in tennis does not involve wrist movement
Zero effects of ToL
occurs when the learning of a new skill is not affected either positively or negatively by previously learned skills.
Knudsen and Morrison: Qualitative analysis/motion analysis
- preparation stage
- observation stage
- evaluation stage
- intervention stage
- re-observation
Preparation stage
coach is concerned with the process of developing a prerequisite knowledge base about the particular skill.
- the coach must know the points of technique required to produce the skill correctly
- a checklist could be made up outlining key points of technique prior to analysis
Observation stage
observation involves the systematic gathering of information about the performance or movement.
- decide the best way to observe and gather info about the skill
- best angle?
- observe/record several trials to get more accurate results and record results on checklist
Evaluation stage
identify the strengths and weaknesses of the performer. identify methods which can be used to improve the performance.
- mark off on a checklist the things the performer is doing correctly, incorrectly or not at all.
- list weaknesses in order of priority for correction
Intervention stage
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 address these identified problems.
3 Main functions of feedback
- to motivate the performer
- to change performance
- to reinforce learning
Re-observation stage
observe the performer in a similar context to the initial observation phase to see if changes implemented have improved performance.
- is further intervention needed?
Re-observation stage
observe the performer in a similar context to the initial observation phase to see if changes implemented have improved performance.
- is further intervention needed?
Reflective learning
looking back on past experiences to improve future performances.
stage one: reflection
stage 2: recognition of things to improve
stage 3: planning for improvement
stage 4: action
Reflection
the athlete/coach reflects back I the action to:
- evaluate performance
- recognise strengths and weaknesses
- identify factors that limited performance
5 Methods use to reflect
- reflection journals
- mentoring
- video analysis
- questionnaires
- checklists
Recognition of things to improve
- an athlete can determine what aspects of performance could have been done better or could be improved to enhance future performances.
- gathering data - recognising things to improve - more accurate with advanced tech
Planning for improvement
coaches/athletes need to be up to date with innovations in:
- training methods
- game technique/strategy
by being aware of this they can incorporate them into training
Action
- athlete competes in a game/tournament etc
- athlete attempts to rectify areas previously identified as limiting performance
Steps to basic coaching process
- introduce the skill to be learned
- explain name of skill and when/how to use - demonstrate and explain the skill
- demonstrate and point out 2-3 key points of technique required for success - practice the skill
- asap after demo, should be fun and motivating - correct errors/provide feedback
- provided feedback and incorporate feedback received
