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PE Studies Unit 3/4 > Motor learning and Coaching > Flashcards

Motor learning and Coaching Flashcards

1
Q

Define transfer of learning

A

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

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2
Q

Skill to Skill

A

Occurs when a skill developed in one sport has an influence on a skill in another sport. The influence can be positive (promotes learning) or negative (inhibits learning).

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3
Q

Theory to Practice

A

The transfer of theoretical skills into practice.

Coaches devise game plans, tactics and strategies for opposing teams and individual players.
Players apply the devised theories / plans into the game situation.

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4
Q

training to Competition

A

Refers to the transfer of skills developed in training into a competition situation.
Coaches must plan and implement training sessions which replicate the demands of the game. This includes the development of appropriate skills, energy systems and the decision making process

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5
Q

Effects of transfer to learning - Positive

A

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 basketball and netball goal shooting.

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6
Q

Effects of transfer of learning - Negative

A

Occurs when the learning from a previously learned skill negatively impacts on the learning of a new skill.
Shot making in squash involves wrist movement
Shot making in tennis does not involve wrist movement

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7
Q

Effects of transfer of learning- Zero

A

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

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8
Q

Method of self analysis and planning for improvement - Reflective learning

A

Checklists
Peer/mentor/coach feedback
Refective journals
Video analysis
Questionaires

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9
Q

What are Methods of self analysis and planning for improvement

A

Checklists
Training log/diary
Coach/peer/mentor feedback
video analysis
Questionnaires

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10
Q

Methods of self analysis and planning for improvement - Checklists

A

Checklists are made up of key points or key criteria on how the skill should be correctly executed.
The skill is viewed, coach has a list of specific / key points on how the skill should be correctly executed. The skill is viewed, either in real time or on video.

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11
Q

Methods of self analysis and planning for improvement - Training log/diary

A

Athletes are required to complete a training log / diary of all training completed, and how they felt they went with their performance. Can be checked by coach in order to get feedback from the athletes and to allow them to work on areas the athletes feel they need to improve.

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12
Q

Methods of self analysis and planning for improvement - Video analysis

A

Recording the performance and showing it back to the athlete in order to point out areas that need to be improved. The video recording could be used in comparison with an elite performer to advise on correctional technique feedback.

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13
Q

Methods of self analysis and planning for improvement - Questionaries

A

A specific set of questions set by the coach, for athletes to complete post performance to evaluate and reflect on what they performed well and what they can improve. Attempts the athlete to reflect and try and identify the errors in technique

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14
Q

Coaching/training activities to teach and improve the skills of the performers

A

Simple to complex
Shaping
Chaining
Static to Dynamic

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15
Q

Basic 4 step process of teaching

A
  1. Introduce the skill to be learned
  2. Demonstrate and explain the skill
  3. Practice the skill
  4. Correct errors / provide feedback
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16
Q

Simple to complex

A

A drill that begins with an easier version of the skill, and as the skill becomes mastered, complexities are added until the whole skill is able to be performed at the speed and intensity required by competition.

17
Q

what characteristics do simple skills have

A
  • Are straightforward
  • Typically require little practice to learn
  • Require little cognitive ability
  • Consist of a limited number of component part
  • Limited decision making required
  • Taught as a whole
18
Q

What characteristics do complex skills have

A
  • 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 and simplified to be taught
19
Q

Shaping

A

The process of simplifying a complex skill or using an incomplete version of the skill
Typically the coach demonstrates the skill before the athlete practices simplified version, then feedback / correction provided before adding “missing” components to the complex skill.

20
Q

Chaining

A

The breaking down into parts of a complex skill or activity and teaching the skill part by part
A gymnastics floor routine involves several ‘floor passes’ incorporating multiple choreographed elements.

