Motor Learning And Coaching Flashcards
Muscular involvement (fine/gross)
size of the muscles and movements involved when performing the skill. Does the performance of the skill require small movements or larger muscles and body segments
Continuity (discrete/serial/continuous)
the ability to recognise a distinctive start and finish point of the skill performance and the length of time the skill takes to perform.
Leaves of Difficulty (simple/complex)
how much information needs to be processed in order to perform the skill? Level of movement, precision and accuracy required to perform the skill? Time available to perform the skill
Visual Cues
demonstration (athlete watches demo)
visual aids (athlete watches self video)
Enhance visual environment (placements of targets)
Verbal cues
short, concise phrase that directs attention to the most important feature(s) in the performance environment.
Prompts the performer to attend to the key components of the skill
Must be appropriate for the learner
Teacher or coach needs to be aware that individuals can only absorb limited
Proprioceptive cues
provide the athlete with internal sensory information about joints, muscles and the orientation of a body in space.
Learning styles
visual
Aural (verbal)
Read/write
Kinaesthetic
Environmental Influence (open/closed)
how much of the timing of the performance of the skill is controlled by the performer? Is the ability to perform the skill predictable? Is the environment the skill is to be performed in stable
Phases of motor learning
Cognitive
Associative
Autonomous
Cognitive
athlete tries to gain an understanding of ‘what to do’
Large number of errors occurring at this stage
Athlete has little capacity to correct own errors
Instructions and feedback from a coach is beneficial
Associative
the athlete is able to preform the basic skill
The athlete is better able to adjust to the environment when performing motor skill
Errors become less in number and magnitude
The athlete begins to detect and correct their own errors and encouraged to use their own feedback.
Autonomous
the athlete does not need to continuously think about the specific movement characteristic of the skill
The athlete has the ability to perform other tasks at the same time
Low performance variability
Able to detect own errors and make adjustments to correct them
Cognitive phase - example
After being told and shown how to serve a volleyball, the player practices several times and eventually hits the ball into the correct area.
The performer has no idea how this occurred, and has no real feel for what just happened.
Skill not easily repeated at this stage of learning.
Associative phase - example
The volleyball player has learnt about the throw height, feeling of the swing pattern and timing the strike.
They understand how to make minor adjustments and how to segment body movements.
The player may be beginning to understand how to vary speed and direction of the serve, although only with minimal control and accuracy.
Autonomous phase - example
At this stage the volleyball player can focus on the positions of the other players and even the opponents strengths and weaknesses.
The server does not need to think about the serving action, but focuses on where to serve and may change the decision at the last millisecond if an opponent was to move slightly.
