Motor learning and coaching

• What is Transfer of Learning (Definition)

  The influence past experiences has on the learning/ performance of a new experience/ skill
• What are the Categories of Transfer of Learning?

  • Skill to skill
  • When a skill previously developed in one sport has an influence on the learning of a skill in another sport
  • Playing netball and playing basketball, has negative effect
  • Theory to practice
  • The transfer of theoretical skills into practice or performance scenario
  • Soccer coach explains with the aid of a whiteboard how to press the opposition
  • Training to competition
  • Refers to the transfer of skills developed at training into a competition situation
  • Coaches must plan and implement training session which replicate the demands of the game
• What are the Effects of Transfer of Learning

  • Positive transfer
  • The skill in one sport benefits the performance of a skill in another sport
  • Tackling in AFL and tacking in rugby
  • Negative transfer
  • The skill developed in one sport inhibits the performance of a skill in another sport
  • Squash and tennis- wrist movements are different
  • Zero transfer
  • Where a skill developed in one sport has no impact on the learning of a new skill
  • No transfer of learning between gold and football
• What is the differences between Quantitative and Qualitative Analysis?

  Quantitative analysis used numbers and is objective (facts) however qualitative analysis is based on opinion of the observer, refers to a description of movement without using numbers
• 1. What can the Knudsen-Morrison Model also be referred as?

  Method of qualitative analysis or motion analysis
• Explain the Knudsen-Morrison Model of Qualitative Analysis

  Preparation phase- coach develops pre- requisite knowledge base about the skill

  Observation phase- systematic gathering of data about the performance

  Evaluation phase- identify strength and weaknesses of the performer, priorities weaknesses

  Intervention phase- provide feedback and suggest methods to improve

  Re-observation phase- Observe the performer in a similar context to the initial observation to see if changes implemented have improved performance
• What are the two best methods for Analysing Technique

  Checklist - a record of performance in relation to predetermine criteria- it is a form of written feedback

  Video analysis- A way of providing visual feedback to the performance
• Benefits of using Video Analysis?

  • Players learn faster because they can be shown were they need to improve
  • Less trial are required to accurately make an analzysing making the process more efficient and less time consuming
  • Is a form of visual feedback for the athlete
  • The performance of a player can be compared side by side against an exemplar
  • Track progress- the footage can be stored and referred to, to help measure improvement
• Reflective Learning Process


  1. Reflection

  2. Recognition of areas to improve

  3. Planning for improvement

  4. Action
• Reflection


  The athlete/coach reflect on the action to evaluate performance: recognize strengths and weaknesses, identify factors that limiting performance
• Recognition of areas to improve

  Athlete compares their performance against that of the elite player and determine areas in which they must improve
• Planning for improvement


  Coaches/ athletes need to be up to date with innovation in training methods, by being aware of latest trends the coach and athlete can incorporate them into training
• Action


  The athlete complete in a game tournament, athlete attempts to rectify areas previously identified as limiting performance
• Methods of reflection

  Reflective journals- Used to record feelings, emotions and keep record of successes and failures

  Are reviewed from time to time, so coach/ athlete can provide suggestions for improvement

  Mentoring- A significant other in the life of the athlete, the mentor provides critical and construction feedback to help the performer continue to improve

  Questionnaires- given to players to gather information about individual players. Can be used to identify athletes strengths and weaknesses
• Describe the difference between simple and complex skills?

  Simple skills are quickly learned, often by imitation of the demonstration

  Complex skills- require a longer learning and practice time
• Shaping

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

  • When learning to surf, beginners lay on their board while stationary on the sand and pretend to paddle and then push up into the correct standing position for surfing
• Chaining

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

  Teach first part and practice until perfect, add next part until perfect, ass the next part etc, no progression until the previous part is perfect
• Forward chaining

  Forward chaining- components of the skill are rehearsed in the order that the whole skill is performed

  • Chaining triple jump- teach run up, then add hop, then add step, and then add jump
• Backward chaining

  practiced with the last component first and the whole skill is built by working backward

  • Backward volleyball spike- hit ball off partners hand, hit ball thrown up by partner, hit ball thrown up by partner using a short run up, hit ball with thrown by partner using a longer run up.
• Task complexity

  the number of skills required to complete the task
• Task organisation


  How dependant each phase of the skill is dependant on the previous phase
• Explain Static to Dynamic

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

  • Water polo players passing the ball across the pool to one another
  • Water polo players passing the ball in a game specific environment
• Authoritorian- the coach makes all the decisions and the players merely do what they are told

  Characteristics: intense energy, well organized, punish those who make mistakes

  Who it suits- athletes who need direction and focus, athletes who value extrinsic motivation

  Who it doesn’t suit- athletes who want to have input into decision- making, athletes who want to do their own thing
• Democratic Leadership

  Democratic- where the coach involves the players in the decision making

  Characteristic- tend to be very flexible, strives to create an atmosphere of mutual respect, concerned for the welfare of players

  Who it suits- experienced athletes who want input into decision making, intrinsically motivated athletes

  Who doesn’t it suit- athletes who need direction, athletes who are intensely focused and do not want input from other team members
• Laissez Faire Leadership

  The coach makes few decisions allowing players to take ownership and make the decisions

  Characteristics- provides little instruction and minimal guidance in organizing activities, creates relaxed atmosphere

  Who does it suit- athletes who value socialization and participation, Athletes who only need advice before they make the final decision, experienced athletes allow for creativity (strategies)

  Who does it not suit- athletes who want to learn, improve performance and win, athletes who value extrinsic motivation
• Know when what Phase in the Season certain leadership styles need to be used? (LAD)

  Laissez- faire leadership used in pre season to see who steps and which players show leadership.

  Authoritarian used in pre season, the coach establishes authority and control over the group

  Democratic leadership- used in-season and finals as it incorporates the team in decision making but the coach has the final say