Schmidt, 1988
Described skill as:
‘any movements that are dependant on practise and experience for their execution, as opposed to being genetically defined’
Knapp, 1963
Described skill as:
‘the learned ability to bring about predetermined results with maximum certainty, often with the minimum outlay of time, or energy, or both’
Skill
has to be practised
- learned
- goal directed
- consistent
- accurate
- economic
Types of skill
- cognitive, perceptual, motor
- continuous (no clear beginning or end, e.g. running) or discrete (clear beginning and end, e.g. dance routine)
- self-paced (you determine the start and end) or externally paced (coach tells you)
- open (affected by the environment) or closed (not affected by the environment)
What do coaches measure?
- physical conditioning
- psychological skills
- technical skills
- tactics and decisions
Cognitive learning
SCHUNK
Cognitive or constructivist - where leaners actively seek and process information
1. Learning cannot be observed
2. There is a capacity to change without demonstration
3. Change is enduring
4. Learning requires practise
Ways of coaching
- direct
- task
- reciprocal
- guided discovery
- problem solving
Direct coaching
- information and direction
- controlling information and demonstrations
- managerial/organisational
- setting goals
Task coaching
- several different tasks/drills
- tasks support the goal of that session
Reciprocal coaching
- athletes work together and sessions designed around athletes needs
- matched skilled with unskilled (peer)
- peer provides feedback and demonstrations
- develop social skills
Guided discovery coaching
- develop independent athletes
- guided questions leading to a predetermined solution
Problem solving coaching
- coach and athlete involved in deciding on a problem
- accepting variety of solutions (no right/wrong)
- encourage athletes to solve their own problems
- athletes responsible for solution process
- requires cognitive engagement and an end of session review of learning
Spectrum of Teaching
Command Practice Reciprocal Self check Inclusion Guided discovery Convergent discovery Divergent discovery Individual programme Self teaching
Types of practice
- blocked
- random
- constant
- variable
- massed
- distributed
What are the 4 elements to a session?
- Physical conditioning
- Skill practice - technical
- Skill practice - tactical
- Mental preparation
Practical styles
- whole practice
- whole-part-whole
- part progression
- part continuous
- sequential progression
- regression
4 corner
Technical
Physical
Social
Psychological
FUNdementals of movement
Agility
Balance
Coordination
