Unit 11.1

Question 1

What is traditional pedagogy

Answer 1

the simple transmission of fixed knowledge from coach to athlete.

Question 2

Name features of traditional pedagogy

Answer 2

Content-Focused Learning:​

-Uses drills to develop the skills of the sport.​

-Through extensive drilling coaches strive to develop automatic responses that promote mindlessness when playing. ​

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Coach-Led Learning​:

-Coach has full responsibility for what, how and when learning takes place.​

-Players provide little or no input to the coach, who makes most or all of the decisions. ​

Preferred approach of command-style coaches. ​

Question 3

What is non-linear pedagogy

Answer 3

occurs in a non-linear, unpredictable manner with coach and athletes
exploring a situation/problem/issue together

Question 4

Name features of non-linear pedagogy

Answer 4

High levels of connectivity between athletes and coaches :

-Player-centered. (The coach creates a learning environment that focuses on the players’ needs using a variety of teaching methods).​

​

Process-orientated learning :

-Uses drills that are closely aligned with the game to teach technical and tactical skills. ​

​

-Development of creative processes in athletes.​

-Practices are designed to develop the thinking, understanding, and decision-making skills that are required to play well.

Question 5

Positive and negative of traditional pedagogy

Answer 5

Gives a linear pathway to sports success (+ve)​

Reliably builds sporting skills in athletes (+ve)​

Quite Boring (-ve)​

Players become highly dependent on the coach (-ve)​

​

Question 6

Positive and negative of non-linear pedagogy

Answer 6

Encourages creativity (+ve)​

Fun, relevant, and challenging, and therefore increases intrinsic motivation (+ve).​

Players develop increasing independence from the​ coach by being actively involved in the learning process (+ve).​

At times it is hard to track where an athlete’s learning is (-ve).

Question 7

What are 3 Newell’s constraints

Answer 7

Athlete
Environmental
Task

Question 8

What are examples of Newell’s Athlete constraints

Answer 8

These are related to the learner’s own characteristics, such as body size, fitness, cognitive abilities, and emotional state.

Question 9

What are examples of Newell’s Environmental constraints

Answer 9

These are external factors such as the playing surface, weather conditions, and social-cultural aspects.

Question 10

What are examples of Newell’s task constraints

Answer 10

-The goal of the specific task
- rules on actions or conditions on tasks
- rules on the equipment used

Question 11

Examples of ways that coaches can manipulate constraints include:

Answer 11

-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.​

Example – Teaching Football to cognitive learners​

Instead of a traditional 11-a-side game with full sized equipment, how could you manipulate constraints to help motivate the learners?​

-Smaller pitch​
-Smaller teams (3v3 for example)​
-Smaller and lighter sized football​
-No offsides​
-Smaller goals​
-Regularly change positions of the students​
-Shorter playing times​
-Ensure teams are evenly matched​
Limit the number of times certain students can score​

Question 12

Suggest how a constraints-led approach to learning a given sport can influence
motivation

Answer 12

Athlete: Minimize the number of rules ⟶ in touch rugby, allow forward passes.
Environment: Limit the space available to participants ⟶ 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 ⟶ increase the size
of the golf ball (use a tennis ball) and the size of the golf club