Motor Learning and Coaching

Question 1

skill to skill

Answer 1

occurs when the skill developed in one sport affects the learning of a skill in another sport either positively or negatively

Question 2

skill transfer categories

Answer 2

skill to skill
theory to practise
training to competition

Question 3

transfer of learning

Answer 3

the influence of past experiences on the learning/performance of new experience/skills

Question 4

theory to practise

Answer 4

involves the transfer of theoretical skills or knowledge of the sport into physical practise

Question 5

training to competition

Answer 5

training to competition is when athletes train to imitate the performance in a competitive situation

Question 6

positive transfer of learning

Answer 6

occurs when previous experience of one skill/sport enhances performance of a new skill/sport

Question 7

negative transfer of learning

Answer 7

occurs when previous experience of one skill/sport inhibits or negatively affects performance of a new skill/sport

Question 8

zero transfer of learning

Answer 8

occurs when previous experience from a sport has no influence on a skill or performance in another sport

Question 9

methods of movement analysis

Answer 9

quantitative analysis
qualitative analysis

Question 10

quantitative analysis

Answer 10

description of movement using numbers, based on fact, objective

Question 11

qualitative analysis

Answer 11

description of movement without using numbers, based on opinion, subjective

Question 12

Knudsen Morrison model of qualitative analysis steps

Answer 12

1. preparation
2. observation
3. evaluation
   4.intervention
4. re-observation

Question 13

preparation phase

Answer 13

• first step
• coach develops pre-requisite knowledge base about given skill

Question 14

observation phase

Answer 14

• second step
• observation involves the systematic gathering of information about the performance or movement

Question 15

evaluation phase

Answer 15

• third step
• 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

Question 16

intervention phase

Answer 16

• fourth step
• coach provides feedback to the performer and strategies for improvement

Question 17

re-observation phase

Answer 17

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

Question 18

types of practise

Answer 18

• simple and complex
• shaping and chaining
• static and dynamic

Question 19

basic coaching progress

Answer 19

1. introduce skill
2. demonstrate/explain skill
3. practise skill
4. correct errors/provide feedback

Question 20

simple to complex

Answer 20

starting with a simplified or basic version of the skill and then progressing to a more complicated or advanced version of the skill

Question 21

teaching simple skills

Answer 21

imitation method
- coach demonstrates, learner copies
demonstration/explanation/practise/correction method
- coach demonstrates and explains skill, learners practise, coach provides feedback and correction

Question 22

how to teach complex skills

Answer 22

shaping
chaining

Question 23

Shaping

Answer 23

the process of simplifying a complex skill or using an incomplete version of skill and moulding to perfection

Question 24

Chaining

Answer 24

The breaking down into parts a complex skill or activity and teaching the skill part by part

Question 25

Static and dynamic

Answer 25

The process of beginning with the skill without moving and progressing to performing the skill while moving or performing additional tasks

Question 26

authoritarian coach + description

Answer 26

coach is solely responsible for the decisions and direction
- 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

Question 27

democratic coach + description

Answer 27

coach involves the players in the decision making process
- 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 for some performers

Question 28

Laissez Faire Coach + description

Answer 28

the coach makes very few decisions and the athletes have a greater responsibility for the direction of training and performance
- 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

Question 29

Types of coaching styles

Answer 29

Authoritarian
Democratic
Laissez Faire

Question 30

Analysing techniques

Answer 30

Checklist
Video

Question 31

Reflective learning

Answer 31

increase optimal performance level by
- gathering information about each performance
- identify strengths and weaknesses of that performance
- determine what factors limited the performance

Question 32

Reflection stage methods

Answer 32

Reflective journals
Peer, coach or mentor feedback
video analysis
questionnaires

Question 33

Reflective learning stages

Answer 33

stage 1 - Reflection
stage 2 - recognition of things to improve
stage 3 - planning for improvement

Question 34

Reflective learning stages

Answer 34

stage 1 - Reflection
stage 2 - recognition of things to improve
stage 3 - planning for improvement
stage 4 - action