Unit 11 and OpB HL Flashcards
Suggest how to develop a simple notion system for team
Scattergrams - used to explore patterns between two sets of data by plotting points
Frequency tables - A frequency distribution table is a method to organize the data given so that it makes it more meaningful and easier to understand.
Sequential systems - A sequential logic system uses feedback to allow the current output state to influence future input states
Distinguish between traditional and non-linear pedagogy in sports
Traditional pedagogy occurs through the simple transmission of fixed knowledge from coach to athlete.
content-focused learning
coach-led learning
coach has full responsability for what, how and when learning takes places
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-oriented learning
development of creative processes in athletes
Discuss Newell´s constraints-led approach to teaching motor skills in physical education
motor learning - ongoing dynamic, non-linear process, influenced by various constraints
3 categories of constraints -
athlete constraints
environmental constraints
task constraints
Athlete constraints
self-organization
movement patterns
cognition
decision-making
Environmental
physical factors (gravity, altitude, light, noise floor space, court surface
social factos, peer pressure social and cultural expectations
Task constraints
goal of specific task
rules on actions or conditions on tasks
rules on the equipment used
Ways to manipulate
equipment availbility
size of playing areas
setting relevant task goals in games
choosing beat/tempo in dance
suggesting imagery ideas
enforcing specific rules/ conditions for performance
How constraints led approach to learning given a sport can influence motivation
Different for different individuals
Athlete: minimize number of rules
Environment: limit space availability
Task: modify equipment so that the activity allows more success (increase size of golf ball)
Outline the reasons for using notational analysis in physical education and sports
used to inform the coaching process and improve athlete performance though:
providing an objective way of recording performace
quantifying performance in a consistent and reliable manner
facilitating quantitative and qualitative feedback
Five applications of notation in physical education and sporting contexts
TTADE
Tactical evaluation
techical evaluation
analysis of movement
development of databases and models
Educational use with teacher/ coach and athlete
Distinguish between a phase analysis model and performance outcome model of qualitative biochemical analysis for an individual sports technique
Phase analysis model
Preparation: position the body and prepare the leg for an effective shot.
Retraction: The kicking leg is drawn back to generate potential energy.
Action: The kicking leg swings forward, making contact with the ball.
Follow-through: The leg continues its motion after striking the ball.
Performance outcome model
Speed principles : how is speed transfered we run up faster and we through further
force principles: newton´s laws
coordination principles: flow of movement through the body
specific performance principles: movement specific to certain skills (lay-up)
How a flow chart system can be used for match analysis in a team invasion game
Consider flow charts that identify features such as:
player who has possession
the location for a change in possession (in the field)
player who gains possession
method of change in possession (tackle)
Outline three examples of the use of digital technology in sports analysis
Motion tracking and capture devices (Hawkeye, Dartfish(motion analysis for football movement))
Performance analysis software (Prozone(Prozone tracks and analyzes athlete performance to deliver powerful insights))
Nutrition, fitness and training analysis software (Bodybyte(tracts Hr and other features))
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.
Limitations
* 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.
Outline the term talent
Talent is a multidimensional concept identified by
characteristics that are only partially genetically
determined. It involves psychological as well
as physiological, motor, sociological and
environmental factors
Distinguish between
talent identification (TI)
and multidimensional
talent identification and
development (TID) processes.
Talent identification (TI) processes
include:
* subjective assessments
* objective testing that may be physiological
(such as aerobic capacity, anaerobic power,
speed and strength), anthropometric (such
as height, weight, body composition) and
performance-based (such as skill and agility)
Multidimensional talent identification and
development (TID) recognizes that talent
also evolves as a result of an athlete actively
interacting with the environment and having
the resilience to cope with the challenges and
setbacks they encounter. The evolution of talent
can be facilitated through the application of
psychological behaviours that include:
* mental imagery
* realistic goal setting
* effective evaluation of performance/self
evaluation
* self-reinforcement
* training to a high intensity (outside comfort
zone)
* handling failure
* performance arousal and control
Multidimensional TID incorporates the following.
* Monitoring an individual’s progress
and behaviour during a development
programme over time. The ability to adapt
is a key feature of true elite athletes and
is unlikely to be identified by snapshot
observations.
