Motor learning and coaching

Question 1

Transfer of learning

Answer 1

transfer of learning is the effect that past experiences have on the learning of a new skill. 2 factors:
1. There is similarity in the physical skills required between 2 sports - the greater the similarity, the greater the amount of transfer.
2. Skills that require a particular type of cognitive processing transfer to skills with similar cognitive processing.

Question 2

3 categories of skill transfer

Answer 2

1. 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.
2. Theory to practice transfer of learning - the transfer of theoretical skills into practise or performance scenario.
3. Training to competition transfer of learning - refers to the transfer of skills developed at training into a competition situation.
All can be positive, negative or zero transfer of learning

Question 3

skill to skill transfer of learning

Answer 3

Proactive transfer of learning - a previously learnt skill affects the skill currently being learnt
retroactive transfer of learning - learning a new skill affects a previously learned skill

Question 4

Movement analysis

Answer 4

coaches analyse the performance of an athlete to determine: what he is doing right, what he is doing wrong, key aspects performer needs help with.
The coach and athlete use the information gathered to improve future performances.

Question 5

3 formats for analysing performance

Answer 5

1. Laboratory test - performance is analysed in laboratory conditions so that various factors can be varied or manipulated. Computerised analysis, cameras can be very close for observation.
2. Field testing - an athlete’s performance is analysed at training in normal surroundings
3. Competition analysis - an athlete is analysed while performing during competition.

Question 6

2 methods by which sport skills can be analysed

Answer 6

1. Quantitative analysis - uses numbers, is objective
2. Qualitative analysis - refers to a description/ analysis of the movement without using numbers. Is subjective.

Question 7

Knudssen Morrison Model

Answer 7

Must be done in a specific order. (Method of qualitative analysis)
1. Preparation phase
2. Observation phase
3. Evaluation phase
4. Intervention phase
5. Re-observation

Question 8

Preparation phase

Answer 8

coach is concerned with the process of developing a pre-requisite 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 performance of the skill, includes grip, run up, stance, backswing.
2. Execution of the skill - being when preparation ends and finishes at point contact/ release of ball.
3 follow through after the execution phase - refers to all movements after the execution.

Question 9

Observation phase

Answer 9

observation involves the systematic gathering of information about the performer or movement.
Decide on best way to observe and gather information about the skill: what is the best angle, direct or video observation, how many trials, how close to the subject are you going to be?

Question 10

evaluation phase

Answer 10

Identify the strengths and weaknesses of the performer, prioritise in order of importance for correction and identify methods which can be used to improve performance.
mark off the checklist the things the performer is doing correctly, incorrectly or not at all.
List the weaknesses in order of priority for connection: critical - performance inhibiting, require immediate attention. Less critical - less impact on performance, work on over a period of time.
determine methods which can be used to rectify identified weaknesses.
Coach needs to be aware of the “cause-effect relationship”

Question 11

intervention

Answer 11

Involves providing feedback and corrections to the performer, usually under practise 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:
1. To motivate the performer
2. To change performance
3. To reinforce learning

Question 12

Re-observation

Answer 12

observe the performer in a similar context to the initial observation phase to see if changes implemented have improved performance

Question 13

Internal feedback

Answer 13

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

Question 14

External feedback

Answer 14

information received from outside the body and is received vie the sensory system. Usually seen, felt, heard.
Intrinsic and augmented

Question 15

external intrinsic feedback

Answer 15

Feedback is received by the athlete as a result of their own performance through the senses of sight, sound, touch.

Question 16

external augmented feedback

Answer 16

During the intervention phase, the coach looks to provide the performer with different cues aimed at improving the identified problem.

Question 17

cues

Answer 17

1. Visual
2. Verbal
3. Proprioceptive - coach physically moves/ adjusts the performer through the desired movement patterns to make them aware of how the movement should feel.
4. Written

Question 18

Using checklist to analyse technique

Answer 18

Form of written feedback
process used: checklist is made up identifying the key criteria for successful performance, the athlete performs the skill and information about the performance is recorded by an observer onto the checklist, player and coach use the information gathered from the checklist to identify areas of strength and weakness which then allows them to plan for improvement.

Question 19

Uses of video to analyse technique

Answer 19

1. Film the game/ training session
2. Replay for analysis/ review, identify errors/ compare to ideal performance/ compare to previous performance.
3. Give visual feedback
4. Implement strategy for correction at training, or similar terms/ steps acceptable.

