The Coach as TeacherThe Coach as TeacherJody BrylinskySuzan Ayers

IntroductionIntroductionOverview of the UnitGoals and objectives

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.

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.

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 .

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.

Unit I:Unit I:Critical Elements of SportCritical Elements of Sport

Skill InstructionSkill Instruction

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.

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.

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

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

Communicate What is to be LearnedCommunicate What is to be Learned

Verbal explanations

Physical demonstrations

Athlete demonstrations

Ask questions to ensure athletes’ understanding

Organize Practice to Maximize Organize Practice to Maximize Opportunity to PerformOpportunity to Perform

People

Equipment

Space

Time

Provide AppropriateProvide AppropriateSupervision and FeedbackSupervision and Feedback

Practice

Supervision and feedback

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

Unit II:Unit II:Implicit InstructionImplicit Instruction

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

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.

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

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.

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

SummarySummary

Implicit instruction

Using analogies

Errorless learning

Unit III:Unit III:Designing Intentional Designing Intentional

Learning Task PresentationLearning Task Presentation

Overview: Essential Parts ofOverview: Essential Parts ofPractice Task PresentationPractice Task Presentation

Get athletes’ attention

Communicate clearly

Use demonstrations efficiently

Provide critical elements

Get Athletes’ AttentionGet Athletes’ Attention

Athletes must be able to see and hear

Minimize distractions

CFU often and using both skill and tactical questions

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

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

Timing of Demonstrations

Make use of technology (video) to show model performance as well as critique athletes’ performance

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

Unit IV:Unit IV:Summary of Coach FunctionsSummary of Coach Functions

in Teaching Skillsin Teaching Skills

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

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

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?

Watch Individual PerformanceWatch Individual Performanceand Provide Corrective Feedbackand Provide Corrective Feedback

Avoid paralysis by analysis

Don’t over coach

Continuously Monitor Athletes’Continuously Monitor Athletes’Involvement and SuccessInvolvement and Success

Active involvement

Confidence comes from being challenged not just succeeding

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.