Topic 11: Skill acquisition and analysis

Question 1

Distinguish between traditional and non-linear pedagogy in sports (6)

Answer 1

TRADITIONAL PEDAGOGY: occurs through 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 unpredictably, with coach and athletes exploring a situation/problem/issue together.
* high levels of connectivity between athletes and coaches –> collaborative
* process-orientated learning
* development of creative processes in athletes.

Question 2

Discuss Newell’s (1986) constraints-led approach to teaching motor skills in physical education (9)

Answer 2

Motor learning is viewed as an ongoing process, influenced by various constraints:

[1] Athlete constraints…
* self-organization
* movement patterns
* cognition
* decision-making

[2] Environmental constraints…
* physical factors: gravity, altitude, light, music or noise as well as floor space, court surface and net or lines on the area of play
* social factors: peer pressure, social and cultural expectations.

[3] Task constraints…
* the goal of the specific task
* rules on actions or conditions on tasks
* rules on the equipment used.

Question 3

How can a coach manipulate the constraints to help increase learning? (6)

Answer 3

1. modifying equipment available
2. modifying the size of playing areas
3. setting relevant task goals in games
4. choosing beat/tempo in dance
5. suggesting imagery ideas (of an action that will happen)
6. enforcing specific rules/conditions for performance.

Question 4

Suggest how a constraint-led approach to learning a given sport can influence motivation on the short-term span (5)

Answer 4

[1] Athlete:
a. Minimize the number of rules. For example, in touch rugby, allow forward passes.

[2] Environment:
a. Limit the space available to participants, so that players focus on their own tasks.
b. Adding music or noise

[3] Task:
a. 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.
b. Modify a rule to lower decision-making.

Question 5

Outline the reasons for using notational analysis in physical education and sports (4)

Answer 5

1. Inform the coaching process and improve athlete performance
2. Objective way of recording performance
3. Quantifying performance RELIABLY
4. Facilitating quantitative and qualitative (video) feedback

Question 6

List five applications of notation in physical education and sporting contexts (5)

Answer 6

1. Tactical evaluation
2. Technical evaluation: precision, skill, technique
3. Analysis of movement: biomechanical analysis
4. Development of databases and models
5. Educational use with teacher/coach and athlete

Question 7

Distinguish between a PHASE ANALYSIS MODEL and PERFORMANCE OUTCOME MODEL of qualitative biomechanical analysis (analysis of movement) for an individual sports technique (4)

Answer 7

PHASE ANALYSIS MODEL: It is a sequential procedure, based on the principles of the movement.
1. Preparation
2. Retraction
3. Action
4. Follow-through

PERFORMANCE OUTCOME MODEL: hierarchical?
1. Speed principles
2. Force principles
3. Coordination principles
4. Specific performance principles

Question 8

Explain how a FLOW CHART SYSTEM can be used for match analysis in a TEAM INVASION GAME (4)

Answer 8

1. It is a step-by-step progression of process
2. DECISION-MAKING of athlete
3. TALKS ABOUT:
   a. the player IN possession
   b. the LOCATION for a CHANGE in possession
   c. the player who GAINS possession
   d. the METHOD of CHANGE in possession (ex. tackle or interception)

Question 9

Suggest how to develop a simple notation system for team games (3)

Answer 9

1. SCATTERGRAMS: 2 variables, show the correlation between them
2. FREQUENCY TABLES: how frequent an event happened during the match
3. SEQUENTIAL SYSTEMS: annotating tasks in the specific order that they happened –> describing a play
   –> ex. “number 5 tackled number 7, and then”

Question 10

Outline three examples of the use of DIGITAL TECHNOLOGY in sports analysis

Answer 10

1. MOTION TRACKING:
   a. Hawk-eye –> AIDS JUDGES, by anticipating where the ball will bounce
   b. Dart fish –> AIDS PLAYER, for video movement analysis, provides feedback and observations
2. PERFORMANCE ANALYSIS:
   a. Pro zone –> technical and tactical analysis given by statistics
3. ANALYSIS OF NUTRITION, FITNESS, AND TRAINING:
   a. Body bite –> like “health app”, calories, steps, fitness levels, etc.

Question 11

Evaluate the use of information technologies in sports analysis for different sports contexts (10)

Answer 11

PRO’s:
–> Provides data not available through traditional analysis techniques (ex. power output measurements in cycling).

–> Provides data over shorter or longer timescales (ex. tracking of ball trajectories during pitching).

–> Data is objective and accurate: less human error

–> Improves visualization and allows image comparison.

–> Immediate and efficient feedback

–> Feedback information is manageable and is specifically adjusted for athletes.

–> Many softwares are relatively inexpensive.

CON’s
–> Coaches need training to interpret data effectively.

–> Limited availability in many regions and use in certain situations.

–> May lead to over-reliance on objective data.