P5

• Basic process of teaching/coaching a skill

  1. Introduce the skill to be learned

  2. Demonstrate and explain the skill

  3. Practice the skill

  4. Correct errors/provide feedback
• Introduce the skill


  • Get athletes attention
  • Make sure they can all see and hear
  • Explain name of skill and how/when it is used
• Demonstrate and explain the skill

  • Demonstrate the skill to the athletes
  • Point out 2 or 3 key points of technique required for successful performance
  • Check the group understands what is required by asking questions of them
• Practice the skill


  • Begin practicing the skill as soon as possible after the demonstration
  • Practice should be fun and motivating
  • Needs to be appropriate to skill level of the group
• Correct errors/provide feedback


  • Learners are provided with feedback about their performance
  • Learners practice some more and try to incorporate the feedback received
• Coaching/training activities to improve performance in selected skills


  • Simple to complex
  • Shaping
  • Chaining
  • Static to dynamic
• Simple to complex


  Starting with a simplified or basic version of the skill and progressing to a more complicated or advanced version of the skill
• Simple to complex


  1. Making the task simpler by reducing the number of environmental cues

  2. Reducing attentional demands

  3. Slowing down the movement
• Shaping


  Learn a simplified or incomplete version of the skill and add the missing parts as the skill is developed
• Shaping


  1. Coach demonstrates the skill

  2. Performer practices simplified version

  3. Feedback/correction provided

  4. Add "missing" components

  5. Further practice - increase speed/accuracy

  6. Add "missing" components

  7. Use skill in game/competition - like situations
• Shaping is suitable for complex skills which have simultaneous components
• Chaining


  Involves breaking the skill down into its component parts and then sequentially learning each component part one at a time
• Chaining


  1. Break the skill down into component parts

  2. Start by teaching the first part - practice until perfect

  3. Add next part - practice until perfect

  4. Add next part

  5. Add next part etc.

  6. No progression until previous part is perfect
• Chaining is suitable for teaching skills which have sequential parts
• Forward chaining the triple jump

  • Teach the run up
  • When run up is correct, add the hop
  • When run up and hop are correct, add the step
  • When run up, hop and step are correct, add the jump
• Backward chaining volleyball spike


  • Hit ball off partner's hand
  • Hit ball thrown up by partner
  • Hit ball thrown by partner using a short run up
  • Hit ball with thrown by partner using a longer run up
• Task complexity


  Determined by the number of component parts involved in the skill, the amount of information processing required to perform the skill, how much accuracy is required, and how quickly the task must be performed
• Task organisation


  How dependent each phase of the skill is dependent on the previous phase
• Task complexity


  Low - Shaping/whole practice the entire skill

  High - Combination of both - parts are learned and combined sequentially
• Task organisation


  High - Combination of both - parts are learned and combined sequentially

  Low - Chaining/part - break skill into parts and practice separately
• Static to dynamic


  Involves the player starting with drills involving limited movement and progressing to drills involving movement and additional tasks