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PE Studies unit 3&4 > Motor learning and coaching > Flashcards

Motor learning and coaching Flashcards

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1
Q

What is the transfer of learning?

A

It is the effect that past experiences have on the learning of a new skill
You use prior knowledge of a skill to enhance or hinder the learning process of a new skill

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2
Q

What are the three categories of skill

A

Skill to skill
Theory to practice
Training to competition

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3
Q

What is a skill to skill transfer of learning?

A

When knowledge of one skill has an impact on the learning of another skill

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4
Q

What is a theory to practice transfer of learning?

A

Knowing the theory behind a skill, could include the key points of execution and putting it physically into practice

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5
Q

What are examples of theory to practice learning

A
  • coaches devising game plans, tactics and strategies for opposing teams and individual players
  • theory to practice also includes a coach illustrating a particular play or set piece move on a white board and the players practicing the play
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6
Q

What is training to competition transfer of learning?

A

performing skills in training that mimic the competition

May involve high intensity situations to make sure there is a high level of transfer

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7
Q

What are examples of training to competition skills?

A

Coaches must plan and implement training sessions which replicate the demands of the game
> includes the development of appropriate skills, energy systems and the decision making process
Players should be exposed to game specific situations to allow them to develop their information processing and correct decision making mechanism
> eg. pressure defence intensity is similar to the game

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8
Q

What are effects of transfer of learning?

A

They a sport/activities which have some cognitive processes, muscles coordination that helps/assists with learning
>kicking, spiking technique, tackling ability and technique
>Components of fitness, energy systems, balance, co-ordination, strength, power etc.

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9
Q

What is a positive transfer of learning?

A

When previous experiences of one sport enhances/helps the performance of a new skill/sport

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10
Q

What are examples of a positive transfer of learning?

A

Sprinting 100m or 200m enhances the running action of the long jump
Two skills are often similar in some way eg. free throw in basketball and netball goal shooting

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11
Q

What is a negative transfer of learning?

A

When a previous experience of one skill/sport negatively impacts/hinders the performance of a new skill/sport
Skills may have a similar action but there are critical differences in technique

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12
Q

What are examples of a negative transfer of learning?

A

Javelin throwing action can negatively impact the shot put action
Squash and tennis have similar actions but critical differences
> Squash shot involves a wrist movement
> Tennis involves full arm action/ doesn’t involve wrist movement

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13
Q

What is a zero transfer of learning?

A

When previous skills have no impact on the performance of a new skill/sport

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14
Q

What are examples of skills that have a zero transfer of learning?

A

Javelin throwing action wont influence the 200m or long jump

No transfer of learning occurs in golf and football

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15
Q

How are athletes who have been exposed to a wide variety of movement experiences benefit in sport?

A

They are able to recognise and select relevant cues from the environment
They process information received faster and more accurately
Have more responses available to select from
Better execute the selected response

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16
Q

What are coaching styles influenced by?

A 
Personality of the coach
Motivation of performer
Phase of season
Experience of players
Specific situation the coach is in
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17
Q

What is an authoritarian coach?

A

Tends to make all the decisions
Very strict style of coach
Coach believes that they have all the knowledge and experience to impart on the players
Role of the players is to attend to, and respond to, the coachs demands
Less confident players are intimidated
Effective when the team is winning
Less effective if team is losing

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18
Q

What are characteristics of an authoritarian coach?

A 
intense energy and is well organised
Demands attention to detail by the players
Punish those who make mistakes
Winning is the only goal
Confrontational when challenged
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19
Q

When is an authoritarian coach appropriate?

A

When high levels of safety are a concern
When training needs to be high intensity to build fitness
Very inexperienced players who can’t provide input
Athletes who needs direction and focus
Athletes who value extrinsic motivation
Athletes who want to know where they stand
Young athletes learning the game
Autocratic doesn’t necessarily mean angry/aggressive

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20
Q

What is a democratic coach?

A

Maintains open communication with players
Players involved in decision making
Players fell like they have a degree of ownership in the team
Positive and negative feedback is used to reinforce and promote learning
Very good for inexperienced players
Enjoyment is important
Liked by players
May not provide enough motivation for some performers

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21
Q

What are characteristics of a democratic leader

A

Tends to be very flexible
Strives to create an atmosphere of mutual respect
Concerned for the welfare of the players

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22
Q

When is a democratic leader appropriate?

A

Intrinsically motivated athletes
Experienced athletes who have knowledge and valid input in the group
Plenty of time to have discussions and make decisions together as a group
To give leadership groups (cap/vice) some responsibility and decision making power

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23
Q

What is a laissezz faire coach?

A

Relaxed and easy going who establishes an informal 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 the coaching style unsatisfactory

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24
Q

What are some characteristics of a laissez fair coach?

A

Provides little instruction and minimal guidance in organising activities
Creates relaxed atmosphere due to lack of general direction
Coach exerts little influence on players

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25
Q

When is a laissez faire coach appropriate?

A

athletes have high intrinsic motivation levels
allow players to work out strategies and patterns of play
very experienced athletes which allows creativity
pre-season to see who steps up and shows leadership qualities
athletes only require advising and make final decision

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26
Q

When is an authoritarian coach not appropriate?

