motor learning and coaching

transfer of learning

the influence of any previous experience in performing a skill on the learning or performance on a new skill or set of skills. the effect can be positive, negative or zero.

physical skill (transfer of learning)

physically skill required between two sports

cognitive skills (transfer of learning)

require a particular type of congnitive thinking that can be transferred to different skills with similiar processing,

skill to skill

when the skills developed in one sport affect the development of skills in another sport.

theory to practise

the transfer of theoretical knowledge of a skill/ sport to perform in that skill/ sport.

e.g. a coach explain the game tactics and strategies for opposing teams and indiviual players.

training to competition

the transfer of skills developed in training to their application in a competitive context.

e.g. a coach neets to ensure conditions at training replicate the match conditions the players will encounter.

transfer of learning catagories

1. skill to skill

2. theory to practice

3. training to competition

effects of transfer of learning

1. positive

2. negative

3. zero

posisitve effect (transfer of learning)

a skill developed in one sport enhances the development of a skill in another sport.

e.g. tennis serve and volleyball serve

negative effect (transfer of learning)

a skill developed in one sport hinders the development of a skill in another sport.

e.g. badmington and tennis, between the wrist movement and whole arm movement.

zero effect (transfer of learning)

a skill developed in one sport has no impact on learning on the development of a skill in another sport.

e.g. kicking the ball in footy and serving in tennis.

Contexts of analysis

labratory, field, competition

methods of analysis

1. quantitive

2. qualitative (Knudson and Morrison model)

preparation (Knudson and Morrison model)

the gathering of knowledge and consideration of key features and/or common errors in the performance of the skill.

observation (Knudson and Morrison model)

the gathering of appropriate information about the performance of the skill.

evaluation (Knudson and Morrison model)

the identification of the relative strengths and weaknesses of the performance of the skill as well as possible ways to improve the performance.

intervention (Knudson and Morrison model)

the provision of feedback or changing the conditions of the practice to assist with the improvement of the performance of the skill.

re-obervation (Knudson and Morrison model)

the repetition of the observation of a skill and subsequent re-evaluation.

preparation characteristics (Knudson and Morrison model)

coach must know the point of technique required to perform the skill correctly. a checklist could be used, outline the key points of technique.

observation characteristics (Knudson and Morrison model)

decide on the best way to be observed and gather information about the skill.

evaluation characteristics (Knudson and Morrison model)

identify the strengths and weaknesses of the performer.

intervention characteristics (Knudson and Morrison model)

coach explains what errors are occuring and why, describes the drills/ activities should be done to address these identified problems.

re-observation characteristics (Knudson and Morrison model)

was a difference made, was the performance improved or is further intervention needed.

use of coaching to improve performance in selected skills methods (3)

chaining, shaping, static to dynamic

chaining (use of coaching to improve performance in selected skills)

involves breaking the skill down into its component parts and then sequentially learning each component part at one time. e.g. triple jump

shaping (use of coaching to improve performance in selected skills)

learn a simplified or incomplete version of the skill and add the missing parts as the skill is developed. e.g. hurdles

static-dynamic (use of coaching to improve performance in selected skills)

involves the player starting with drills involving limited movement and progressing to drills involving movement and additional tasks. e.g. shooting in netball

leadership styles

democratic, authoritarian, lassiez-faire

democratic (styles of leadership)

style that includes the coach consulting with their athletes, other coaches or administrators before deciding on a course of action.

authoritarian (styles of leadership)

style that involves no consultation and in which the coach maintains complete control over the athletes and processes. the coachhas the only say in the future direction of an athlete or team.

lassiez-faire (styles of leadership)

style i which the coach allows the athletes to determine and decide any future course of action.

video analysis (skill development)

a way of providing visual feedback to a performer.

checklists (skill development)

a performance record in relation to predetermined criteria, is a form of written feedback.

skill development methods

video analysis, checklists, peer/ mentor/ coach feedback, questionnaires

peer/ mentor/ coach feedback (skill development)

a significant other in an athlete’s life, the mentor provides critical and constructive feedback to help the performer continue to improve.

questionnaires (skill development)

given to players to gather information

video feedback benefits

players can be compared against and example, video can be played multiple times, track progress, can be zoomed in or slowed down for greater detail, more than 1 athlete can be done at once.

leadership style suited for: pre-season

lassiez-faire can be briefly used to see qho steps up and shows leadership traits within the team. Authoritarian can be used for the coach to establish control.

leadership style suited for: in-season

democratic leadership can be used as it incorporates the team in decision making.

leadership style suited for: finals

democratic leadership can be used as it incorporates the team in decision making.

Authoritatian: best suited

athletes who need direction and focus, extrinsically motivated atheltes, young atheltes, when safety is concerned, when there is little time available.

Democratic: best suited

experience athletes, intrisically motivated athletes, when there is plenty of time available.

Lassiez-faire: best suited

athletes who value socialisation, intrisically motivated athletes, experiened athletes,

Authoriarian : does not suit

athletes who want to have an input, social athletes

Democratic: does not suit

athletes who need direction, athletes who are intensely focused.

Lassiez-faire: does not suit

athletes who want to learn, who value extrinsic motivation, inexperienced players.