MOTOR LEARNING AND COACHING Flashcards
transfer of learning
The influence of a person’s previous experience from one setting/ skill/ practice drill to another situation/skill/competition.
categories of transfer of learning
skill to skill - previous skills that assist/ hinder the learning of a new skill.
theory to practice - knowledge is used to transfer into performing a skill.
Coach could use verbal cues, visual aids(whiteboards, video, pictures)
Coach will then have athlete practice this in drills and games to solidify the transfer of learning.
training to competition - practice is used to imitate/simulate competitive situations.
The aim of training is to improve performance in competition.
A coach will need to ensure that they have training sessions that reflect/emulate that skills, context and cognitive (thinking) processes used in competition
effects of transfer of learning
POSITIVE- when previous experience of one skill/sport enhances performance of a new skill
NEGATIVE- - when previous experience of one skill/sport inhibits or negatively affects the performance of a new skill
ZERO- when a previous experience from a sport has no influence on the skill or performance in another sport
Explain retroactive and proactive
Retroactive Transfer of Learning
When a skill newly learnt will influence a skill that you have previously learnt.
E.g. you are a tennis player that is learning to play squash. Learning this new skill hinders your tennis serve (previously leant skill)
Proactive Transfer of Learning
When a skill previously learnt has an influence on a skill you are currently learning.
E.g. – as a netball player your passing skills help you learn to play basketball.
Movement Analysis
Need to consider;
1) purpose of analysis - is this to improve or prevent injury
2) assessment of the product or process - are we looking at how well they completed the skill or the result of the skill.
3) Skill level - more skills, more detailed criteria needs to be,
4) Environment - will it be video based, in a field, etc.
Motion analysis model
Preparation- The trainer gathers relevant knowledge about the activity, the performer and then selects an observational strategy.
Observation- Trainer would decide on best angles to view performance. Also, how many times to observe and under what conditions. The trainer would then gather the data and information from observing the performance of the movement.
Evaluation- Trainer would use the checklist to mark off what the performer is doing correctly, incorrectly or not at all. They would then identify strengths and weaknesses of the performance. They would then priorities the potential interventions.
Intervention- Trainer provides feedback and corrections to improve performance They would explain methods /strategies to improve the weaknesses.
What is augmented feedback?
This is any external feedback that enhances the intrinsic feedback : verbal, visual, kinaesthetic(learning through feeling) and written that a performer experiences.
descriptive feedback
tells the athlete what is going wrong. (used for more experienced athletes that can work out their own solutions).
prescriptive feedback
tells the athlete what is going wrong and offers a solution. Used for beginner athletes that still need to develop their intrinsic feedback.
Visual cues
Allows the learner to see what is needed in a successful skill.
Can use demonstrations- mixing verbal description with a visual demonstration is the best.
Visual aids like video analysis is the best.
verbal cues
A clear phrase or sound that directs the attention of the performer to corrects skills. They need to be relevant to the skill level and age of the performer and simple and not complex.
proprioceptive cues
These are kina esthetic senses that are used. This involves the coach physical moving an athlete into required action that enables the athlete to know what a successful performance feels like. Proprioception (sense of body position) and kinesthesia (sense of body movement).
coaching activities - simple to complex
starting with a simplified version of the skill and then progressing into a more complex or advanced version of the skill
coaching activities - chaining
Breaking a complex skill into parts, then teaching the skill part by part.
Teaching the skill part by part. Teaching from start to finish – forward chaining.
Teaching the skill from end to start- backwards chaining.
coaching activities - shaping
simplifying a complex skill into its main components then adding on the missing pieces.
Teaching an incomplete version of the skill and adding small components.
