Basic Cycling Skills Cycling Community Initiation Ready to Race! Introduction to Competition.
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Transcript of Basic Cycling Skills Cycling Community Initiation Ready to Race! Introduction to Competition.
NCCP Coaching Streams and Contexts
Community Initiation
Competition Introduction Instructor Beginner
Community Ongoing
Competition Development
Instructor Intermediate
Competition High Performance Instructor Advanced
Let’s Ride!
Ready to Race!
Performance Cycling
Let’s Ride! Community Initiation Pathway
To achieve the status of “Trained” a coach must complete: • Let’s Ride! Community initiation• Basic Cycling Skills
To achieve the status of “In-Training” a coach must complete:• Let’s Ride! Community initiation
Ready to Race! Introduction to Competition Pathway
To achieve the status of “In-Training” a coach must complete: • Basic Cycling Skills• Training Basics
To achieve the status of “Trained” a coach must complete: • Skills and Tactics (one discipline)• Training to Race• Skills and Tactics (a second disciplines)
To achieve the status of “Certified” a coach must complete: :• Make Ethical Decisions Online Evaluation- Comp-Int• Coach Portfolio• Online evaluation for two disciplines
What is a skill?
“The ability to perform a movement or chain of movements with high consistency, high precision, and high efficiency”
The Challenge Zone
Or matching the difficulty of the activity with the skill level of the participant
PARTICIPANT PROFICIENCY LEVEL
Low High
Low
High
REQUIRE-MENTS OF
THE ACTIVITY
BOREDOM
ANXIETY
P.A.S.S.:
IntegratedSkills
The ABCs:Basic BodyMovements
POWER
CLIMB
Sitting
Standing
Crouching
BALANCE CONTROLATTENTION
AGILITY SPATIAL SENSE
ACCELERATE
Sitting
Standing
Standing start
Gate start
Sprinting
DESCEND
Sitting
Standing
DROP
Rolling
Huck
LIFT
Front
2 Wheel
Rear
Dolphin
Manual
Side
Wheelie
MOUNT &DISMOUNT
Straddle on
Straddle off
Cowboy on
Bails
Carry
Safe Fall
GROUP
Follow
Draft
Pass
Pack
Bump
Buzz
Echelon
TRAFFIC
Laws
Signal
Shouldercheck
Position
Anticipate
Looking
Identifying
Reacting
Simple Riding & Coasting
Straight-line Riding
Balanced Position
Weight Transfer F, R, Side
Ready Position
Weighting & Unweighting
Narrow-platform Riding
Track Stand
PEDAL
Sitting
Soft
Standing
Punch
Ratchet
BRAKE
Front
Rear
Combined
Modulate
Slippery
GEAR
Rear
Front
TURN &CORNER
Medium
Fast
Slow
Tight
MOVE
Limbo
Pickup &Drop (onehand)
No hands
P.A.S.S. SKILLS - BUILT FROM ABCs
INC
RE
AS
ED
CH
AL
LE
NG
EIN
CR
EA
SE
D C
HA
LL
EN
GE
A CYCLING SKILLS MODEL
3- or 5-Phase Skill?Skills can be analyzed as:
5 Phase: Set-up Preliminary movements Force-producing movements Critical instant Follow-through
Example?
Skill analysis task:
Choose a cycling skillWhat is the purpose of the skill?Break the skill down into partsIs it 3- or 5-phase?
Observation Strategy:
If you wanted to observe this skill being done by a beginner, what would the best vantage point be?
Where to stand? What to look at? What to watch for?
Fill in “Observation Strategy” box
Key Performance FactorsHow is the outcome achieved?
Outcome / Form of sport taskThe outcome serves to describe when the skill of tactic is clearly achieved or not
achieved
Detectable SignsWhat is observed?How is it observed?
1. Preliminary movements (i.e. Grip / Stance)
2. Back swing or recovery movement (i.e. positioning, back swing, recovery)
3. Force producing movement (i.e. Use or sequence of muscle group and joint action)
4. Critical instant (i.e. impact, strike, )
5. Follow through.
Participant engages in the task but the outcome is not achieved
Participant engages in the task and achieves the outcome or
demonstrates form
What key factors come into play?
