Training/Coaching Activities Flashcards
teaching a skill process
introduce skill
demonstrate and explain skill
pracrtice skill
correct errors/feedback
introduce skill
Get athletes attention
Make sure they can all see and hear
Explain the name of the skill and how/when it is used
demonstrate and explain skill
Demonstrate the skill
Point out 2 or 3 key points in technique
Check the group understands
practice skill
Begin practice as soon as possible
Practice should be fun and motivating
Needs to be appropriate for the skill level of individuals
correct errors/feedback
Learners are provided feedback
Learners practice more and then try to incorporate the feedback received
activities to improve performance
shaping
chaining
static to dynamic
shaping
The learning of an unfinished or simplified version of the skill and add the missing parts as the skill is developed
Best suited to complex movements requiring many movements
The coach demonstrates the skill
Performer practices simplified version
Feedback is provided
Add "missing components"
Further practice to improve pace and consistency
Add "missing components"
Use skill in game like situations
Surfing on sand on board first
Vball spike legs first
chaining
Involves breaking down a skill into its component parts and then sequentially learning each component one at a time
Break down skill into parts
Start by teaching first part and practice until is perfect
Move onto second part and repeat
No progression should occur until the previous part is perfect
Triple jump
Vball spike legs first
forward chaining
Components are rehearsed in the order they are performed
Triple jump, first jump then second then last
backward chaining
Practice with the last component first and the whole skill is worked backwards
Vball spike, hit out of a hand, then in air, then run up
complexity of a skill
is determined by
The number of components in a skill
The amount of information processing required to perform the skill
How much accuracy is required
How quickly the skill must be performed
when to use shaping/chaining
Influenced by 2 factors
Task complexity
Number of skills needed to complete a task
Task organisation
How dependent each phase of a skill is on the previous one
When skills have a high complexity but low organisation they are best taught through chaining
Gymnastics routine
When skills have a low complexity but high organisation they are best taught through shaping
Triple jump
static to dynamic
Involves the player starting drills involving limited movement and progressing to drills involving movement and additional tasks
Static skills
Involve limited movement
Closed environment (predictable)
Limited cues
Beneficial for learners
Receiving in Vball
Dynamic skills
Performer is moving
Open environment (unpredictable)
Increased number of cues
Beneficial for extending skill development
Receiving serves over the net
