Motor Learning And Coaching Flashcards
Transfer of learning
A positive or negative transfer of learning is the influence the one skill has on the acquisition and performance of another. Three categories: 1. Skill to skill 2. Theory to practice 3. Training to competition
Types of transfer:
- positive
- negative
- zero
Transfer of learning: skill to skill
Occurs when a skill developed in one sport has an influence on a skill in another sport
- can be positive or negative in influence
Proactive transfer: a previously learnt skill affects the skill currently being learned
Retroactive transfer: learning a new skill affects a previously learned skill
- tennis serve to volleyball serve is a positive transfer
- tennis forehand to badminton forehand is negative because no topspin can be applied to a shuttlecock
Transfer of learning: theory to practice
The transfer of a theoretical skill into practice
- coach devises game plans which players apply to game situations
Transfer of learning: training to competition
Transfer of skills developed in training into a game situation
- coaches must implement training sessions which replicates the demands of a game
Eg. Skills, energy system use, decision making process, pressure applied, crowd noise
Types/Effects of transfer of learning
Positive:
- when skills and information from a previously learning experience helps with the learning of a new skill
- often similar in someway
Negative:
- when the learning of a previous skill negatively impacts on the learning of a new skill
- skills may appear similar but have critical differences in the extent of muscle groups used or technique
Zero:
- when the learning of a new skill doesn’t have any impact on the previously learned skill
Methods of analysing movement (quantitative and qualitative)
Quantitative involves looking at the numbers in data like seconds or metres.
Eg. Taking a skinfolds test
Qualitative is subjective and is for the coach a judgment call.
Eg. Statements by a television commentator on a bowling technique in cricket
Four stage qualitative analysis:
- Preparation - learning the correct technique of the skill before criticising someone else (preparation, execution and follow through)
- Observation - gathering information about the athlete performing the skill
- Diagnosis/Evaluation - identification of strengths and weaknesses
- Intervention - provide corrections and feedback to the performer
Cues to help athlete perform
Visual cues:
- show performer what they should be doing
- 3-4 teaching point
Verbal cues:
- single words or phrases which concentrate the performer on the skill
Proprioceptive cues:
- coach moves the players body through the skill to enhance muscle memory and stimulate CNS
Methods of reflection
A. Methods of reflection
- Training log/diary - keep track of what has been achieved and feelings for the future
- Self reflection diary - useful for coaches to reflect on what has been taught and things to improve on for next time
- Observation schedule - a record kept by the coach of athletes progress through each session and enables both the coach and player to see how far they’ve come
- Mentors - a person/s in a players life to ask for advice from and keep them motivated
Recognition of things to improve
B. Recognition of things to improve
- Video analysis - record footage and playback to see what went well and what didn’t
- Professional choices - looking at specific tactics in a game with an array of other coaches and staff to voice their views
Planning for improvement
C. Planning for improvement
1. Telemetry is the tracking of GPS running and other monitors to review after performance and looks at what could be improved for next time
Action
D. Action
1. The outcome of all the reflective processes is the ‘doing’
Types of skills
Simple skill:
- straightforward
- requires little practice to learn
- requires little cognitive ability
- limited number of components to the skill
- taught as a whole
Complex skill:
- more difficult to learn
- requires repeated practice to learn
- require more cognitive ability
- many components to the skill
- may be broken down to be taught
Teaching simple skills
Imitation method
- coach demonstrates, learner copies
- minor adjustments made when needed
- learning made via observation
Demonstration/explanation method
- coach demonstrates and explains the skill
- learners practice
- feedback and correction provided
- more practice
- more feedback
Teaching complex skills
Shaping method
- simplifying a complex skills and breaking it down into its main components
- adding missing parts
- demonstrate the skill
- performer practices a simplified version but still does a complete run through of it
- suitable for simultaneous skills
Chaining method
- breaking a skill into its components, practicing each part separately
- then reassembling the skills once each one has been learnt
- only suitable for sequential skills
- eg. Triple jump having different parts then bring it all together at the end
Drills to develop skill
Static drills
- performer practices the skill whilst in a stationary position
Eg. Learning to surf on a board on the beach
Dynamic drills
- performer is moving and environment is less predictable
Eg. Doing a sport in real time like actually surfing out on the water in the white wash
