motor learning and coaching

two factors that contribute to the transfer of learning

1. physical skills: the greater the similarity, the greater the transfer

2. cognitive skills: skills that require a particular cognitive processing transfer to skills with similar processing

the categories of transfer of learning (TOF)

1. skill to skill

2. theory to practice

3. training to competition

1st type of TOF

when a skill previously developed in one sport influences learning a skill in another sport

occurs because of similar mechanics or technical aspects, can be

• positive: makes it easier

• negative: makes it harder

2nd type of TOF

the transfer of theoretical skills into practice or performance scenarios

this can include

• developing specific strategies to deal with game - specific scenarios

• a coach demonstrating a particular play

3rd type of TOF

refers to the transfer of skills developed at training into a competition situation

coaches must plan and implement training sessions that replicate demands of game

players should be exposed game-specific at training to develop decision making mechanisms

training intensity must match game intensity

positive transfer of learning

occurs where skill gained in one sport helps the performance of a skill in another sport

negative transfer of learning

it occurs when a skill developed in one sport inhibits the performance of a skill in another sport

can have similar action but there are critical differences in technique

zero transfer of learning

occurs where a skill developed in one sport has no impact on learning a new skill

three types of leadership styles

1. authoritarian

2. democratic

3. laissez-faire

authoritarian leaderships style and characteristics

the coach makes all the decisions and players merely do what they are told

• effective when winning, not effective when loosing

characteristics

• intense energy

• well organised

• demands everyone’s attention

• punish those who make mistakes

• confrontational when challenged

authoritarian suits and not suits

suits

• athletes who need directional and value extrinsic motivation

• young inexperienced athletes

• when safety is concerned

• when little time is available

does not suit

• athletes who want input

• athletes who want to do their own thing

• athletes who have an opinion

democratic leadership and characteristics

where the coach involves the players in the decision making

characteristics

• tends to be flexible

• creates atmosphere of mutual respect

• concerned for welfare of players

democratic leadership suit and doesn’t

suit

• experienced athletes who want input

• intrinsically motived athletes

• athletes who want to create their own solutions

• when time is available

does not suit

• athletes who need direction

• athletes who are intensely focused and do not want input from team

laissez-faire leadership and characteristics

the coach makes few decisions, allowing the players to take ownership and make the decisions

characteristics

• provides little instruction and minimal guidance in organising activities

• creates relaxed atmosphere, lack of general direction

• coach exert little influence on players

laissez-faire suit and doesn’t

suit

• athletes who value socialisation and participation

• intrinsically motivated

• athletes who only need advice before they make final decision

• experienced athletes allow for creativity

• a coach who wants to develop players problem solving

does not suit

• athletes who want to learn, improve and win

• athletes who value extrinsic motivation

• inexperienced players

when to use each type of leadership

pre season

• laissez-faire

• authoritarian

in season and finals

• democratic

4 steps of basic process of teaching/coaching

1. introduce the skill to be learned

2. demonstrate and explain the skill

3. practice the skill

4. correct errors/ provide feedback

step one of teaching

introduce the skill to be learned

• get athletes attention

• make sure they can all see and hear

• explain the name of the skill and how/ when its used

step two of teaching

demonstrate and explain the skill

• demonstrate

• point out 2-3 key points of technique for success

• check group understands what is required

step three of teaching

practice the skill

• begin as soon as possible

• should be fun and motivating

• needs to be at appropriate level of group

step four of teaching

correct errors/provide feedback

• learners are provided with feedback about their performance

• learners practice some more and try incorporate the feedback received

three methods of coaching/ training activites

1. shaping

2. chaining

3. static to dynamic

shaping

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