**Name 2 methods to teach basic skills:
Imitation:
• Athletes focus on what is to be imitated/copied.
• watch or try it, remember + practise it.
Demonstration/explanation/practice/correction:
• further practice + correction in more detail.
• Provides info while practice continues
**2 Methods to teach complex skills:
Shaping method - making an action simpler.
- Demonstate and explain the skill
- Allow practice
• Chaining method - breaking the skill up into simpler parts.
- Chain the skill together.
- A complex skill is made up of a number of simple, distinct parts.
**4 STEPS INVOLVING TEACHING SPECIFIC SPORT SKILLS:
1)Plan a explanation and demonstration:
•Decide is skill simple or complex.
•choose an appropriate teaching method
•Use an aid (chart, picture, videotape) only if it is necessary for the demonstration.
•give demonstrations wherever possible
•Explanations and demonstrations work together to develop an understanding
2)Plan how the athletes will practise the skill:
•begin to practise as soon as possible after a demonstration.
•not be afraid to make mistakes, misstakes are a necessary part of the learning process.
•Skill practices should not extend beyond 20 minutes without a break.
3)Provide feedback during practice:
•provide feedback so
•Athletes learn to get the feeling of the correct technique
•Emphasising the feeling of the correct technique is important
•Feedback help realise that they are able to perform the skill.
4)Use effective communication skills:
•Need to give effective verbal feedback.
•It is essential for the athlete’s motivation, learning and self-image.
•key aspects of effective feedback:
- specific to general
- constructive not destructive
- sooner not later
- checked for clarity not left misunderstood
- directed at behaviour which is changeable
- correcting one fault at a time
MANAGEMENT THROUGH SEASON:
- PRESEASON MANAGEMENT
- review coaching philosophy
- development season instruction plan
- staff selection +training
- player positions
- scheduling
- facilities
- equipment +supplies
- fiscal management
- risk management
- parent orientation programme - IN-SEASON MANAGEMENT
- number of ongoing responsibilities
- player supervision
- maintenance of equipment
- putting your preseason plan into action
- transportation
- publicity
- first-aid provision - POSTSEASON MANAGEMENT
- evaluate your programme
- take care of players during the offseason
- check what equipment has to be repaired /replaced,
- complete the necessary records of performances
- arrange an awards function.
POSTURE +POSTURE PROBLEMS:
- Kyphosis: (Round upper back)
-marked increase in the curve of the back.
- head and shoulders as usually held in a forward position
- backward curve causes the pelvis to tilt forward +knees to bend
• Lordosis: (Hollow back), an exaggerated forward curve of the lower back.
- Hyperextentension of the knees
• Scoliosis: (Lateral curvature) C-shaped, extending the length of the spinal column.
- S- shaped with a smaller curve on the lower back
- C-shaped is towards the left
TESTS USED TO EVALUATE CHILD’S POSTURE:
• The plumb line test
- The side and rear view plumbline test +posture charts are used to evaluate posture.
- both serve as basic screening devices
- The physical educator can pick up any major changes in a learner’s posture.
• The view from the side:
-take a line through the middle of ear +shoulder joint, slightly in front of anklebone.
• Back view:
-Through middle of head, vertebra and middle of buttocks, +equidistant between heels.
***Name 5 types of testing recommended in physical education
- Growth - height, weight and fatness
- Health-related - Physical fitness; -cardio, fat strength +flexibility
- Movement skills (stability, locomotion & manipulation) - fine, gross motor skills
- Knowledge - cognitive tests
- Affective measures - feelings/attitudes towards physical edu their movements of the body
** FUNCTIONS OF THE SKELETON:
1) Support - supports the body framework — without the skeleton, this would be a shapeless lump.
2) Protection - protects the important and delicate organs of the body. The skull protects the brain.
3) Movement - provides anchorage for muscle. Muscles that are fixed to the skeleton can operate joints. Moves body as a whole
DEFINE:
PROTEINS:
- building blocks called amino acids - 21 types of amino acid
- High-quality proteins :animal proteins such as egg protein, milk protein, fish +meat protein
- Lower-quality protein :as nuts, lentils +beans.
Define nutrients
Food =essential to the body’s functioning à nutrients
- different jobs to perform in the body
Define carbohydrates
-Energy food
Define minerals
basic elements which are to be found in the soil +in the air.
- Only small amounts are needed daily
- Incl. calcium, sodium, potassium, iron +iodine
Define fat
- Slow energy food
- found in many animal +vegetable foods
- two basic types of fat: visible and invisible
- Visible or saturated fats:solid or hard at room temperature, such as margarine, plant oils, fish oils, fat on meat and even cream
- Invisible fats, or polyunsaturated fats, are found in fish, cheese, nuts and certain vegetables.
- very concentrated source of energy
Define negligence
- failure to act reasonably careful / when there is a duty to act
- acting,an improper manner.
