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transfer of learning
the influence of past experiences have on the learning/performance of new experiences/skills
two factors contributing towards transfer of learning
physical and cognitive skills
two factors contributing towards transfer of learning - physical skills
there is a similarity in the physical skills required between 2 sports resulting in the greater amount of transfer eg. baseball throw and javelin throw
two factors contributing towards transfer of learning - cognitive skills
require a particular type of cognitive processing transfer to skills with similar cognitive processing eg. hockey and soccer
categories of transfer of learning
skill to skill, theory to practice and training to competition
categories of transfer of learning - skill to skill
occurs when a skill previously developed in one sport influences the learning a skill in another sport which can be either positive or negative
categories of transfer of learning - theory to practice
the transfer of theoretical skills into practice or performance scenarios eg. coach explains with the aid of a whiteboard how to press the opposition then players practice this on the field
categories of transfer of learning - training to competition
refers to the transfer of skills developed at training into a competition situation eg. training should replicate the same conditions experienced during games
effects of transfer of learning
positive, negative and zero
effects of transfer of learning - positive
occurs where a skill gained in one sport helps/assists the performance of a skill in another sport eg. tennis player uses their knowledge of a serve to learn a volleyball serve
effects of transfer of learning - negative
occurs when a skill developed in one sport inhibits/hinders the performance of a skill in another sport eg. shot making in tennis and squash involves different wrist movements
effects of transfer of learning - zero
occurs where a skill developed in one sport has no impact on learning a new skill eg. golf and football are completely unrelated both physically and cognitively
leadership styles
coaches use different ways to get their message across to players which can be influenced by the personality of the coaches, motivation of the players, phase of the season etc.
three leadership styles
authoritarian, democratic and laissez-faire
authoritarian
coach makes all the decisions and players do what they are told
democratic
coach makes decisions but involves the players in the decision making process
laissez-faire
coach makes few decisions and the team takes ownership and makes decisions
authoritarian characteristics
intense energy, well organised and punishes those who make mistakes
authoritarian suits
athletes who need direction and focus, when time is limited and young/inexperienced players
democratic characteristics
tends to be flexible, creates an atmosphere of mutual respect and concerned for welfare of the players
democratic suits
intrinsically motivated athletes, athletes who want to create their own solutions and when there is plenty of time available
laissez-faire characteristics
creates a relaxed atmosphere, provides little instruction/minimal guidance and the coach exerts little influence on the players
laissez-faire suits
athletes who value socialisation, who need advice only before making the final decision and a coach who wants to develop the players problem solving capacity
timing of leadership styles
laissez-faire/authoritarian: pre-season + democratic: in-season and finals
process of teaching/coaching a skill
introduce the skill to be learned, demonstrate and explain the skill, practice the skill and correct errors/provide feedback
coaching/training activities
shaping, chaining and static to dynamic
shaping
learn a simplified or incomplete version of the skill and add the missing parts as the skill is developed
shaping key concepts
demonstrates the skill, performer practices simplified version, feedback provided, add missing components, more practice, add missing components and use in game
chaining
involves breaking the skill down into its component parts and then sequentially learning each component part one at a time
chaining key concepts
break the skill down into component parts, teach the first part, practice till perfect, add next part, practice till perfect, etc.
forward chaining
components of the skill are rehearsed in the order that the skill is performed eg. triple jump
backward chaining
when components of a task are rehearsed with the last component first and the whole skill is built by working backwards eg. volleyball spike
when to use chaining/shaping influences
task complexity and task organisaiton
when to use chaining/shaping influences - task complexity
the number of skills required to complete the task
when to use chaining/shaping influences - task organisation
how dependent each phase of the skill is dependent on the previous phase
relationship between task complexity and task organisation for shaping/chaining
low task complexity + high task organisation = shaping
high task complexity + low task organisation = chaining
static to dynamic
involves the players starting with drills involving limited movement and progressing to drills involving movement and additional tasks
static skills
limited movement, closed environment, limited cues and beneficial for learners eg. water polo passing across the pool to one another
dynamic skills
movement, open environment, increased number of cues and beneficial for extending skill development eg. water polo passing the ball in a game specific environment
reason for analysis of an athletes performance
what they are doing right, what they are doing wrong, what needs attention and to track progress
contexts for analysing technique
laboratory analysis, field analysis and competition analysis
contexts for analysing technique - laboratory analysis
performance is analysed in laboratory conditions to vary or manipulate various factors, computerised analysis can be used and camera allow for better observation
contexts for analysing technique - field analysis
an athletes performance is analysed at training in normal surroundings eg. underwater strokes for swimming is analysed
contexts for analysing technique - competition analysis
an athlete is analysed while performing during competition
quantitative analysis
uses numbers eg. blood lactate levels, angle/speed of release, velocity etc.
