pe U3

Direct coaching

Also known as the 'traditional' or 'explicit' approach. The learner is told and shown how to perform the movement skill, and given limited opportunity to make think independently. The coach has control over the selection, sequencing, timing and duration of activities.

Constraint-based coaching

Also know as the 'games-based' approach. The coach creates activities by modifying task, environmental and/or individual constraints. This allows for practice of a movement skill, and allows the opportunity for learners to develop problem-solving abilities. Also allows the ability to differentiate activities for different types of learners.

Direct coaching

Also known as the 'traditional' or 'explicit' approach. The learner is told and shown how to perform the movement skill, and given limited opportunity to make think independently. The coach has control over the selection, sequencing, timing and duration of activities.

Task constraint

Refers to the rules, equipment and / or dimensions of the activity. For example, decreasing the size of the playing area.

Environmental constraint

Refers to the playing surface, weather conditions and/or 'culture' in which the activity is performed. For example, encouraging and fostering a culture of sharing the ball during an activity.

Individual constraint

Refers to a learner's individual characteristics, such as stage of learning, experience, age, sex/gender, fitness levels or body type. For example, grouping learners with the same experience together for an activity.

Sport-specific skills

More advanced and specialised versions of fundamental movement skills specific to a sport or activity

Open skills

Skills performed in less predictable environments, are externally-paced and have greater inter-trial variability

Closed skills

Skills performed in more predictable environments, are self-paced and have less inter-trial variability

Gross skills

Movement skills involving the use of large and / or numerous muscle groups. Usually resulting in high amounts and rapid rate of force production

Fine skills

Movement skills involving the use of small muscle groups requiring high amounts of precision, control and accuracy

Fundamental movement skills

Foundational movement skills which include locomotor, object-manipulation and body control skills. Are the precursor the developing sport-specific skills.

Discrete skills

Movement skills that have a clear and definable beginning and end point. For example, a drop punt or a basketball free throw

Continuous skills

Repetitive movement skills that do not have a clear and definable beginning and end point. For example, swimming or running

Serial skills

A series of multiple discrete skills done in a sequence. For example, a gymnastics floor routine

Cognitive stage of learning

Initial phase of learning where the emphasis is on conscious understanding of the task requirements.

Associative stage of learning

Second phase of learning where performance becomes more refined and consistent through practice.

Autonomous stage of learning

Final phase of learning where performance of skills is automatic without requiring attention.

Sociocultural factor

Factors relating to the interaction between cultural and social elements

Practice types

Refers to either part or whole practice.

Practice variability

Refers to either blocked or random practice.

Practice distribution

Refers to either massed or distributed practice.

Part practice

A type of practice where complex movement skills are broken down into sub-routines. Allowing for mastering of one sub-routine at a time before practicing the whole movement skill.

Blocked practice

A type of practice where each skill is practiced repetitively as an independent block.

Massed practice

A type of practice where skills are performed for an extended period of time with less breaks.

Linear pedagogy

Instructional approach where movement skills are taught in a sequence, where each skill builds upon the previous generally from less complex to more complex skills.

Non-linear pedagogy

Instructional approach used with constraint-based coaching, where learners are given the opportunity and encouraged to problem-solve and discover their own solutions.

Whole practice

A type of practice where a movement skill is performed in its entirety, without breaking it down into sub-routines.

Random practice

A type of practice where a variety of movement skills are performed at random during an activity.

Distributed practice

A type of practice where skills are performed in shorter and more frequent blocks, with more breaks where the performer can recover and receive feedback.

Intrinsic feedback

Internal feedback on skill performance using own senses, such as sight, touch, sound and proprioception.

Augmented feedback

Feedback from an external source such as a coach or watching video feedback. Two types of this feedback are knowledge of results and knowledge of performance.

Knowledge of results

Augmented feedback on the outcome of skill, such as whether it was or was not successful as a percentage.

Knowledge of performance

Augmented feedback describing how the skill was performed, such as the strengths and weaknesses of skill technique.

Inverted-U principle

A model that shows the relationship between psychological attributes (such as arousal, confidence, motivation and concentration) and performance.

Confidence

Refers to an individual's belief that they will be successful when doing something.

Motivation

Refers to factors that influence the extent of someone wanting to do something. These factors can be extrinsic (external) or intrinsic (coming from the individuals' thoughts/feelings).

