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Coaching: The Art and Science

Coaching: The Art and Science. "Experience is a hard teacher because she gives the test first, the lesson afterward." Vernon Law, Former pitcher for the Pittsburgh Pirates. My Practice Plan (Part A – Planning a Practice Module page 4). Motor Learning Concepts Skill. Definition

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Coaching: The Art and Science

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  1. Coaching: The Art and Science "Experience is a hard teacher because she gives the test first, the lesson afterward." Vernon Law, Former pitcher for the Pittsburgh Pirates

  2. My Practice Plan(Part A – Planning a Practice Module page 4)

  3. Motor Learning ConceptsSkill • Definition • ability to do something well • Categories • Based on stability and predictability of environment • Open to Closed – • Tackle in football to basketball free throw • Most difficult skill? • Transforming a skill from – open to closed

  4. Motor Learning ConceptsSkill • Classifications • Based whether have well defined beginning and end points • Discrete • Catching a ball, golf swing • Serial • Gymnastics routine • Continuous • Cycling, running

  5. Stages of Skill Development Cognitive Stage (Beginner) • Initiation • Acquisition Motor Stage (Intermediate) • Consolidation Autonomous Stage (Advanced) • Refinement • Creative variations

  6. Cognitive Stage (Beginner)(Initiation/Acquisition) • Develop understanding of task or activity • Best done through explanation and demonstration • Cues and key words • i.e. “jump as high as you can” • KISS – do not overload • Coaches impatience leads to frustration

  7. Cognitive Stage Considerations 1. Limited information processed - cue words important 2. Focus/attention must be directed - likely focus inappropriate 3. Visual creatures - learn better by watching and imitating 4. Feedback critical - provides error information and motivation 5. Fatigue - skill learning slowed 6. Minimal time - understand quickly if properly introduced

  8. Motor Stage (Intermediate)(Consolidation) • Practice stage where lots of repetitions necessary to reinforce key concepts, building stronger and more consistent responses • Repetition, reinforcement and exposure to variety of situations important • Longest stage (months to years) so structure of practice opportunities important

  9. Motor Stage Considerations 1. Feedback requirements decreased - feedback intrinsic, do not rely on coach 2. Motivational needs increase - improvement rate decreases 3. Problem solving introduced – game-like activities for decision making 4. Repetition, repetition, repetition - repetitions for proficiency underestimated

  10. Autonomous Stage (Advanced)(Refinement/Creative Variations) • Automatic responses – experienced players • Motor patterns well developed, less feedback necessary • Creativity occurs (Sidney Crosby)

  11. Autonomous Stage Considerations 1. Emphasis on strategy and tactics - skills performed without conscious effort - attention to observing cues, decision-making and executing proper response 2. Game simulations required for learning - structured or artificial situations ineffective 3. Observation of performance (live or videotape) - develop tactical intelligence

  12. Performance and Learning • Motor performance is observable behaviour when executing a task • # of times target hit • Learning refers to permanent change in motor performance • reassessment of performance • in practice vs competition

  13. Practice Type and Learning(Skill Development) • Part vs Progressive vs Whole • Massed vs Distributed • Constant vs Variable vs Random • Problem Solving Practice

  14. Rate of Improvement • Initially skill improvement rapid • Amount of practice, single most important variable • Short and long term effects • Variable and random • transferability, retention

  15. Primary Performance Factors Technical • motor skills Tactical • Game tactics and strategies, team play concepts Psychological • state of mind, anxiety, motivation – KINE 3610.03 Physical • Many of the training concepts and principles apply to the four primary performance factors

  16. Motor Performance Factors • Should be able to: • Identify and define the factors • Identify the significance of the factors to a sport of your choice • Evaluate the factors – motor performance test battery

  17. Endurance Aerobic Anaerobic Muscular Strength Speed Power Agility Flexibility Motor Performance Factors

  18. Motor Performance Testing • High correlation between motor performance scores and ability in sport. • Assist in predicting future performance levels • Allows for more precise training programs • Yield results that can be used for athlete comparison and monitoring • Motivates athletes

  19. Recreational vs Competitive Sport • How does one differentiate? “Play sport to get fit” vs “Get fit to play sport”

  20. Recreational vs Competitive Sport Training is to performance, as ___________ is to ____________

  21. The Training Model

  22. Stimulus • Chronic exercise or significant repetition (drill or practice)

  23. Changes • physiological • increase MVO2 • increase lactic acid tolerance • physical • appearance, size • Strength • Technical • More skilled (consistent) • psychological • confidence

  24. Performance Resulting performance of athlete improved!

  25. Growth and Development Read pages 61-82 Part A Reference Manual in Module: Planning a Practice

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