MLC

Question 1

what do coaches do

Answer 1

what are they doing right/wrong

determine the key aspects

track progress

improve performance

Question 2

3 types of analyzing performance

Answer 2

lab testing

field testing

competition analysis

Question 3

2 methods of movement analysis

Answer 3

quantitative (using numbers)

qualitative (description not using numbers)

Question 4

5 stages in order of the knudsen-morrison model

Answer 4

1. Preparation stage
2. Observation stage
3. Evaluation stage
4. Intervention stage
5. Re-observation stage

Question 5

preparation phase

Answer 5

The coach must have a solid knowledge base about the skill. They must know the points of technique to teach the skill correctly.

he coach could construct a checklist outlining key points of technique.

a) Preparation
b) Execution
c) Follow through

Question 6

observation phase

Answer 6

Observation involves the systematic gathering of information about the performance or movement.

things to consider

where to observe from

video or direct observation

when observe (lab or comp)

Question 7

evaluation phase

Answer 7

Identify the strengths and weaknesses of the performer, prioritise in order of importance for correction and identify methods which can be used to improve performance

Question 8

intervention

Answer 8

Involves providing feedback and corrections to the performer, usually under practice conditions, to improve performance.

Coach explains what errors are occurring and why and describes what drills/activities should be done to rectify these identified problems.

Question 9

feedback 3 main functions

Answer 9

1. Motivation
2. To change performance
3. To reinforce learning

Question 10

2 types of feedback

Answer 10

internal feedback

external feedback

Question 11

internal feedback

Answer 11

information the performer receives from within their body about how the skill felt

Question 12

external feedback

Answer 12

information received from outside the body and is received via the sensory system – usually seen, felt, heard

can be intrinsic- off own actions

or; augmented, this is from outside person (coach)

Question 13

what cues can be used for external augmented feedback

Answer 13

visual cues (too see what the movement looks like)

verbal cues (single words or short phrases to help)

proprioceptive (the coach physically moves what needs to be)

written (written feedback from the coach about positives and negatives)

Question 14

what 2 things can coaches use to analyse performance

Answer 14

video

checklists

Question 15

checklists

Answer 15

Checklists can be used to determine the technical and tactical ability of performers by using the following process:

1. Checklist is made identifying the criteria for a successful performance
2. The athlete performs the skill, and information is recorded by an observer onto the checklist
3. Both performer and coach use the information gathered from the checklist to identify areas of strength and weakness which then allows them to plan for improvement

Question 16

videos

Answer 16

Film the game/training session

2. Replay for analysis/review, identify errors/compare to ideal performance/compare to previous performance
3. Give feedback
4. Implement strategy for correction at training, or similar terms/steps acceptable

Question 17

4 step process of coaching a skill

Answer 17

1. introduce the skill
2. demonstrate and explain the skill
3. practice the skill
4. correct errors and provide feedback

Question 18

simple vs complex

Answer 18

simple:
straight forward
little practice required
little cognitive ability

complex:
difficult to learn
require a lot of practice
require more cognitive ability

Question 19

teaching simple skills

Answer 19

1. limitation method (coach demo, learner copies then carry on)
2. demonstration/ explanation/ practice/ correction (coach demo and explains, learner practices, feedback then carry on)

Question 20

simple to complex

Answer 20

starting with a basic skill then creating it into a complex skill

Question 21

shaping

Answer 21

Shaping involves learning a simplified/incomplete version of a skill and adding the missing parts as the skill is developed.

Question 22

chaining

Answer 22

involves breaking the skill down into its component parts and learning each part separately. Each part builds on the previous part.

Question 23

how to tell complexity of a skill

Answer 23

number of component parts in the skill

the amount of info needed

how much accuracy

how quickly must it be performed

Question 24

task complexity vs task organisation

Answer 24

task complexity:
The number of skills required to complete the task

task organisation:
How dependent each phase of the skill is on the previous phase

Question 25

chaining is used when...

