Talent and coaching Flashcards
What is the expert-performance approach?
The expert-performance approach is a framework designed to identify the mediating factors of superior performance. In the first stage, the observable superior performance is replicated. Then, the performance is analyzed using standard methods. Finally, the mechanism mediating experts’ superior performance is identified.
How do you distinguish experts from novices?
- Length of domain experience is unrelated to improvements.
- The focus in identifying experts lies in superior reproducible representative performance.
- To identify experts, we must first identify tasks that reliably distinguish between different levels of performance.
How can you identify the mechanisms that mediate expert performance?
- To identify the mechanisms, it is necessary to identify the intermediate processes that make the expert performance superior.
- Superior performance is often accompanied by other mental capacities.
- In general, as skill improves, individuals acquire more refined mental representations that allow them to consider and evaluate potential actions and situations better than less skilled individuals.
- Experts generally have better control over their motor actions.
- Superior performance is also mediated by more advanced preparation and anticipation.
What is deliberate practice?
Training tasks that are typically not part of normal play but provide special opportunities to improve some particular aspects of performance by modifying the control of actions and the cognitive representations of relevant situational factors.
How does performance develop?
The improvement of performance has been found to be gradual and generally takes several years of active pursuit to reach elite status. Performance usually peaks in the late 20s, 30s, or even early 40s. Elite performers usually start training early, are given access to superior training resources, and have a very supportive enviornment. Deliberate practice and specific feedback lead to optimal improvement.
Which causal (biological) factors explain the adaptation necessary to sustain elite performance?
- Strenuous physical activity challenges the available homeostasis mechanisms and induces abnormal states for cells in some physiological systems. These states force metabolic processes to change and produce alternative biochemical products. These components activate certain genes which stimulate biochemical systems to cause bodily reorganization and adaptive change.
- Once the new adaptation is attained, the individuals must induce a new overload by pushing the adapted physiological systems outside the current comfort zone to trigger additional physiological growth and further adaptation.
- Acquisition of characteristics is consistent qith acquired adaptations to increased demands induced by their intense and extended engagement in practice activities.
- Adaptations cannot be easily acquired in any order and the possibility of inducing adaptations will depend on the stage of general development of children and adolescents.
- There are three possible reasons why some adults are unable to attain the highest levels of achievement:
1. They may need to have certain genes to permit the acquisition of expert performance.
2. Difference in motivation to partake in high intensity practice.
3. Difference in environmental support.
What types of extrinsic motivation are there?
Self-determined: the extrinsic reasons for doing something are internalized and accepted
Non self-determined: when an individual is pressured into doing something, etiher by external or internal forces.
What are determinants of sport persistence and performance?
Intrinsic motivation and self-determined extrinsic motivation.
What is the motivational model of the coach-athlete relationship?
This model proposes a motivational sequence where coaches’ personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes’ behaviour and motivation influence their coaching behaviours. In turn, coaches’ behaviours in the form of autonomy-supportive behaviours, provision of structure, and involvement have a beneficial impact on athletes’ needs for autonomy, competence, and relatedness. Finally, the satisfaction of these three psychological needs determines athletes’ intrinsic and self-determined extrinsic motivation.
The present coach-athlete motivational model clarifies the construct of autonomy support and underlines the importance of autonomy, competence, and relatedness needs for intrinsic motivation and self-determined extrinsic motivation.
What is the influence of autonomy supportive coach behaviour on athletes’ motivation?
Being autonomy-supportive means that the coach takes the other’s perspective, acknowledges their feelings, and provides them with information and opportunities for choice while minimizing the use of pressures and demands. The value should be placed on self-initiation as well as encouraging choice, independent problem-solving, and participation in decision-making.
Autonomy-supportive behaviours are essential for the nurturing of athletes’ intrinsic and self-determined extrinsic motivation.
What makes an individual autonomy-supportive?
- Provide as much choice as possible within specific limits and rules.
- Provide a rational for tasks, limits, and rules.
- Inquire about and acknowledge others’ feelings.
- Allow opportunities to take initiative and do independent work.
- Provide non-controlling competence feedback.
- Avoid over-control and guilt-inducing feedback.
- Prevent ego involvement from taking place.
What is the influence of structure and involvement in the coach-athlete motivational model?
Coaching behaviours that provide structure and show involvement in athletes’ welfare represent important determinants of athletes’ perceptions of competence and relatedness. Without coaches’ instructions and structure, athletes lack the necessary information and experience to progress in their discipline. Without their coach’s support and involvement, athletes cannot feel connected. Coaches who are highly involved and who provide structure along with autonomy support facilitate their athletes’ intrinsic motivation and self-determined extrinsic motivation.
What are the personality, contextual, and social influences on coaching behaviours?
The beliefs about how one should respond to different situations reflect which behaviours are internalized and, by the same token, which interpersonal style the person relies on. Even if coaches strongly believe in autonomy-supportive behaviours, their actual behaviours are nevertheless shaped by the coaching context within which they operate. Athletes’ individual differences can greatly influence coaches’ behaviours. Coaches’ expectations about athletes’ performance, independent of athletes’ actual potential, are sufficient to lead coaches to behave differently with their athletes.
