practice, coaching

Question 1

3 stages of learning

Answer 1

• cognitive
• associative
  -autonomous

Question 2

cognitive stage

Answer 2

• beginner
• attention is on movement production
• inconsistent performance
• stiff unrelaxed movements
• hasn’t developed error correction (they are aware of what’s wrong though)
• rapid improvment
• blocked practice in a closed enviro with short and to the point instructions

Question 3

Associative stage

Answer 3

• beginner is beginning to refine their movement and technique
• more consistent with fewer errors made
• performer develops strategies to eliminate errors after detecting them
• improvement is slower and gradual
• not al learners advance through this stage to the autonomous stage
• practice in a slightly more open environment with more massed nature sessions

Question 4

Autonomous stage

Answer 4

• skills becoming largely autonomous
• performed without consciously thinking about it
  attention can be focused elsewhere on external cues and opponents
• performer has developed anticipation detects own errors and correct them
• small variability in performance
• specific feedback, open, distributed, random practice most beneficial for developing game sense and tactical awareness

Question 5

principle of diminishing returns

Answer 5

early improvement is rapid as the athlete progresses the rate of improvement reduces
- time spent on task- loss of interest if spent too long on task

Question 6

amount of practice 4 types

Answer 6

• distributed
• massed
• blocked
• random

Question 7

distributed practice

Answer 7

• Shorter and more frequent sessions
  
  • Shorter and more frequent attempt in a session
  • AFL - one session in the morning and afternoon
  • Consider age and skill

Question 8

Massed

Answer 8

• Less frequent session that last longer periods or time
  Due to constraints - work, family, school, time management
  
  • minimal rest between attempts 9

Question 9

blocked variability

Answer 9

same skill continuously without changing to a different task
- Isolation from other skills before moving to the next skill
- e.g- 50 basketball free throws
- Appropriate for cognitive stage of learning who would benefit from this being performed in a more closed environment to focus on replicating the movement pattern

Question 10

random practice

Answer 10

involves varies sequencing of different motor skills in the same training session
- Most beneficial for athletes in the associative and autonomous stage of learning
In a study by Farrow and Maschette, blocked practice lead to better performance during training. However, greater learning was seen in the random practice regim

Question 11

intrinsic feedback

Answer 11

Information the performer receives directly from their sensory systems

• VISUAL, PROPRIOCEPTIVE and CUTANEOUS( skin pain temp and pressure

EG basketball throw:
- coordination ( proprioceptive) feels ( cutaneous) and sees spin ( visual)

Question 12

Extrinsic feedback

Answer 12

Augmented feedback - information about the skill performance that comes from an external source
COACH- telling player free throws falling short due to lack of knee bend and extension
- video analysis

Question 13

2 Types of feedback

Answer 13

• knowledge of performance
• knowledge of results

Question 14

Knowledge of performance

Answer 14

• How well the skill was performed
• tennis player knowing how well they were able to time their serve with the ball and toss and hitting the ball as its highest point on the way down
• Intrinsic + extrinsic

Question 15

Knowledge of results

Answer 15

• is information related to the outcome of the skill
• seeing the tennis serve hit the net and going for a fault
• beginner athletes in the cognitive stage

Question 16

feedback frequency

Answer 16

frequency- refers to how often an external source provides feedback to the learner
- provided regularly to facilitate skill acquisition

Question 17

timing of feedback ( 2 types)

Answer 17

• terminal feedback
• concurrent feedback

Question 18

Terminal feedback

Answer 18

• information and feedback given at the end of the performance
  advantage to the performance as they can give their full attention to the skill
• important for novice performers

Question 19

concurrent feedback

Answer 19

• information or feedback given during the performance
  e.g.- rowing coach speaking to their athletes as they perform
  ADVANATGES- has an immediate impact on skill performance

Question 20

Coaching methods

Answer 20

• direct instruction approach( traditional)
• Constraints based approach to instruction

Question 21

Direct instructions approach

Answer 21

• ’ skill and drill’
  
  • Effective in early stages of learning as the tyoe of practice is massed and very repetitive
  • Coach/instructor driven
  • Learners are given explicit instruction about skill execution and tactical awareness
  • Learner told what to do and when to do it
  • Coach organizes structured skills and provided feedback
  • Breaks skill down into sub components ( tennis - forehand and backhand )
  • Increased skill, coach increases complexity
    Coach will move from more closed to more open as skills progress

Question 22

Direct instruction approach advantages

Answer 22

• Coach centered keeps the athlete on task ( avoid distractions)
  
  • Predictable environment and closed assists the beginning athlete
  • Facilitates early stage learning
  • Improvements in performance are rapid compared with indirect instructions
  • Strong emphasis is on mastering technique

Question 23

Constraints based approach to instructions

Answer 23

• Learner driven method
  
  • Develops technical awareness through small sided games and modified games
  • Participants are put in a game sense ( situation )
  • Perception action coupling - the reciprocal relationship between what the performer sees ( perception) and the actions they take that is the performers perception influences their actions and in turn their actions influence what they see. This relationship between perception and action underlines the importance of using games in practice

Question 24

constraints based approach to instruction advantages

Answer 24

• Practice closely replicates the game environment, facilitating the development of more applicable skills
  
  • Practice is more varies ensuring the development of versatile skills as well as providing the learner with more interesting and engaging environment
  • Implicit learning makes athletes better problem solvers and are less likely to choke at times of stress
  • Develops both technical and tactical awareness.

Question 25

sociocultural factors def

Answer 25

influence the amount of opportunity to participate in sport as well as the availability of practice facilities and expert instructions

Question 26

sociocultural factors examples

Answer 26

• family
• peers
• gender
• cultural norms ( traditions and beliefs)
• community
• SES