A

athletes who don’t want to have an input in decision making
athletes who want to do their own thing (can’t follow a game plan)
athletes who want to have an opinion

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27
Q

Why would a coach combine different coaching styles?

A

Depends on the needs of the team, the situation they are facing
mix styles to suit the time of season or when they deal with different players
Not all coaches change their coaching style

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28
Q

When are the different types of coaching used?

A

Laissez faire:
> used BRIEFLY in the preseason to see who ‘steps up’ and which players show leadership traits
>can also be used in the off season
Autocratic:
> can be used in the preseason phase as the coaches establish authority and control over group
Democratic:
> Used during the in-season and finals as it incorporates the team in decision making but the coach has the final say

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29
Q

What are the four steps in the basic coaching process?

A
  1. Introduce the skill to be learned
  2. Demonstrate and explain the skill
  3. Practice the skill
  4. Correct errors/provide feedback
30
Q

What happens when you introduce the skill in the basic coaching process?

A

Get athletes attention
Make sure they can all see and hear
Explain name of skill and how/ when it is used

31
Q

What happens when you demonstrate and explain the skill in the basic coaching process?

A

Demonstrate the skill to the athletes
Point out 2-3 key points of technique required for a successful performance
Check the group understands what is required by asking questions of them

32
Q

What happens when you practice the skill in the basic coaching process?

A

Begin practicing the skill as soon as possible after the demonstration
Practice should be fun and motivating
Needs to be appropriate to skill level of the group

33
Q

What happens when you correct errors and provide feedback in the basic coaching process?

A

Learners are provided with feedback about performance

Learners practice some more, and try to incorporate the feedback received

34
Q

What are simple to complex skills?

A

Start with a simplified or basic version of the skill and then progressing to a more complicated or advanced version of the skill

35
Q

What are simple skills?

A

Straightforward and typically require little practice to learn
Require little cognitive ability as they consist of a limited number of component part
Limited decision making required
Taught as a whole

36
Q

What are complex skills?

A 
Are difficult to learn and so require repeated practice to learn 
Require more cognitive ability
Consist of many component parts
More decision making required
May need to be broken down to be taught
37
Q

What are the two methods for teaching simple skills?

A 
1. Imitation method
>Coach demonstrates, learner copies 
>Minor adjustments made as needed
>Learning made via observation
2. Demonstration/Explanation/Pratice/Correction:
>Coach demonstartes and explains the skill
>Learner practice
>Feedback and correction is provided
>More practice follows
>More feedback and correction etc.
38
Q

What is the definition of an Authoritarian coach?

A

Coach is the clear leader who makes all decisions.

They define clear team rules on and off the field and are severe on people who break them

39
Q

What is the definition of an democratic coach?

A

Players and other coaches can be involved in the decision making process
Delegates coaching tasks to senior players or support staff and allows input from others in future directions of the team

40
Q

What is the definition of a laissez faire coach?

A

A laid back coaching style that makes very few decisions

They place the onus on the players to prepare themselves for the impending play

41
Q

What is shaping and chaining?

A

Shaping is a simplified version of the skill

Chaining breaks the skill into component parts

42
Q

Explain shaping:

A

guiding the actions/incomplete, simplified version of the skill
Learners learn through praise, demonstrations, key phases, gestures as feedback/rewards
Begin with starting technique and guide for better technique
Coach provides feedback and makes adjustments to technique during the progressions
Shaping is suitable for complex skills which have simultaneous elements

43
Q

How would hurdles be broken down into shaping?

A
  1. Athletes run over 5-10 cones set apart at a distance which allows the learner to take 3 strides between cones
  2. Replace cones with low, lightweight hurdles that offer no resistance when hit
  3. Gradually increase the height of hurdles to competition height with minimum toppling weight
  4. Gradually increase the toppling weight and spacing between hurdles to competition standards
44
Q

Explain chaining:

A

Learning how to link each sequential action of batting from one to the next
Focus on one aspect at a time in the skill
> eg cricket. grip, stance, shift weight, backswing, forward swing, contact, follow through

45
Q

Definition of chaining:

A

Each step involves the exact technique required for the whole skill, and the skill is built upon by adding point by point until the skill is practised as a whole

46
Q

Elements of chaining:

A

Breakdown skill into component parts
Start by teaching the first part - practice until perfect
add next part - practice until perfect
add next part etc.
no progression is made until previous part is perfect
Chaining is suitable for teaching skills with sequential parts

47
Q

What is the difference between forward and backward chaining?

A

Forward chaining: components of the skill are rehearsed in the order that the whole skill is performed (starting with first part of the skill)
Backward chaining:
Practised with the last component first and the whole skill is built by working backwards

48
Q

How is the complexity of skill determined?

A
  1. the number of component parts involved in the skill
  2. The amount of information processing required to perform the skill
  3. How much accuracy is required
  4. How quickly the task must be performed
49
Q

When do you use shaping or chaining?

