motor learning and coaching Flashcards
skill to skill
occurs when a skill developed in one sport has an influence on a skill in another sport
2 types of skill transfer
proactive transfer: a perviously learnt skill currently being learnt
retroactive transfer: learning a new skill affects a previously leaned skill
theory to practice
the transfer of theoretical skills into practice
- coaches devise game plans, tactics and strategies for apposing teams and individual players
training in competition
refers to the transfer of skills developed in training into a competition situation
postive transfer of learning
occurs when skills and or information gained from a pervious learning experience helps with the learning of a new skill
- the two skills are often similar in some way
negative transfer of learning
occurs when the learning from a perviously learned skill negatively impacts on the learning of a new skill
the skills can seemingly have a similar action but there are critical differences in technique
zero transfer of learning
occurs when the learning of a new skill is not affected either positively or negatively by perviously learned skill
- there is no transfer of learning between golf and football as the skills are completely unrelated
laboratory testing
performance is analysed in laboratory conditions so that various factors can be varied or manipulated
what are the 3 ways analysing performance
1- laboratory testing
2- field testing
3- competition testing
field testing
an athletes performance is analysed at training is normal surroundings
competition testing
an athlete is analysed while performing during competition
2 methods of movement analysis
quantitative and qualitative
quantitative
- uses numbers
- objective
- not biased
qualitative
refers to the description of movement without using numbers (e.g. movement pattern)
- to work successfully must use a systematic approach involving 5 stages known as the Knudsen Morrison model of oil analysis
Knudsen and Morrisions model of qualitative analysis
1- preparation 2- observation 3- evaluation 4- intervention 5- re-evaluation
preparation phase of the Knudsen and Morrisions model
1- perform the skill
- all movements that prepare the athlete for the performance of the skill
2- execution of the skill
- begins when preparation ends and finishes at contact/release
3- follow through
- refers to all movements after the execution phase
observation phase of the Knudsen and Morrisions model
involves the systematic gathering information about the performance or movement
- video checklist, conditions, repeated observation
- have to account for choking
evaluation phase of the Knudsen and Morrisions model
- identify the strengths and weaknesses of the performer
- identify methods which can be used to improve the performance
- list strengths and weaknesses in order to most important to change and least important
- what are the overall change that has impacted the performers performance (good/bad)
intervention phase of the Knudsen and Morrisions model
involves providing feedback and correction to the performer usually under practice conditions to improve performance
what principals would change and how to fix them:
1- to motivate the performer
2- to change the performer
3- to reinforce learning
re-evaluation phase of the Knudsen and Morrisions model
observe the performer and moment the changes made in a similar content to initial observation
- has the changes changed the outcome of the skill
- is the athlete more effective if not need to reobserve and must go back to change to stage 2
types of practice - the basic coaching process
1- introduce the skill to be learned
2- demonstrate the skill and explain the skill
3- practice the skill
4- correct errors/provide feedback
teaching simple skills
are learnt quickley and can be taught in 2 ways:
imitation method and demonstration/explanation method
imitation method
- coaches demonstrates and learner copies
- minor adjustements made as needed
- learning made via observation
demonstration method
- coach demonstrates and explains the skill
- leaner practice
- feedback and correction is provided
- more practice follows
- more feedback and correction ect
teaching complex skills
shaping
chaining
shaping
- learning a simplified or incomplete version of the skill
- coach demonstrates the skill
- performer practices simplified version
- feedback and correction provided
- add missing components
- futher practice - increase speed/accuracy
- add missing components
- use skill in game like situations
- does not need to perfect to move on
- eg basketball lay up
chaining
- break the skill down into components
- start by teaching the first part - practice until perfect
- add next part - practice until perfect
- add next part ect
- no progression until previous part is perfect
- cricket
using static drills
- perforemer practice skill while in staitonary position
- can concentrate on technique without attending to other factors
- limited decision making
- predictable (closed) environment
- beneficial when learning a new skill
using dynamic skill
- performer is moving
- environment becomes less predictable
- increased decision making required
- drills become more game related and more difficult
- used to extend skill development
Autocratic coach
- tends to make all the decisions
- very strict style of coaching
- coach believes he has the kowledge and experience to impart on the players
- role of the player is to attend to and respondnto coaches commands
- less confident players are intimtaded
- effective when team is winning
- less effective if team is losing
- dictates what is happening on and off the feild
democratic coach
- maintains open communication with players
- players involve in decision making
- players feel like they have a degree of ownership of the team
- positive/negative feedback used tp re-enforce and promote learning
- enjoyment is important
- may not provide enough motivation for some players depeding on if they are self driven or external
lasiez-faire coach
- 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 improvenment
- inexperienced player unsure what to do
combining coaching skills
coaches can change their coaching styles depending on the needs of the team the situation they are facing and the stage of the season.
CASUAL- off season and briefly in pre season to see who steps up
AUTOCRATIC- pre season, leading up to selection
DEMOCRATIC- during competition, inseason, finals
checklist
can be used to dertermine the technical and tatical ability of performers
- checklists is made up identifying the key criteria for successful performance. the athlete performs the skill and information about the performance is recorded on the checklist
- improve performance for athlete
- dont get to see the outcome or what it looks like
- hard to compare
videos
can slow movement down for more accurate anaylisis. A performer can observe hi performance broken down into fractions of a second allowing him to observe strengths and weaknesses of his performance
- many athletes respond better to visual feedback than verbal. A combination of both is ideal. Coaches uses visual feedback to support the verbal feedback
reflective learning: stage 1 (reflection)
1- reflective journals
2- mentoring
3- video anyalisis
4- questionarres