Concentration

The amount of cognitive focus attributed to performing movement skills during physical activity.

Arousal

The amount of physical and psychological stimulation someone experiences during physical activity.

Qualitative movement analysis

A process that coaches can use to observe, analyse and evaluate movement skills, in order to identify and correct errors to improve performance.

Preparation stage

Involves deciding how the skill will be observed (direct and/or video recording), determining the purpose of the analysis, developing knowledge of the key requirements of the skill and developing a criteria to evaluate performance.

Observation stage

Involves observing performance of the skill, either directly and/or as a video recording.

Evaluation stage

Involves making judgments on the quality of performance of the skill. A criteria is used to determine strengths, weaknesses and errors in performance. Use of a criteria limits bias impacting the observation.

Error correction stage

involves the coach intervening to provide augmented feedback to the performer and develop strategies to improve performance. This can be through the development of training programs, modification of training activities, and meetings with the performer to provide feedback and improve their ability to identify and correct their own errors.

Force

A push or pull on an object, which can result from muscle contractions and movement of body parts, gravity, wind resistance/drag or friction

Inertia

The resistance of a body to a change in its state of motion, linked to its mass

Speed

The rate of motion of something

Velocity

The rate of change of displacement of something

Acceleration

A change in the speed or velocity of something

Stage 1 of qualative movement analysis

Preparation stage

Stage 2 qualative movement analysis

observation stage

Stage 3 of qualative movement analysis

evaluation stage

stage 4 of qualative movement analysis

Error correction stage

Force

A push or pull that changes the motion of an object.

torque

A push or pull that changes the angular motion of an object.

speed

Is a measure of linear distance covered divided by time.

velocity

Is a measure of linear displacement divided by time.

moment of inertia

The resistance of a body to changes in its angular motion. Is product of an objects mass and how the mass is distributed from its axis of rotation.

positive acceleration

Is when there is an increase in velocity.

angular momentum

A measure of the amount of angular motion of something. Is a product of the bodies moment of inertia and angular velocity.

impulse

Is a measure of the change in momentum of a body. Is a product of the amount of force applied and the time that force is applied to a body.

angular velocity

Is the rate of change in angular displacement divided by time. Is measured in degrees per second.

angular speed

Is the angular distance covered divided by time. Is measured in degrees per second.

conservation of angular momentum

Refers to when an object is rotating in the air, its angular momentum remains constant, meaning that there is a proportional and inverse relationship between moment of inertia and angular velocity.

summation of momentum

Is the total sum of the momentum of all moving body parts and objects during a motor skill sequence.

acceleration

Is the change in velocity of a body.

momentum

Is a measure of the amount of motion a body possesses. Is a product of the bodies mass and velocity.

conservation of momentum

Refers to when two or more objects collide, the total momentum of all objects before and after the collision remains the same, as momentum is transferred when objects collide.

negative acceleration

Is when there is a decrease in velocity.

inertia

An objects resistance to changes in motion, is linked to the mass and momentum of an object.

newtons first law of inertia

A body will remain at rest or in uniform motion unless acted upon by an external force strong enough to overcome its inertia.

newtons second law of acceleration

A force applied to an object will produce a change in motion (acceleration) in the direction of the applied force and proportional to the size of the force. Characterised by the formula (F = m × a).

newtons third law of reaction

For every force producing an action, there is a reaction force in the opposite direction and equal to the size of the action force.

angle of release

The angle at which an object is released into the air.

speed of release

The speed at which an object is released into the air.

height of release

The height from which an object is released into the air.

anatomical third - class lever

• A lever where the axis of rotation is the joint, the force is applied by contracting muscles and the resistance is a weight to be moved at the end of a lever.

mechanical advantage

• Is the ratio between the length of force arm and the resistance arm. Gives a value which shows the extent of amplification of force and potential for velocity on a lever.

stability

• An objects resistance to changes in equilibrium.

equilibrium

• When there are no unbalanced forces or torques acting on a body. A body is in equilibrium when it is motionless or at a constant velocity.

centre of gravity

• Point where weight around it is balanced. Typically, is around the belly button in people.

base of support

• The area between the outside edge of body parts in context with a surface. For example, the are between both feet on the ground.

line of gravity

• The direction in which gravity acts directly through the centre of gravity and base of support.

force arm

• The distance between the axis and where force is applied on a lever.

resistance arm

• The distance between the axis and resistance on a lever.