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Pe Studies Year 12 > motor learning and coaching > Flashcards

motor learning and coaching Flashcards

1
Q

skill to skill

A

occurs when a skill developed in one sport has an influence on a skill in another sport

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2
Q

2 types of skill transfer

A

proactive transfer: a perviously learnt skill currently being learnt
retroactive transfer: learning a new skill affects a previously leaned skill

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3
Q

theory to practice

A

the transfer of theoretical skills into practice

- coaches devise game plans, tactics and strategies for apposing teams and individual players

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4
Q

training in competition

A

refers to the transfer of skills developed in training into a competition situation

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5
Q

postive transfer of learning

A

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

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6
Q

negative transfer of learning

A

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

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7
Q

zero transfer of learning

A

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

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8
Q

laboratory testing

A

performance is analysed in laboratory conditions so that various factors can be varied or manipulated

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9
Q

what are the 3 ways analysing performance

A

1- laboratory testing
2- field testing
3- competition testing

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10
Q

field testing

A

an athletes performance is analysed at training is normal surroundings

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11
Q

competition testing

A

an athlete is analysed while performing during competition

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12
Q

2 methods of movement analysis

A

quantitative and qualitative

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13
Q

quantitative

A
  • uses numbers
  • objective
  • not biased
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14
Q

qualitative

A

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

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15
Q

Knudsen and Morrisions model of qualitative analysis

A 
1- preparation 
2- observation
3- evaluation 
4- intervention 
5- re-evaluation
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16
Q

preparation phase of the Knudsen and Morrisions model

A

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

17
Q

observation phase of the Knudsen and Morrisions model

A

involves the systematic gathering information about the performance or movement

  • video checklist, conditions, repeated observation
  • have to account for choking
18
Q

evaluation phase of the Knudsen and Morrisions model

A
  • 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)
19
Q

intervention phase of the Knudsen and Morrisions model

A

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

20
Q

re-evaluation phase of the Knudsen and Morrisions model

A

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
21
Q

types of practice - the basic coaching process

A

1- introduce the skill to be learned
2- demonstrate the skill and explain the skill
3- practice the skill
4- correct errors/provide feedback

22
Q

teaching simple skills

A

are learnt quickley and can be taught in 2 ways:

imitation method and demonstration/explanation method

23
Q

imitation method

A
  • coaches demonstrates and learner copies
  • minor adjustements made as needed
  • learning made via observation
24
Q

demonstration method

A
  • coach demonstrates and explains the skill
  • leaner practice
  • feedback and correction is provided
  • more practice follows
  • more feedback and correction ect
25
Q

teaching complex skills

A

shaping

chaining

26
Q

shaping

A
  • 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
27
Q

chaining

A
  • 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
28
Q

using static drills

A
  • 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
29
Q

using dynamic skill

A
  • performer is moving
  • environment becomes less predictable
  • increased decision making required
  • drills become more game related and more difficult
  • used to extend skill development
30
Q

Autocratic coach

A
  • 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
31
Q

democratic coach

A
  • 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
32
Q

lasiez-faire coach

A
  • 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
33
Q

combining coaching skills

A

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

34
Q

checklist

A

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
35
Q

videos

A

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

36
Q

reflective learning: stage 1 (reflection)

A

1- reflective journals
2- mentoring
3- video anyalisis
4- questionarres

Pe Studies Year 12 (7 decks)

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