Define : in loco parentis
educator acts in loco parentis and is expected to act diligent and sensible
-Act in a reasonable and responsible manner with respect to learners welfare and safety
Define liability
Teachers have a duty of care when children are place in their care.
- They are responsible for children’s well-being.
**DIFFERENCE BETWEEN STIMULANTS+STEROIDS:
Stimulants :
- increase alertness, increase heart rate and physical endurance.
- increase the athlete’s ability to perform by suppressing fatigue.
Steroids :
- help build strength +reduce the recovery rate of training
- result in either an androgenic /anabolic effect.
- help to accelerate body healing
- make athletes aggressive, cause liver damage, personality changes, gastric ulcers.
DANGERS / EFFECTS OF STEROIDS - TWO MAIN CATEGORIES:
Androgenic effects:
- related to the development and maintenance of the male sex organs + the male secondary sex characteristics.
- side effects: in women, growth of facial hair, acne, deepening of the voice and disappearance of breasts;in men, impotence, infertility and prostate cancer, High and regular doses of steroids may cause death.
Anabolic effects:
- used to accelerate the healing of body tissues +to make athletes more aggressive + competitive
- Side effects : liver damage, personality changes, gastric ulcers, fluid retention + prematurely completed bone growth if taken during adolescence.
**THE ROLE OF THE COACH IN DRUG EDUCATION:
■ equip learners with skills to make the right decisions (the correct decision being not to take drugs)
■ teach athletes to withstand the peer group pressures
■ emphasise short-term health +immediate social consequences
■ emphasise the legal implications of taking drugs
■ discourage young athletes from focusing on potential financial rewards, which tends to encourage drug use.
■ emphasise the financial loss involved in drug use (drugs are very expensive)
selected components of fitness.
Strength:
- weight training
- isometric exercises
- combined isometric and isotonic exercises
- circuit training, exercises against own body weight; partner exercises
Power:
- weight training
- circuit training;all sorts of jumping exercises, including bounding and depth jumps; exercises with some form of an overload; uphill sprints; sandhill sprints; up stairs sprints; et cetera
General endurance:
-cross country, road +beach runs over long distances at steady speed; fartlek (athlete must try and keep oxygen intake at a steady state); slower type of interval running;
Specific endurance:
-faster type of interval running (high speeds and relatively short recoveries); sandhill, up stairs and uphill runs (in fast interval form); fartlek; repetition runs (high speed);
Speed:
- all forms of fast sprint accelerations
- reaction exercises; starts from various positions; downhill sprints
- throwing with lighter implements
Flexibility:
-stretching exercises, including ballistic stretching (with care) and static stretching
IMPLICATIONS FOR COACHES:
o refrain from specialising too early.
o Practice sessions must within the child’s limitations.
o Seasons are sometimes too short +provide little time for preparation.
o Use time effectively.
o Large groups impede the implementation of differentiation.
o Insufficient sports equipment hampers coaching.
o Inadequate sports facilities cause problems, negativeness and discontinuation of sport.
o Winning at all costs leads to children dropping out of sport at an early age.
o Coaching the incorrect technique causes injuries and allows for little progress.
o Coaches must teach simply. Use the KIS principle Ð KEEP IT SIMPLE.
Role of coach
o teacher … passing on information, skills and ideas
o trainer … improving athlete’s fitness
o motivator … instilling a positive, resolute approach
o disciplinarian … firm but fair, determining a reward system and punishment
o organiser … of practices, officials and parents
o public relations officer
o planner
o fundraiser
o advisor and counsellor
o friend … supporting and nurturing
o scientist … analysing, testing and evaluating
o student … watching, asking questions, listening, learning
**MODIFYING SPORT TO SUIT CHILDREN:
• children cannot plat games according to adult rules +with adult equipment (differ from adults in many ways)
• different stages of physical development (physical size +proportions are chanign all the time)
….change techniques +equipment to suit child
• modify play area (smaller), goals (smaller / lower), time played (less)
: team sizes (smaller teams) + interchange of players
STAGES OF SKILL LEARNING:
The beginning stage (the thinking stage :working out what to do).
o Children need to know what it is they are trying to achieve.
➢ Talk briefly about the skill to be learnt.
➢ Demonstrate and explain the skill.
➢ Use appropriate teaching method
-allows the beginner to perform the skill well enough to begin to practise it.
o beginning stage is completed once the child can perform a rough'' orcoarse’’ form of skill
The intermediate stage (trying out ways of doing it)
o develops by regular practice,
o Practice alone is not enough, need to be motivated
o show them how to correct their faults.
The advanced stage of learning
o maintain a high level of performance under a variety of competition-like environments
o develop confidence and have a good understanding of their skill.
o need to be motivated to practise the skill as improvements are small
