Topic 11 Flashcards
Distinguish between
traditional and non-linear
pedagogy in sports
Traditional pedagogy occurs through the simple
transmission of fixed knowledge from coach to
athlete.
Features of this approach are:
* content-focused learning
* coach-led learning
* coach has full responsibility for what, how
and when learning takes place.
Non-linear pedagogy occurs in a non-linear,
unpredictable manner with coach and athletes
exploring a situation/problem/issue together.
Features of this approach are:
* high levels of connectivity between athletes
and coaches
* process-orientated learning
* development of creative processes in
athletes
-
Traditional pedagogy
- the simple transmission of fixed knowledge from coach to athlete.
- content-focused learning
- coach-led learning
- coach has full responsibility for what, how and when learning takes place.
-
Non-linear pedagogy
- occurs in a non-linear, unpredictable manner with coach and athletes
exploring a situation/problem/issue together.
- high levels of connectivity between athletes and coaches
- process-orientated learning
- development of creative processes in athletes
- occurs in a non-linear, unpredictable manner with coach and athletes
Discuss Newell’s (1986)
constraints-led approach
to teaching motor skills in
physical education.
Motor learning is viewed as an ongoing dynamic,
non-linear process, influenced by various
constraints.
Constraints are classified into three categories.
1. Athlete constraints
2. Environmental constraints
3. Task constraints
Athlete constraints include:
* self-organization
* movement patterns
* cognition
* decision-making.
Environmental constraints include:
* physical factors such as gravity, altitude,
light, music or noise as well as floor space,
court surface and net or lines on the area of
play
* social factors, such as peer pressure, social
and cultural expectations.
Task constraints include:
* the goal of the specific task
* rules on actions or conditions on tasks
* rules on the equipment used.
Examples of ways that coaches can manipulate
constraints include:
* modifying equipment available
* modifying the size of playing areas
* setting relevant task goals in games
* choosing beat/tempo in dance
* suggesting imagery ideas
* enforcing specific rules/conditions for
performance
constrains are a characteristic of the task environment or organism that either restricts or facilitates movement
Motor Learning -
an ongoing dynamic, non-linear process, influenced by various constraints
-
Athlete constraints include:
- self-organization
- movement patterns
- cognition
- decision-making
- e.g. one dribble max to make players more aggressive/defensive set
-
Environmental constraints include:
- physical factors such as
- gravity,
- altitude,
- light,
- music or noise
- floor space,
- court surface
- and net or lines on the area of play
- e.g. half court setting to limit transition like fiba 3x3
- social factors, such aspeer pressure,social andcultural expectations.e.g invite people to watch training or free throws for group suicides
- physical factors such as
-
Task constraints include:
- the goal of the specific task
- rules on actions or conditions on tasks
- rules on the equipment used
- e.g. 2v2 pickup where score is 1s and 2s and possesion
They do not operate in isolation. They interact and channel the search towards the emergence of functional coordinated behaviour
- Examples of ways that coaches can manipulate constraints include:
- modifying equipment available
- modifying the size of playing areas
- setting relevant task goals in games
- choosing beat/tempo in dance
- suggesting imagery ideas
- enforcing specific rules/conditions for performance
Suggest how a constraintsled approach to learning a
given sport can influence
motivation.
The impact of a constraints-led approach may be
different for individual athletes.
Examples of how it can be used include the
following.
* Athlete: Minimize the number of rules. For
example, in touch rugby, allow forward
passes.
* Environment: Limit the space available to
participants. For example, in netball, have
attackers and defenders in specific zones so
that players focus on their own tasks.
* Task: Modify the equipment so that the
activity allows for more success. For
example, increase the size of the golf ball
(use a tennis ball) and the size of the golf
club.
Such approaches might influence the motivation
of the athlete in the short term and can have
longer-term consequences for the evolution of
talent.
Link to option B: Psychology of sports, topic 5.
A constraints-led approach can boost motivation by adapting rules, environments, or tasks to the athlete’s needs. For example:
Athlete: Fewer rules (e.g., allowing forward passes in rugby) reduces pressure.
Environment: Smaller spaces in netball increase focus on specific tasks.
Task: Modifying equipment (e.g., larger golf balls) boosts success.