21
Q

Static to Dynamic

A

A drill that begins with the player being stationary to execute the skill and gradually adds in the movement required, until it is performed at the speed and intensity required by competition

22
Q

Static drills

A
  • Performer practices skill while in a stationary position.
  • Can concentrate on technique without attending to other factors
  • Limited decision making
  • Predictable (closed) environment
  • Beneficial when learning a new skill
23
Q

Static drills

A
  • Performer practices skill while in a stationary position.
  • Can concentrate on technique without attending to other factors
  • Limited decision making
  • Predictable (closed) environment
  • Beneficial when learning a new skill
24
Q

dynamic

A
  • Performer is moving
  • Environment becomes less predictable (open)
  • Increased decision making required
  • Drills become more game related and more difficult
  • Used to extend skill development
25
Q

Qualitive Analysis Stages

A
  1. Preparation
  2. Observation
  3. Evaluation
  4. Intervention
  5. Re-evaluation *
26
Q

Preparation Stage

A

The coach is concerned with the process of developing a prerequisite knowledge base about the particular skill. The coach must have the knowledge of the critical skill components and technique required to produce the skill with a high level of performance.

27
Q

Observation Stage

A

The coach gathers information about the performance or movement. The coach decides on best way and time to observe and gather information of the athlete performing the skill.
The athlete is observed and compared to the prepared checklist. This can be done in real time or video recording the skill performance

28
Q

Evaluation Stage

A

Using the information gathered in the observation, the coach identifies the strengths and weaknesses of the athlete. The coach identifies methods which can be used to improve the performance.
The coach could list the weaknesses in order of priority for correction - which ones need immediate attention and which ones are less critical - which ones affect performance and which ones do not.

29
Q

Re-evaluation Stage

A

The coach observes the athlete implement the changes made in a similar context to initial observation
The coach re-assesses to see if a difference has achieved improved performance or is further intervention needed?

30
Q

Authoritarian/Autocratic

A

leadership makes the decisions. They define clear team rules both on-and-off the field. This coaching style will be severe on players who break the club’s code of conduct and ‘team’ rules. They place a high level of importance on winning.

31
Q

When is authoritarian leadership used and who does it suit

A

leadership is still used in elite sports due to its outcome based approach. Where professional sports are merely concerned with winning, authoritarian coaching lends itself well by offering results for the team at a faster rate than other coaching styles
suits athletes who need support and answers to improve their performance, value extrinsic motivation and are goal driven

32
Q

Authoritarian Characterisics

A
  • Tends to make all the decisions
  • Very strict style of coaching
  • Coach believes he has the knowledge and experience to impart on the players
  • Role of the players is to attend to, and respond to, coach’s commands
  • Less confident players are intimidated
  • Effective when team is winning
  • Less effective if team is losing
    Characteristics of the coach
  • Intense energy
  • Well organised
  • Demands attention to detail by the players
  • Punish those who make mistakes
  • Winning is the only goal
  • Confrontational when challenged
33
Q

Democratic

A

consults, asking the group to be part of decision-making process. This coaching style suits athletes who have experience, want to contribute and who are intrinsically motivated.

34
Q

When is democratic leadership used and who does it suit

A

leadership works well when athletes are experienced and have the knowledge to have valid input. It gives leadership groups (captains / vice captains) some responsibility and decision making power.
used during the IN – SEASON and FINALS as it incorporates the team in decision making, but the coach has the final say depending on team performance.

35
Q

Democratic characteristics

A
  • Maintains open communication with players
  • Players involved in decision making
  • Players feel they have a degree of ownership of the team
  • Positive and negative feedback used to re – enforce and promote learning
  • Very good for inexperienced players
  • Enjoyment is important
  • Liked by players
  • May not provide enough motivation some athletes
    Characteristics of the coach
  • Tends to be very flexible
  • Strives to create an atmosphere of mutual respect
  • Concerned for the welfare of the players
36
Q

Laissez-faire

A

leadership describes where the coach will ‘let people do as they choose’. This type of leadership style in which leaders are ‘hands-off’ and allow group members to make the decisions.

37
Q

When is laissez-faire used and who does it suit

A

used in professional sport more in situations such as at the start of training, while waiting for everyone to arrive playing informal games. would be more prevalent in experienced or ‘Masters/Seniors’ level competitions, where the coach’s focus may centre around fun and enjoyment.

38
Q

Laissez-faire Characteristics

A
  • Relaxed and easy going who establishes an informal learning environment
  • No pressure on the players to perform
  • Tends to be less organised and prepared
  • Works best with experienced players who can make their own decisions
  • Offers guidance and advice when asked
  • Limited improvement
  • Inexperienced players unsure of what to do
  • Serious players often find this coaching style unsatisfactory
    Characteristics of the coach
  • 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

PE Studies Unit 3/4 (6 decks)

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