Motor Learning and Coaching Flashcards
skill to skill
occurs when the skill developed in one sport affects the learning of a skill in another sport either positively or negatively
skill transfer categories
skill to skill
theory to practise
training to competition
transfer of learning
the influence of past experiences on the learning/performance of new experience/skills
theory to practise
involves the transfer of theoretical skills or knowledge of the sport into physical practise
training to competition
training to competition is when athletes train to imitate the performance in a competitive situation
positive transfer of learning
occurs when previous experience of one skill/sport enhances performance of a new skill/sport
negative transfer of learning
occurs when previous experience of one skill/sport inhibits or negatively affects performance of a new skill/sport
zero transfer of learning
occurs when previous experience from a sport has no influence on a skill or performance in another sport
methods of movement analysis
quantitative analysis
qualitative analysis
quantitative analysis
description of movement using numbers, based on fact, objective
qualitative analysis
description of movement without using numbers, based on opinion, subjective
Knudsen Morrison model of qualitative analysis steps
- preparation
- observation
- evaluation
4.intervention - re-observation
preparation phase
- first step
- coach develops pre-requisite knowledge base about given skill
observation phase
- second step
- observation involves the systematic gathering of information about the performance or movement
evaluation phase
- 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
intervention phase
- fourth step
- coach provides feedback to the performer and strategies for improvement
re-observation phase
- fifth step
- observe the performer in a similar context to the initial observation phase to see if changes implemented have improved performance
types of practise
- simple and complex
- shaping and chaining
- static and dynamic
basic coaching progress
- introduce skill
- demonstrate/explain skill
- practise skill
- correct errors/provide feedback
simple to complex
starting with a simplified or basic version of the skill and then progressing to a more complicated or advanced version of the skill
teaching simple skills
imitation method
- coach demonstrates, learner copies
demonstration/explanation/practise/correction method
- coach demonstrates and explains skill, learners practise, coach provides feedback and correction
how to teach complex skills
shaping
chaining
Shaping
the process of simplifying a complex skill or using an incomplete version of skill and moulding to perfection
Chaining
The breaking down into parts a complex skill or activity and teaching the skill part by part
Static and dynamic
The process of beginning with the skill without moving and progressing to performing the skill while moving or performing additional tasks
authoritarian coach + description
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
democratic coach + description
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
Laissez Faire Coach + description
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
Types of coaching styles
Authoritarian
Democratic
Laissez Faire
Analysing techniques
Checklist
Video
Reflective learning
increase optimal performance level by
- gathering information about each performance
- identify strengths and weaknesses of that performance
- determine what factors limited the performance
Reflection stage methods
Reflective journals
Peer, coach or mentor feedback
video analysis
questionnaires
Reflective learning stages
stage 1 - Reflection
stage 2 - recognition of things to improve
stage 3 - planning for improvement
Reflective learning stages
stage 1 - Reflection
stage 2 - recognition of things to improve
stage 3 - planning for improvement
stage 4 - action