Short-term, this approach increases engagement; long-term, it aids talent development. It relates to the psychology of sports by impacting motivation and performance (Option B, Topic 5).
Outline the reasons for
using notational analysis
in physical education and
sports
It is primarily used to inform the coaching process,
and so improve athlete performance through:
* providing an objective way of recording
performance
* quantifying performance in a consistent and
reliable manner
* facilitating quantitative and qualitative
feedback
It is primarily used to inform
the coaching process, and so
improve athlete performance
through:
- providing an objective way
of recording
performance - quantifying performance in
a consistent and reliable
manner - facilitating quantitative and
qualitative
feedback
List five applications
of notation in physical
education and sporting
contexts
- Tactical evaluation
- Technical evaluation
- Analysis of movement
- Development of databases and models
- Educational use with teacher/coach and
athlete - tactical evaluation
- The different tactics used at each level of
development with a sport will inevitably depend
upon technical development, physical maturation
and other variables
- The different tactics used at each level of
- Technical
- to define quantive where technqite fails or succeeds
- winners and errors are indicative of technical competence
- analysis of movement
- hawkeye (tennis)
- development of databases and models
- what is averages of
- educational use with teacher/coach and athlete
Distinguish between a
phase analysis model and
performance outcome model
of qualitative biomechanical
analysis for an individual
sports technique
Limit to the following.
* Phase analysis model (sequential, based on
movement principles)
– Preparation
– Retraction
– Action
– Follow-through
* Performance outcome model (hierarchical,
based on mechanical relationships
underpinning performance)
– Speed principles
– Force principles
– Coordination principles
– Specific performance principles
Phase Analysis Model - a descriptive process of dividing up a movement into relevant parts
so that attention can be focused on the performance of each part
4 phases ⟶ preparation, retraction, action and follow-through
Sporting Example: Long Jump
Preparation: the run-up
Retraction: the final foot strike
Action: the take-off and the flight
Follow-through: the landing
Performance Outcome Model - uses a hierarchical approach, it is based on mechanical
relationships underpinning performance
To examine the long jump, you would identify and analyze the components that determine
success:
- The most important aspect for the long jump would be the distance covered
- This can be split into the take-off distance, flight distance and landingdistance
- We could assume that flight distance is the most important, and thereforeyou would focus on the technique of the flight distance
- You would move down the hierarchy and you would look into the next mostimportant aspect of the long jump, perhaps the landing or the take-off
- Therefore, this model looks at performance in a hierarchical nature and suggestsperformance in a small part of a skill can affect the overall outcome of a skill or
technique
Explain how a flow chart
system can be used for
match analysis in a team
invasion game
Consider flow charts that identify features such as:
* the player who has possession
* the location (in the field of play) for a change
in possession
* the player who gains possession
* the method of change in possession (for
example, tackle or interception).
Consider flow charts that
identify features such as:
* the player who has
possession
- the location (in the field of
play) for a change in
possession - the player who gains
possession - the method of change in
possession (for
example, tackle or
interception)
Suggest how to develop a
simple notation system for
team games
Limit to:
* scattergrams
* frequency tables
* sequential systems
Outline three examples of
the use of digital technology
in sports analysis
Limit to:
* motion tracking and capture devices (for
example, Hawkeye, Dartfish)
* performance-analysis software (for example,
Prozone)
* nutrition, fitness and training analysis
software (for example, Bodybyte).
Motion Tracking - ex. Hawk-Eye in tennis or Dartfish
Performance Analysis - ex. Prozone
Nutrition, Fitness and Training Analysis - ex. My Fitness Pal or BodyByte
Evaluate the use of
information technologies in
sports analysis for different
sports contexts
Provides data not available through
traditional analysis techniques (for example,
power output measurements in cycling).
* Provides data over shorter or longer
timescales (for example. tracking of ball
trajectories during pitching/throwing).
* Data is objective and accurate.
* Processed data improves visualization and
allows image comparison.
* Feedback is immediate and efficient.
* Feedback information is manageable and is
specifically adjusted for individual needs.
* Many new software technologies are
relatively inexpensive.
* Coaches need training to make effective use
of, and to develop skill in, interpretation of
data.
* Limited availability in many regions.
* Limited use in all situations, for example.
during matches or in remote locations.
* May lead to over-reliance on objective data.
Aim 8: Raising awareness of the use of technology