* Balancing weaknesses in one area and
strengths in other areas (for example,
height and speed as well as dedication and
commitment when faced with adversity in
basketball).
* Providing athletes with opportunities to
develop psychological behaviours along
with sport-specific skills over long periods
of time that facilitate progress from one
stage of development to another. (See the
stages of development in B.5.3 below.)
Explain the evolution
of talent for athlete
development
four
stages of development that an elite performer is
likely to progress through are as follows.
1. Initiation stage
2. Development stage
3. Mastery stage
4. Maintenance (perfection) stage
Different psychological behaviours (such as coach-
or parent-led versus self-determined motivation)
and sports participation goals (such as enjoyment,
skill development or performance mastery) will
vary according to the athlete’s stage.
The existence of stages suggests that as athletes
encounter opportunities (such as the opportunity
to train with a specialist coach, increase in hours of
deliberate practice), obstacles (such as an injury) and
progressions (such as transition to the next stage of
development), many aspects of their performance
may become unstable.
The developing athlete uses psychological
behaviours to cope with these unstable periods.
These behaviours are key to continued development
of the individual and consistent production of world
class performances by elite athletes
Outline talent transfer for
elite athletes changing to a
second sport
Talent transfer is a reduction or cessation of
participation in one sport in order to pursue
another sport that involves similar skills or
physiological requirements.
* It may be prompted by injury, a plateau in
performance, loss of motivation or retirement.
* It may be initiated by the athlete or co
ordinated by a sporting organization.
* It commonly prolongs an athlete’s sporting
career and can lead to greater success than
that in the first sport.
Progress through the stages of development in
the new sport is usually rapid because the athlete:
* has the capacity to use psychological
behaviours to respond to challenges
* can exploit existing physiological traits and
motor skills
* has improved motivation.
Examples include changes from sprinting or
cycling to winter sports such as skeleton luge or
bobsleigh, and changes from gymnastics to diving
or pole vaulting.
Describe self-determination
theory (SDT)
Self-determination theory (SDT) describes
how the level and the amount of energy that
athletes devote to learning activities is a dynamic
continuum characterized by a balance between:
* autonomy—making one’s own decisions
about what we do and being in control of
ourselves and our behaviours (for example,
training because you want to, not because
someone says you should)
* competence—feeling able to accomplish
a task (for example, completing a cross
country run without having to stop for a
rest)
* relatedness—the feeling of a shared
experience with others, of belonging to and
being accepted by a group (for example,
being part of a basketball team).
Describe self-regulated
learning (SRL)
Self-regulated learning (SRL) refers to the
processes that assist learners in managing their
own thoughts, behaviours and emotions in order
to control their own learning experiences.
SRL encourages athletes to become more
independent in their learning and so enhances
learning outcomes.
Athletes exert this control by planning and
regulating their own actions towards their
learning goals.
There are four interdependent cyclical phases
(Pintrich 2000) through which an athlete manages
their progression.
1. Forethought phase (goal-setting and
planning)
2. Monitoring phase (tracking progress and
awareness of current performance in
relation to goals)
3. Control phase (adapting learning strategies
to better complete the task)
4. Reflection phase (evaluating performance
with respect to goals and the effectiveness
of the chosen strategy)
Self-reflections influence athletes’ future
planning/goals, prompting the cycle to begin
again
Discuss the relationship
between self-regulated
learning and motivation in
sports
Motivation is a critical factor in the self-regulated
learning framework.
Forethought (planning) phase
* Athletes who do not see value in tasks are
less likely to spend much time setting goals
and planning strategies.
* Higher self-efficacy beliefs increase the use
of self-regulation strategies.
Monitoring phase
* Intrinsic motivation affects level of effort in
completing tasks and use of self-regulation
strategies.
Reflection phase
* An athlete’s causal attributions (factors
athletes attribute to their success or failure)
affect whether or not they choose to engage
in an activity and utilize self-regulation
strategies for similar future activities.
Athletes who are motivated to learn are more
likely to invest the time and energy needed to
learn and apply SRL skills. Similarly, athletes who
are able to successfully employ self-regulation
strategies often become more motivated to
complete learning tasks