Question 20

Feedback sandwich

Answer 20

positive feedback, negative feedback, positive feedback

Question 21

Reflective learning

Answer 21

increasing the optimal performance level of an athlete requires the athlete or coach to: gather information about each player, identify strengths and weakness of that performance, determine what factors limited the performance.
Once analysis done, athlete and coach determine what actions need to be taken to improve future performances.
the intention is to guide the athlete from their current level of performance to their ideal level of performance.

Question 22

Method of self-analysis

Answer 22

1. Reflection
2. Recognition of things to improve
3. Planning for improvement
4. Action

Question 23

Reflection (self analysis)

Answer 23

1. Video analysis
2. Mentoring
3. Reflective journals
4. Questionnaires
5. Checklists

Question 24

Basic coaching process

Answer 24

1. Introducing the skill to be learned
2. Demonstrate and explain the skill
3. Practice the skill
4. Correct errors/ provide feedback

Question 25

Types of skills

Answer 25

simple - are straight-forward, typically require little practise to learn, require little cognitive ability, consist of a limited number of component parts, limited decision making required, taught as a whole.
Complex - are more difficult to learn, require repeated practice to learn, require more cognitive ability, consists of many component parts, more decision making required, may need to be broken down to be taught.

Question 26

teaching simple skills

Answer 26

1. Imitation method - coach demonstrates, leaner copies. Minor adjustments made as needed. Learning made via observation.
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 27

Teaching complex skills

Answer 27

Starts with a simplified or basic version of the skill and progressing to a more complicated or advanced version of the skill.
1. Shaping
2. Chaining

Question 28

Shaping

Answer 28

learning a simplified or incomplete version of the skill and adding the missing parts as the skill is developed.
Coach demonstrates the skill, performer practises the simplified version, feedback/ correction provided, add “missing” components, further practice-increase speed/ accuracy, add “missing” components, use skill in game/competition-like situations.

Question 29

chaining

Answer 29

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 new part, add new part etc., no progression until previous skill is perfect.
Suitable for teaching skills which have sequential parts.
Forward chaining - components arranged in order that the whole skill is performed.
Backward chaining - practiced with the last components first and the whole skill is built by working backwards.

Question 30

complexity of skill determined by

Answer 30

1. Number of component parts involved in skill
2. The amount of information processing required to perform the skill
3. How much accuracy is required
4. How quickly the task must be performed

Question 31

When to use chaining or shaping

Answer 31

shaping - low task complexity and high task orientation
Chaining - high task complexity and low task orientation

Question 32

static drills

Answer 32

Very good for learners
performer practices skill while in a stationary position
Can concentrate on technique without attending to other cues.
limited decision making

Question 33

Dynamic drill

Answer 33

performer is moving
Environment becomes less predictable
increased decision making required - more cues to attend to

Question 34

Coach styles

Answer 34

1. Authoritarian
2. Democratic coach
3. Casual coach

Question 35

Authoritarian

Answer 35

tends to make all 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.
Characteristics: intense energy, well organised, demands attention to detail by the players, punish those who make mistakes.
suits: athletes who need direction and focus, athletes who want to know where to stand, athletes who value extrinsic motivation, when safety is a concern, young athletes learning the game.
Doesn’t suit: athlete’s who want to have input into decision making, athletes who want to do their own thing, athletes who have an opinion.

Question 36

democratic coach

Answer 36

Maintains open communication with players, players involved in decision making, players feel they have a degree of ownership of the team, feedback used to reinforce and promote learning, very good for inexperienced players, enjoyment is important.
characteristics: tends to be very flexible, strives to create an atmosphere of mutual respect, concerned for the welfare of the players.
Suits: experience players who want input into decision making, athletes who are intrinsically motivated, athletes who want to create their own solutions to problems.
Doesn’t suit: athletes who need direction, athletes who are intensely focused and do not want input from other team members.

Question 37

Casual coach (laissez-faire)

Answer 37

Relaxed and easy going who establishes an informal learning environment, no pressure on 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: athlete’s who value socialisation and participation, athletes who are intrinsically motivated, experienced level performers.
Doesn’t suit: athletes who want to learn, improve performance and win, athletes who value extrinsic motivation.

Question 38

Combining coaching styles

Answer 38

laissez-faire - pre-season and offseason
Autocratic - Pre-season
Authoritarian - in-season and finals