Motor learning and Coaching Flashcards
(38 cards)
Define transfer of learning
Transfer of learning is the effect that past experiences have on the learning of a new skill.
Skill to Skill
Occurs when a skill developed in one sport has an influence on a skill in another sport. The influence can be positive (promotes learning) or negative (inhibits learning).
Theory to Practice
The transfer of theoretical skills into practice.
Coaches devise game plans, tactics and strategies for opposing teams and individual players.
Players apply the devised theories / plans into the game situation.
training to Competition
Refers to the transfer of skills developed in training into a competition situation.
Coaches must plan and implement training sessions which replicate the demands of the game. This includes the development of appropriate skills, energy systems and the decision making process
Effects of transfer to learning - Positive
Occurs when skills and / or information gained from a previous learning experience helps with the learning of a new skill.
The two skills are often similar in some way e.g. free throw in basketball and netball goal shooting.
Effects of transfer of learning - Negative
Occurs when the learning from a previously learned skill negatively impacts on the learning of a new skill.
Shot making in squash involves wrist movement
Shot making in tennis does not involve wrist movement
Effects of transfer of learning- Zero
Occurs when the learning of a new skill is not affected either positively or negatively by previously learned skills.
There is no transfer of learning between golf and football as the skills are completely unrelated
Method of self analysis and planning for improvement - Reflective learning
Checklists
Peer/mentor/coach feedback
Refective journals
Video analysis
Questionaires
What are Methods of self analysis and planning for improvement
Checklists
Training log/diary
Coach/peer/mentor feedback
video analysis
Questionnaires
Methods of self analysis and planning for improvement - Checklists
Checklists are made up of key points or key criteria on how the skill should be correctly executed.
The skill is viewed, coach has a list of specific / key points on how the skill should be correctly executed. The skill is viewed, either in real time or on video.
Methods of self analysis and planning for improvement - Training log/diary
Athletes are required to complete a training log / diary of all training completed, and how they felt they went with their performance. Can be checked by coach in order to get feedback from the athletes and to allow them to work on areas the athletes feel they need to improve.
Methods of self analysis and planning for improvement - Video analysis
Recording the performance and showing it back to the athlete in order to point out areas that need to be improved. The video recording could be used in comparison with an elite performer to advise on correctional technique feedback.
Methods of self analysis and planning for improvement - Questionaries
A specific set of questions set by the coach, for athletes to complete post performance to evaluate and reflect on what they performed well and what they can improve. Attempts the athlete to reflect and try and identify the errors in technique
Coaching/training activities to teach and improve the skills of the performers
Simple to complex
Shaping
Chaining
Static to Dynamic
Basic 4 step process of teaching
- Introduce the skill to be learned
- Demonstrate and explain the skill
- Practice the skill
- Correct errors / provide feedback
Simple to complex
A drill that begins with an easier version of the skill, and as the skill becomes mastered, complexities are added until the whole skill is able to be performed at the speed and intensity required by competition.
what characteristics do simple skills have
- Are straightforward
- Typically require little practice to learn
- Require little cognitive ability
- Consist of a limited number of component part
- Limited decision making required
- Taught as a whole
What characteristics do complex skills have
- Are more difficult to learn
- Require repeated practice to learn
- Require more cognitive ability
- Consist of many component parts
- More decision making required
- May need to be broken down and simplified to be taught
Shaping
The process of simplifying a complex skill or using an incomplete version of the skill
Typically the coach demonstrates the skill before the athlete practices simplified version, then feedback / correction provided before adding “missing” components to the complex skill.
Chaining
The breaking down into parts of a complex skill or activity and teaching the skill part by part
A gymnastics floor routine involves several ‘floor passes’ incorporating multiple choreographed elements.
Static to Dynamic
A drill that begins with the player being stationary to execute the skill and gradually adds in the movement required, until it is performed at the speed and intensity required by competition
Static drills
- Performer practices skill while in a stationary position.
- Can concentrate on technique without attending to other factors
- Limited decision making
- Predictable (closed) environment
- Beneficial when learning a new skill
Static drills
- Performer practices skill while in a stationary position.
- Can concentrate on technique without attending to other factors
- Limited decision making
- Predictable (closed) environment
- Beneficial when learning a new skill
dynamic
- Performer is moving
- Environment becomes less predictable (open)
- Increased decision making required
- Drills become more game related and more difficult
- Used to extend skill development