qualitative analysis
description of the movement without using numbers eg. the knudsen - morrison model
knudsen - morrison model
process that must be complete in order of each stage which each has specific goals preparation, observation, evaluation, intervention and re-observation stages
knudsen - morrison model - preparation phase
coach is concerned with developing a prerequisite knowledge base about the skill as the coach must know the points of technique required produce the skill correctly eg. preparation (grip/stance), execution and follow through
knudsen - morrison model - observation phase
involves the systematic gathering of information about the performance or movement eg. frequency, method of observation, number of trial
knudsen - morrison model - evaluation phase
identify the strengths and weaknesses of the performer, prioritize in order of importance for correction and identify methods which can be used to improve performance
cause and effect relationship
analysing the process that has resulted in the outcome eg. a cover drive has gone in the air and been caught so it allows the coach to determine the cause and without doing this the problem would repeat
knudsen - morrison model - intervention phase
it involves providing feedback and corrections to the performer, usually under practice conditions, to improve performance
intervention phase athletes
beginners have little idea of what the movement should feel like or how to correct errors themselves so they need large amounts of external feedback and advanced feedback can often detect their errors from their own intrinsic feedback needing less external feedback
knudsen - morrison model - reobservation phase
observe the performer in a similar context to the initial observation phase to see if the changes implemented have improved performance
methods of reflection
use of video analysis, checklists, peer/mentor/coach feedback and questionnaire
use of video analysis
a way of providing visual feedback to the performer, slows movement down for accurate analysis and athletes respond better to visual feedback than verbal but a combination is key
use of video analysis - how
film the game/training session, replay for analysis, identify errors, give feedback and implement strategy for correction at training
use of video analysis - benefits
compared side by side to an exemplar, track progress, fewer trials required to make an accurate analysis and players learn faster because they are shown where they need to improve
checklists
a performance record in relation to predetermined criteria, is a form of written feedback, determines technical and tactical abilities
checklists - how
a checklist is made up of key criteria for a successful performance, athletes perform the skill and observers record information about the performance on the checklist and players and coaches use the information to identify strengths and weaknesses
peer/mentor/coach feedback
a significant other in the athletes life provides critical and constructive feedback to help the performer continue to improve and younger athletes often relate more to a mentor than a coach eg. discuss problems with a senior player
questionnaire
given to players to gather information about individual players, leadership group, potential leaders and coaching staff, identifies athletes as well as teams strength and weaknesses and the feedback can be used to make changes
reflective learner characteristics
recognises the importance of looking back on past experiences to improve future performance and solves problems through self-evaluation and reflect
reflective learning - stage 1
reflect on previous performance: using the 4 methods of reflection
reflective learning - stage 2
recognition of areas to improve: reflect helps an athlete determine aspects that could be improved eg. tennis players use statistics about their placement and effectiveness of serves
reflective learning - stage 3
planning for improvement: sports are constantly evolving meaning coaches and athletes need to adapt new strategies, tactics and techniques to avoid falling behind and applying the new knowledge is essential for planning future development
reflective learning - stage 4
action: produce of reflective learning, having identified weaknesses the athletes set goals to address these areas and by achieving them the athlete becomes more motivated and improving performance
reflective learning all stages
4 methods of reflection
what could be done? what aspects can be improved?
what am i going to do to improve? identify methods to improve?
implement methods and strategies which will lead to improvements