Section 1

• What does the first phase of the motor skill learning cycle involve?

  Consider the person, task and performance setting
• What does the second phase of the motor skill learning cycle involve?

  Plan for practice
• What does the third phase of the motor skill learning cycle involve?

  The Implementation of practice
• What does the fourth phase of the motor skill learning cycle involve?

  Reviewing the instructional process
• In phase one what is it important to do?

  Identify important characteristics of the learners
• In phase one give some examples of what would consider the person, task, and performance setting?

  • Age
  • Gender
  • Skill level
  • Size of group
  • relevant physical characteristics
• In phase one, generally the impact of the environment and/or availability of the equipment is required why?

  Has to be considered due to the context of many different factors
• Phase one: Consider the number of elements to be learned (# of transitions). If the skill is complex, or the group is very large, what happens to the transitions?

  The many transitions between the different parts of the activity may take a long time
• Identify ways in which the performance setting (environment/equipment available) might influence the attempts to meet task demands/goals of the session is an example of what phase?

  Phase one
• What is an example of phase one which considers the person, task, and the performance setting?

  • Water polo in the pool but only the deep end is available
• What is another important aspect of phase one?

  Establish the key coaching/instructional points which the students need to learn in order to accomplish the skill
• Key Coaching/Instructional Points can be defined as?

  representing the essential parts of the performance that need to be addressed
• Where can Key coaching/instructional points be found?

  Coaching manuals & relevant literature
• When it comes to Key coaching/instructional points you should not introduce more then how many points at a time?

  No more than 3, maximum of 4 points
• When it comes to Key coaching/instructional points you should not use?

  Jargon words
• When it comes to Key coaching/instructional points you should not use jargon unless?

  you clearly explain what the concept/phase means
• If you are dealing with novices or an exotic skill, what may need to be introduced?

  basic critical features of the movement may have to be introduced (Example: how to catch, jump or throw)
• If the group is more in tune with the task, What may you do?

  Your coaching points may be more refined
• In phase two what is it important to do?

  Develop a plan on how to set up/balance the session and also introduce/address the key coaching points
• Regardless of how skilled you are as an instructor, coach, or clinical practitioner, at some point what happens?

  you will drop down a few points that will guide you through the process of teaching movement skills/motor abilities
• In phase two, What are some factors to consider?

  • Depending on many different factors, such as your expertise, the complexity of the skills, the nature of the task and the environment, such plan may vary in content and the degree of detail
• In the warm up what should be explained?

  • Describe the nature of the warm up activities incorporated
  • Indicate if it will be generic or sport specific.
  • What type of activity will you do to address the concept of cardiovascular progression
  • What type of stretching will you implement?
  • Will the activities be ballistic (fast/explosive) or methodical (slow/deliberate)
• When it comes to the Technical Component what should be known?

  • This is where 3-4 key coaching/teaching points must be introduced
  • This is where appropriate (skilled) demonstrations of the skills have to be implemented
  • This is where group or individual action feedback has to be provided to correct the potential errors
  • For each drill/activity there will be an explanation as to how many students are enage, how they are organized, and how the appropriate progressions are implemented
  • If desired the text can be complemented with well designed diagrams.
• In the technical component, each drill or activity has to be what?

  Clearly related to the particular coaching point
• Technical components are often implemented in what way?

  From less to more complex skills/tasks