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The Coach as TeacherThe Coach as TeacherJody BrylinskySuzan Ayers
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IntroductionIntroductionOverview of the UnitGoals and objectives
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Good Teaching is Good CoachingGood Teaching is Good Coaching
Sport is defined by skilled actions and control of motor movements.
Greater skill development leads to more fun and competitive excitement.
Proper skill technique leads to improved safety for the athlete and opponents.
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Maximizing practice time
Consider the readiness of the athlete to learn new techniques or refine existing skills.
Identify appropriate sport skills, both technical and tactical
Incorporate as much game like experience into the learning as possible.
Allow for implicit learning and problem-solving.
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Goals of the CourseGoals of the Course
Coaches will be able to:1. Utilize a sequence that applies the critical
elements of sport skill instruction.
2. Develop instructional strategies for implicit learning.
3. Identify the components of intentional instruction.
4. Provide effective presentation of the learning task .
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5. Determine how best to use demonstration in instruction of sport skills.
6. Communicate critical elements of skill performance during instruction.
7. Know how much, when and what type of feedback will enhance skill acquisition.
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Unit I:Unit I:Critical Elements of SportCritical Elements of Sport
Skill InstructionSkill Instruction
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Overview:Overview:Critical Instructional StepsCritical Instructional Steps
Decide what skill is needed for this athlete at this point in his or her development and level of competition.
Identify the critical movement components and performance requirements of the skill.
Prioritize what will be learned in this practice period.
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Provide a safe and well structured environment to perform the task, maximizing practice opportunities.
Communicate to the athlete what s/he is to do and why they are being asked to perform this task.
Check for understanding before allowing the athlete to continue.
Provide suitable feedback to reinforce correct action or modify errors.
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Unique Demands & Purpose of SkillUnique Demands & Purpose of Skill
Motor demands: Force vs accuracy
Perceptual demands: Open vs closed skills and environments
Movement decisions: Discrete or continuous
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Prioritize What Will Be LearnedPrioritize What Will Be Learned
Potential to improve the target skill
Appropriate for the athlete’s experience levels
Integrate performance with the game tactics
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Communicate What is to be LearnedCommunicate What is to be Learned
Verbal explanations
Physical demonstrations
Athlete demonstrations
Ask questions to ensure athletes’ understanding
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Organize Practice to Maximize Organize Practice to Maximize Opportunity to PerformOpportunity to Perform
People
Equipment
Space
Time
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Provide AppropriateProvide AppropriateSupervision and FeedbackSupervision and Feedback
Practice
Supervision and feedback
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Unit I SummaryUnit I SummaryCritical instructional steps
Unique demands/purposes of skill
Prioritize learning
Communicate content/information
Organize practice considering P.E.S.T.
Provide appropriate practice, supervision and feedback
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Unit II:Unit II:Implicit InstructionImplicit Instruction
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Making the Most of WhatMaking the Most of WhatAthletes Already KnowAthletes Already Know
Implicit instruction uses the athlete’s acquired knowledge about movement to solve a new movement problem.
Using analogies
Errorless learning
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Use of AnalogiesUse of Analogies
Ask athletes to perform a movement task without giving detailed movement instruction
Present a question or challenge to perform the task using a well known movement analogy.
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Sample AnalogiesSample Analogies
• Shoot the free throw by using a motion similar to putting hand in a cookie jar
• To develop “soft hands” when catching, think of the ball as an egg
• To build momentum in the softball throw “windup like a coil”
•Move your arms “like a windmill” for the backstroke
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Errorless LearningErrorless Learning
Create a learning task that contains the movement and performance requirements of the skill you wish to work on.
Give the athlete a challenge to perform the task , but do not give explicit movement instruction.
Allow for repeated attempts at the learning task until the movement is performed consistently in the manner desired.
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Samples of Errorless LearningSamples of Errorless Learning
Putt 6” from hole then 10” then 24”
Grooving the golf swing by repeatedly moving the club through the swing to the follow through and back again
Holding a handstand with back 2inches from the wall
Standing on a box to practice the arm and hand placement for a blocking action in volleyball
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SummarySummary
Implicit instruction
Using analogies
Errorless learning
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Unit III:Unit III:Designing Intentional Designing Intentional
Learning Task PresentationLearning Task Presentation
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Overview: Essential Parts ofOverview: Essential Parts ofPractice Task PresentationPractice Task Presentation
Get athletes’ attention
Communicate clearly
Use demonstrations efficiently
Provide critical elements
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Get Athletes’ AttentionGet Athletes’ Attention
Athletes must be able to see and hear
Minimize distractions
CFU often and using both skill and tactical questions
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Communicate ClearlyCommunicate ClearlySpecify the taskOrganize the drill to be practicedBriefly explain why the drill is necessaryLogically present informationDemonstrate correct performance as well as
commonly occurring errorsPersonalize the drill to athletes’ prior
experiencesCFU often to clarify challenging information
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Use Demonstrations EfficientlyUse Demonstrations EfficientlyProvide accurate and meaningful
demonstrations
Emphasize the key elements of a movement
During explicit instruction, show athletes how to correctly perform skills before asking them to try it
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Timing of Demonstrations
Make use of technology (video) to show model performance as well as critique athletes’ performance
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Provide Critical ElementsProvide Critical Elements
Meaningful words help (like a windmill, hand in cookie jar, eyes to the sky, etc.)
Focus on a few essential elements
Change cues as skill develops
Knowledge of results vs knowledge of performance
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Unit IV:Unit IV:Summary of Coach FunctionsSummary of Coach Functions
in Teaching Skillsin Teaching Skills
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Last thoughtsLast thoughtsEnsure safe environment
Check for understanding
Regularly confirm that athletes are on-task and successful
Utilize different teaching strategies to enhance motivation and commitment to practice
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Ensure Safe EnvironmentEnsure Safe Environment
People – consider fatigue as well as boredom
Equipment – changes due to instruction
Space – loose equipment and athletes
Time – know when to say when
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Ensure Athletes’ Understanding Ensure Athletes’ Understanding and Active Engagementand Active Engagement
What I am trying to do?
How am I supposed to do it?
Why will this be important to my performance?
Do I have time to think and do?
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Watch Individual PerformanceWatch Individual Performanceand Provide Corrective Feedbackand Provide Corrective Feedback
Avoid paralysis by analysis
Don’t over coach
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Continuously Monitor Athletes’Continuously Monitor Athletes’Involvement and SuccessInvolvement and Success
Active involvement
Confidence comes from being challenged not just succeeding
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Enhance Practice Motivation Enhance Practice Motivation and Commitment by Using Differentand Commitment by Using Different
Teaching StrategiesTeaching Strategies
Repetition is important; over-learning
Use a variable practice schedule
Enhance learning and fun with multiple teaching styles.