Answer 25

high complex, low organisation the opposite for shaping

Question 26

static drill vs dynamic

Answer 26

static: Are good for learners, practice the skill while stationary, concentrate on technique, limit decision making, use a predictable/closed environment, are good for learning new skills, require little movement dynamic: Performer is moving, increased decision making required, environment less predictable/open, drills become more game related and difficult, extend skill development

Question 27

2 factors that contribute to transfer of learning (ToL)

Answer 27

1. similarity in physical skills | 2. similarity in cognitive processing

Question 28

skill to skill

Answer 28

When a skill previously developed in a one sport has an influence on the learning of a skill in another sport.

Question 29

theory to practice

Answer 29

A coach explains something in theory, athletes/players go out and practice the particular skill//tactic/game plan/play

Question 30

training to competition

Answer 30

Training should simulate demands of the game (scenarios, intensity etc.)

Question 31

3 effects of ToL can be

Answer 31

positive (enhances) negative (hinders) zero (no effect)

Question 32

proactive ToL

Answer 32

a previously learned skill affects a new skill (can be positive or negative).

Question 33

retroactive ToL

Answer 33

learning a new skill affects a previously learned skill (also can be positive or negative).

Question 34

reflective learning

Answer 34

reflective learning is a method of self-analysis and planning for improvement.

Question 35

5 methods of reflection

Answer 35

- Reflective journals - Peer/mentor feedback - Video analysis - Questionnaires - Checklists

Question 36

4 step process of reflective learning

Answer 36

1. reflection 2. recognition of things that need to improve 3. planning for future improvement 4. action

Question 37

stage 1 (reflection)

Answer 37

use the 5 methods; 1. video analysis ( visual analysis and feedback) 2. mentoring (provides critical and constructive feedback) 3. reflective journals (recording feelings and emotions) 4. questionnaires (gathering info about the individual) 5. checklists

Question 38

stage 2 (recognition of things to improve)

Answer 38

As a result of self-reflection, an athlete can determine what aspects of the performance could have been done better or could be improved to enhance future performances. Gathering data about performances, then recognizing things to improve has become more accurate with improved technology.

Question 39

stage 3 (planning for improvement)

Answer 39

Most sports are constantly evolving with changes in strategies, tactics, techniques and training methods. Players and coaches need to be aware of, and able to implement, advancements in their sport.

Question 40

stage 4 (action)

Answer 40

Having identified weaknesses, the athlete sets short-term goals to address the areas that need attention. Achieving these goals will motivate the athlete, improve performance and ultimately assist in achieving long-term goals.

Question 41

characteristics of authoritarian coach

Answer 41

Tends to make all the decisions - Very strict style of coaching - Coach believes he/she has the knowledge and experience to impart on the players - Role of the players is to attend to and respond to the coach’s commands

Question 42

authoritarian suit and dont suit ...

Answer 42

suit; - Athletes who need direction and focus - Athletes who value extrinsic motivation - Athletes who want to know where they stand dont; Athletes who want to have input into decision making - Athletes who want to do their own thing and cannot follow a game plan - Athletes who have an opinion

Question 43

democratic coach characteristics

Answer 43

- Maintains open communication with players - Involves players in decision making - Allows players to feel they have a degree of ownership of the team

Question 44

democratic suits and doesn't suit...

Answer 44

suits; Experienced athletes who want input into decision making - Athletes who are intrinsically motivated - Athletes who want to create their own solutions to problems doesnt; Athletes who need direction - Athletes who are intensely focused and do not want input from coach and players

Question 45

laissez faire characteristics

Answer 45

- Is relaxed and easygoing, establishing an informal learning environment - Doesn’t place pressure on players to perform - Tends to be less organised and prepared Provides little instruction and minimal guidance in organizing activities

Question 46

laissez faire suits and doesnt suit...

Answer 46

suits; - Athletes who value socialisation and participation - Athletes who are intrinsically motivated - Experienced, Masters level performers – can work out their own strategies doesnt; - Athletes who want to learn, improve performance and win - Athletes who value extrinsic motivation