skill aquisition
learning and development of a particular movement or action
linear or non-linear
linear skill aquisition
skills developed via a controlled and sequential path that increases in complexity to match the relative progress of the learner
non-linear skill aquisition
skills developed in a non-sequential pah wher learning occurs through exploring the effectiveness of different skills and tactics
direct approach to coaching
coach-oriented model where learners are given explicit instrucitions about skill execution and tactical awareness
linear skill aquisition and explicit learning
direct approach to coaching in practice
- coach is source of all knoledge
- coach controlls learning by giving explicit instructions
- coach organises drills and activites
- coach provides skill demonstrations and instructions
- coach gives specific feedback on skill development
linear skill deveopment
in direct coaching
learner first develops appropriate skills in isolation (closed environment) then apply it to a game or game-like situation (open enviornemnt)
advatages to direct coaching
- efficient skill development
- emphasis on developing correct technique
- maximises practice time
- appropriate for cognitive learners
- structured and efficient
- explicit learning
- coach centred so feedback can be provided
disadvantages of direct approach
- learners may find it boring and demotivating
- skills are not as adaptable/functional in game-like situations
- skills can break down under game-like pressure
- limited practice bariability
- tactical awareness not developed
- practice lacks game-like specificity
- less appropriate for autonomous learners
constraints based coaching
learner oriented model where learners are given freedom to explore and discover effective techniques an dtactical stategies
implicit learning and non-linear skill aquisition
constraints based coaching in practice
- learner discovers effective and applicable skills and strategies
- learner participates in modified games to develop skills
- learner is not told what to do in order to find appropriate technique
- coach manipulates constraints to suit learner
- coach acts as a facilitator to support skill development
implicit learning
resultant from constraints-based coaching
learning occurs as a result of participating and discovery rather than directions
non-linear skill aquisition
in constraints based coaching
learner develops appropriate skills and techniques alongside one another (open environement)
skill development slow at first then shifts and imprves dramatically as learner finds appropriate movement solutions
advantages to constraints based coaching
- practice is game-like
- implicit learning
- skills are developed in game-like environment
- efficient tactical developemnt
- practice variability and engagement
- more challenging (suitable for autonomous)
- facilitates adaptable skill execution
disadvantages to constraints based coaching
- skill development is slow initially
- coach has less control over technique
- challenging for cognitive learners
- less structured and efficient
- more knowledge required by coach
- harder to monitor technique development
constraint
something that limits or controls what you can do (NOT NEGATIVE)
influence how learning occures
individual, environemtn, task
individual constraints
combination of physiological and psycological traits of a person
PHYSICAL CHARACTERISTICS:
- height/body size
- limb length
- strength
SKILL LEVEL:
- skill technique
- fundamental skill level
- sport specific skill level
PHYSIOLOGICAL CHARACTERISITCS:
- motivation
- confidence
- concentration
COGNITIVE ABILITY
- perceptual skills
- decision making
- tactical awarness
environment constraints
physical and social characteristics of the environement that influences movement
PHYSICAL:
- weather
- facility quality
- playing surface (dry, slippery)
- sound level
- lighting
SOCIAL:
- cultural norms
- social norms
- peers
- family
- spectators
task constraints
defining characteristics of a particular activity or game
TASK MODIFICATIONS:
rules:
- adapting common rules (easier or harder)
- changing objective of task
- implementing additional rules
dimentions:
- size of playing area
- height of nets
- size of scoring area
equipment:
- smaller/lighter equipment
- low compression equipment
- height/size of goals (easier or harder)
eg. hotshots tennis, auskick, miniroos, cricket blast
relationship b/w constraints
task constraints are easiest for coaches to manipulate as they provide the most opportunity for specialised modifications to suit individuals and promote skill deveopment
coach can consider individual and envionmental factors to decide task constraints
