Coaching: The Art and Science "Experience is a hard teacher because she gives the test first, the lesson afterward." Vernon Law, Former pitcher for the Pittsburgh Pirates

My Practice Plan (Part A – Planning a Practice Module page 4) What are the Logistics? Who are the Athletes? What are the Safety Risks? What Needs to be Trained? My Practice Plan What am I Trying to Accomplish? How am I going to Deliver my Practice? How will I Organize my Practice?

Motor Learning Concepts Skill Definition –ability to do something well Categories –Based on stability and predictability of environment Open to Closed – –Tackle in football to basketball free throw Most difficult skill? Transforming a skill from – open to closed

Motor Learning Concepts Skill Classifications –Based whether have well defined beginning and end points Discrete –Catching a ball, golf swing Serial –Gymnastics routine Continuous –Cycling, running

Stages of Skill Development Cognitive Stage (Beginner) –Initiation –Acquisition Motor Stage (Intermediate) –Consolidation Autonomous Stage (Advanced) –Refinement –Creative variations

Cognitive Stage (Beginner) (Initiation/Acquisition) Develop understanding of task or activity Best done through explanation and demonstration Cues and key words –i.e. “jump as high as you can” KISS – do not overload Coaches impatience leads to frustration

Cognitive Stage Considerations 1.Limited information processed - cue words important 2. Focus/attention must be directed - likely focus inappropriate 3. Visual creatures - learn better by watching and imitating 4. Feedback critical - provides error information and motivation 5. Fatigue - skill learning slowed 6. Minimal time - understand quickly if properly introduced

Motor Stage (Intermediate) (Consolidation) Practice stage where lots of repetitions necessary to reinforce key concepts, building stronger and more consistent responses Repetition, reinforcement and exposure to variety of situations important Longest stage (months to years) so structure of practice opportunities important

Motor Stage Considerations 1. Feedback requirements decreased - feedback intrinsic, do not rely on coach 2. Motivational needs increase - improvement rate decreases 3. Problem solving introduced – game-like activities for decision making 4. Repetition, repetition, repetition - repetitions for proficiency underestimated

Autonomous Stage (Advanced) (Refinement/Creative Variations) Automatic responses – experienced players Motor patterns well developed, less feedback necessary Creativity occurs (Sidney Crosby)

Autonomous Stage Considerations 1.Emphasis on strategy and tactics - skills performed without conscious effort - attention to observing cues, decision-making and executing proper response 2. Game simulations required for learning - structured or artificial situations ineffective 3. Observation of performance (live or videotape) - develop tactical intelligence

Performance and Learning Motor performance is observable behaviour when executing a task –# of times target hit Learning refers to permanent change in motor performance –reassessment of performance –in practice vs competition

Practice Type and Learning Part vs Progressive vs Whole Massed vs Distributed Constant vs Variable vs Random Problem Solving Practice

Rate of Improvement Initially skill improvement rapid Amount of practice, single most important variable Short and long term effects –Variable and random – transferability, retention

Primary Performance Factors Technical motor skills Tactical Game tactics and strategies, team play concepts Psychological state of mind, anxiety, motivation – KINE Physical Many of the training concepts and principles apply to the four primary performance factors

Motor Performance Factors Should be able to: 1.Identify and define the factors 2.Identify the significance of the factors to a sport of your choice 3.Evaluate the factors – motor performance test battery

Motor Performance Factors Endurance –Aerobic –Anaerobic –Muscular Strength Speed Power Agility Flexibility

Motor Performance Testing 1. High correlation between motor performance scores and ability in sport. 2. Assist in predicting future performance levels 3. Allows for more precise training programs 4. Yield results that can be used for athlete comparison and monitoring 5. Motivates athletes

Recreational vs Competitive Sport How does one differentiate? “Play sport to get fit” vs “Get fit to play sport”

Recreational vs Competitive Sport Training is to performance, as ___________ is to ____________

The Training Model

Stimulus –Chronic exercise or significant repetition (drill or practice)

Changes –physiological increase MVO2 increase lactic acid tolerance – physical appearance, size Strength –Technical More skilled (consistent) – psychological confidence

Performance Resulting performance of athlete improved!

Growth and Development Read pages Part A Reference Manual in Module: Planning a Practice