Participant does not engage in task
Inconsistencies or inefficiency in movement or task - Little precision or low probability of success in the task
Consistent and efficient movements demonstrated in task – High degree of precision and probability of success in the task
Detectable SignsWhat is observed?How is it observed?
Mo
dif
y / A
dju
st
Dri
ll o
r A
ctiv
ity
Adjust speed or timing or intensity
Repeat task/activity
Makes sport specific adjustments to equipment
Adjust progression
Adjust work to rest ratios, and / or Intensity (Workload)
Adjust task demands
Analyze potential causes
CAUSE GAP
Select Appropriate Corrective Measure
Teac
hin
g
Inte
rven
tio
ns
Help or reassure
Explains or Ask Questions
Use re-focusing or visualization strategies
Simplify - Use examples or reduce variables to process
Demonstrate correct technique / tactic
Provide feedback or results
3. Affective C. Fear or Hesitation
D. Not motivated or not interested
4. Cognitive / Mental
E. Lack understanding or player confused
F Too much information or information overload
H. Difficulty reading / recognizing cues
G. Lack Concentration or poor arousal control
J. Task too Demanding or too easy5. Physical / Motor I. Lacks physical ability to complete
task
B. Environmental factor – Weather / lighting2. Environment
A. Equipment IssueFIT / TUNING1.Equipment
6. Tactical K. Unable to select appropriate tacticL. Choice of Decision
7. Technical M. Unable to effectively or consistently execute technique
THE TEACHING PROCESS
Organization Includes safety measures, and how
the activity starts and finishes Requires at least 50% motor
involvement Coach is able to supervise
Explanation/Demonstration Describe the aim of the exercise Outline what is to be done and how Describe points of reference/cues Identify criteria of successful
performance Touch the different communication
channels (visual, kinesthetic, auditory)
Supervision Ensure that the athletes are actively
engaged and achieve a good rate of success
To observe, move around without interfering with athletes
Supervise both individuals and the group
Verify if success criteria are achieved
Feedback Identify the cause of failure Adapt the activity as needed Help athletes by reassuring them Explain and demonstrate again if
necessary Recognize successful
performance
Effects of the feedback Give the athletes time to practice
again to check whether they have acted on the feedback
Can someone else do the
demonstration better than me ?
Did I give enough time for the athletes to
practice before stopping them to give feedback?
Did I remember to ask the athletes
to give me feedback before
giving them mine?
Key Factors To Consider In Assessing Teaching Effectiveness
Safety Type of practice and
conditions in which activities take place during practice
Weather Site and practice area Equipment Level of fatigue of the
athletes Behaviour of the athletes
Organisation Promotes maximum
practice time Reflects sport-specific
procedures that are proven Equipment is available
and ready to be used Enables a rapid
transition between explanations and activities, and between activities
Optimal use of space, time, and equipment
Coach freed up to supervise activities better
Promotes individual attention to athletes
Explanations and demonstrations
Done in conditions
similar to those the athletes will face
All the athletes can see and hear
Sufficient number (2-3) of reference points identified
Safety factors identified Include some criteria to
enable athletes to evaluate their own performance as they practice
Learning environment
Athletes are actively engaged most of the time
Opportunities exist to interact with athletes who need the most attention
Degree of difficulty of exercises is adapted to the skills level of the athletes
Signs of boredom are recognized and the task is adapted as needed
Athlete’s learning
Feedback Is specific (accurately
outlines what to correct and how)
Is positive and constructive to promote self-esteem
Non-verbal feedback is coherent with verbal feedback
Is correct from a technical point of view
Is coherent with success criteria identified for the task
Is formulated clearly and in a manner that draws the attention of the athlete on the right things
Is provided at the right time and frequency
Observation and supervision of activities
Active supervision
(moving around to observe all the athletes)
Constant scanning of practices
Observing performance from different vantage points
Comparing observed performance to relevant success criteria
Interventions are done individually (mostly) and to the group (as needed)
Quantity and quality of motor involvement
Learning styles