A

Influenced by two factors
1. Task complexity
>The number of skills required to complete the task
2. Task organisation
>How dependant each phase of the skill is on the previous part
+Skills with high complexity and low organisation are best taught using chaining eg. gymnastics routine
+Skills with high task organisation but low task complexity are best taught using shaping eg. hurdling

50
Q

What are static drills?

A

A drill that begins with the player being stationary to execute the skill, and gradually adds in the movement required, until it is performed at the speed and intensity required by the competition

51
Q

what are characteristics of static drills?

A

Performer practices skill in stationary position
Can concentrate on technique without attending to other factors
Limited decision making
Predictable (closed) environment
Beneficial when learning a new skill

52
Q

What are characteristics of dynamic drills?

A

Performer is moving
Environement becomes less and less predictable (open)
Increased decision making is required
Drills become more game like/related and more difficult
Used to extend skill development
eg. Water polo players are passing ball in a game specific environment

53
Q

What does it mean when a skill transfers from static to dynamic?

A

As the process of beginning with the skill without moving and progressing to performing the skill while moving or performing additional tasks

54
Q

What are the processes of a reflective learner?

A
  1. reflection
  2. Recognition of things that need to improve
  3. Planning for future improvement
  4. Action
55
Q

What are the methods for detecting technique error?

A
  1. Reflective journals/diary/training log
  2. peer/coach/mentor feedback
  3. Video analysis
  4. Questionares
  5. Checklists
56
Q

How are reflective journals used to detect technique errors?

A

used to record feelings and emotions
keeps a record of failures, successes and suggestions for improvement
records what has been achieved and possibilities for the future
Are reviewed from time to time
eg. “I feel like I spike the ball best when…”

57
Q

How is mentor feedback used to detect technique errors?

A

a significant other in the life of the athlete, they assist by providing critical constructive feedback to help the performer continue to improve
Mentor must be supportive throughout the whole process

58
Q

How can video analysis be used to detect technique error?

A

Error detection
Record, review, feedback and training
Can be paused/ played frame by frame/ slowed down to allow closer analysis of technique
Alllows athlete to compare current performance with past performances
Allows athlete to compare their performance with elite athletes
Change technique to replicated elite athletes

59
Q

How can questionaires be used to detect technique error?

A

given to players to gather information about individual players, the leadership group, potential leaders and the coaching staff
Feedback from the questionare can then be used to make changes if required and to guide the development of the team, individuals and its leaders

60
Q

What are the two types of movement analysis?

A

Quantitative analysis and qualitative analysis

61
Q

What is quantitative analysis?

A

Uses numbers like body skinfolds, blood lactate levels, angle and speed of release, instantaneous velocity, acceleration etc.
It is objective

62
Q

What is qualitative analysis?

A

Refers to description/analysis of the movement without using numbers
Systemativ approach is the knudsen-morrison model of skill analysis
It is subjective

63
Q

What is the Knudsen-Morrison Model?

A

It is a five step process aimed at analysing then improving performance

64
Q

What are the five phases of the Knudsen-Morrison Model?

A
  1. Preparation phase
  2. Observation Phase
  3. Evaluation phase
  4. Intervention phase
  5. Re-observation phase
65
Q

What occurs in the preparation phase of the Knudsen-Morrison model?

A

Coach is concerned with the process of developing a prerequisite knowledge base about the particular skill
Coach must know points of technique required to produce the skill correctly
Includes all movements that prepare the athlete for the performance of the skill
Includes grip, run-up, stance and backswing
Learns the execution of the skill
Focusses on followthrough

66
Q

What occurs in the observation phase of the Knudsen-Morrison model?

A

Involves the systematic gathering of information about the performance or movement
Decide on best way to observe and gather information about the kill
>Best angle/method to record the skill
>Direct observation or video
>Observe/record several trials for more accurate results
>How close to the object are they going to be

67
Q

What occurs in the evaluation phase of the Knudsen-Morrison model?

A

Identify strength and weaknesses of the performer, prioritise in order of importance for correction and identify methods which can be used to improve performance
Mark off checklists which the performers are doing well
List weaknesses in order of priotiry of correction:
>critical- performance inhibiting and require immediate work
>less critical- less impact on performance and work over a period of time
Larger changes are done in off season as they require more time to be executed
Technical flaws that don’t impact performance may not always be addressed

68
Q

What happens in the intervention phase of the Knudsen-Morrison Model?

A

Involved providing feedback and corrections to the performer, usually under practice conditions to improve performance
Coaches explain what errors are occurring and why, describes what drills/activities should be done to address the performer

69
Q

What are the three functions of feedback?

A
  1. Motivate the player:
    >Coach provides feedback which motivates the performer to continue to strive for improvement or to re-assure that progress is occuring
    >Must be realistic
  2. Change performance:
    >Feedback given aimed at changing current level of performance
    >Describes what needs to be changed for future attempts
    >Positive feedback should also be included in words of encouragement
  3. Reinforce learning:
    >feedback can be used to reinforce learning or performance which increases chances of repeated behaviour
70
Q

What is the re-observation phase of the Knudsen - Morrison model?

A

Observe the performer in a similar context to initial observation phase to see if changes have occurred to improve performance
Is further intervention needed?

PE Studies unit 3&4 (6 decks)

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