1. C.C.C.P Caribbean Coaching Certification Program

2. MODULE 3

3. Module 3 Developing Sport Skills

4. Unit 1 Show Me Your motion

5. Learning Objectives Identify the stages in Observation Break a skill into phases for Observation

6. Show me Your Motion This is about developing observation skills… Once a sport skill error is detected, the coach has to be able to improve the performance by understanding how athletes learn As a coach you are a teacher, and the goal is to help your athletes learn.

7. Your athletes will learn through Technical and Tactical preparation Technical and Tactical preparation Developing their ability to execute skills and participate in competition Developing their ability to execute skills and participate in competition Physical Preparation- developing fitness Physical Preparation- developing fitness Mental Preparation-developing the ability to set goals and work hard Mental Preparation-developing the ability to set goals and work hard

8. In order to teach skills The coach has to observe the athlete The coach has to observe the athlete Select an approach for teaching the skill…lecture, video or demonstration Select an approach for teaching the skill…lecture, video or demonstration Give instructions to the athlete Give instructions to the athlete Give feedback to the athlete Give feedback to the athlete Allow the athlete to practice the skill Allow the athlete to practice the skill

9. Observation Observation is one of the most important parts of coaching Observation is one of the most important parts of coaching This is a skill which must be developed by the coach This is a skill which must be developed by the coach This requires practice on the part of the coach This requires practice on the part of the coach Requires the coach to break the skill into phases for observation purposes Requires the coach to break the skill into phases for observation purposes

10. Skill Analysis The coach has to understand and observe movement The coach has to understand and observe movement Movement occurs quickly Movement occurs quickly Movement occurs in different directions at the same time Movement occurs in different directions at the same time The coach has to detect the movement which needs correction The coach has to detect the movement which needs correction

11. Developing Observation Skills This is an area of coaching which is extremely important and often distinguishes the beginner from the more experienced coach Coaches must develop a keen eye for observation as this permits important feedback to be given to the athlete

12. Developing an observation plan The coach needs to break skill observation into two stages The coach needs to break skill observation into two stages Pre Observation phase -develop a plan Pre Observation phase -develop a plan Observation phase -carry out the plan Observation phase -carry out the plan

13. OBSERVATION STAGE Developing an Observation Plan which will take into account the following areas………….. Developing an Observation Plan which will take into account the following areas………….. What part of the skill? What part of the skill? What part of the body? What part of the body? What are the best positions? What are the best positions? How many observations? How many observations?

14. Skill Analysis Every sport is made up of a number of ‘skills’ which contribute to the overall skill performance of the sport Example of breaking a skill into five phases Preliminary movements Preliminary movements Back swing Back swing Force producing Force producing Critical instant Critical instant Follow-through Follow-through

15. The phases of a skill Preliminary movements- movements when getting ready to perform a skill Preliminary movements- movements when getting ready to perform a skill Back swing-movements made just before performance. A force producing movement Back swing-movements made just before performance. A force producing movement Force producing movements-movements that produce the desired action of the skill Force producing movements-movements that produce the desired action of the skill Critical instant-the sum of all preliminary movements…the result… Critical instant-the sum of all preliminary movements…the result… The follow through- movements after the critical instant The follow through- movements after the critical instant

16. Preliminary Movements Movements made when getting ready to perform a skill Observe: footwork, body positioning or initial movements of the athlete

17. Back swing Movements made just before performing a force producing action Observe: back swing in tennis, a wind up before pitching, extension before a throw

18. Force producing movements Movements that produce the desired action of the skill Observe: The position and speed of specific body parts used in the movement so as to get a sense of the direction of and application of the force

19. Critical Instant The take off point…release of the ball…moment of contact. This is where the most important part of the skill occurs, and it often passes very quickly. This is the sum of all movements Observe: Different angles and positions. Use video and photography to slow or stop the action for analysis

20. The follow through Movements produced after the critical instant when body parts slow down Observe: direction of body part movement, and rate of speed reduction or undesired or harmful body positions

21. Summary Observing skills is an important part of coaching Observing skills is an important part of coaching There are 2 stages : There are 2 stages : Pre-observation the coach prepares a plan which identifies the reason for observing the skill Pre-observation the coach prepares a plan which identifies the reason for observing the skill Observation- the coach carries out the observation Observation- the coach carries out the observation

22. Unit 2 Imparting Skills

23. Learning sports skills In this unit the learning process is examined in order to assist the coach in understanding how the athlete learns In this unit the learning process is examined in order to assist the coach in understanding how the athlete learns The coach will understand the learning process and its relevance to coaching The coach will understand the learning process and its relevance to coaching The coach will be able to understand four strategies for imparting skills The coach will be able to understand four strategies for imparting skills

24. The Learning Process The athlete is the learner The athlete is the learner The learner gathers information, and makes use of the information. The learner gathers information, and makes use of the information. Athletes gather information in a variety of ways….by hearing…by seeing….by feeling… by doing Athletes gather information in a variety of ways….by hearing…by seeing….by feeling… by doing

25. THE LEARNING PROCESS PERCEPTION PERCEPTIONDECISION-MAKINGRESPONSE

26. LEARNING STYLES Learning is a process of gathering and making use of information Different athletes learn differently Some athletes learn better by: Listening (auditory learners) Listening (auditory learners) Watching (visual learners) Watching (visual learners) Feeling (kinesthetic learners) Feeling (kinesthetic learners)

27. Six Questions Approach Who - who is learning?...who is teaching? Who - who is learning?...who is teaching? What - what skills are being taught? What - what skills are being taught? Why – why are the skills being taught? Why – why are the skills being taught? When – when are they best taught? When – when are they best taught? Where – where do the athletes practice? Where – where do the athletes practice? How – how are the skills taught and practiced? How – how are the skills taught and practiced?

28. SKILL LEARNING Stage 1. Cognitive Stage 1. Cognitive Understanding what is needed Understanding what is needed Conscious execution, jerky and fragmented, many errors. many errors. Coaches should give simple explanations, demonstrations, break down skill, focus on action not result give simple explanations, demonstrations, break down skill, focus on action not result

29. Coaching Strategy Explain the purpose of the skill Keep instructions simple Keep the practice time short Emphasize the correct action / technique Slow down / Break down complex skills into more simple components Praise correct actions Provide ample recovery / rest time

30. SKILL LEARNING Stage 2. Associative Stage 2. Associative Improving how it is executed Smoother, more consistent, better able to correct own errors Coaches should Coaches should ensure practice is at right speed and in varied contexts, focus on internal feedback, provide more details ensure practice is at right speed and in varied contexts, focus on internal feedback, provide more details

31. Coaching Strategy Encourage practice at the right speed and in the real situation Encourage the athlete to focus on all the feedback…from within as well as without Structure practice to ensure athletes practice the techniques in a variety of ways and circumstances

32. SKILL LEARNING Stage 3. Autonomous Refining and perfecting it Largely automatic, able to detect and correct own errors Coaches should only intervene when necessary, set challenging goals, work on skill refinement and maintenance

33. Coaching Strategy Only intervene when necessary Help athletes to set challenging goals Athletes at this stage are able to focus on other movements…the tactics of the opposition, and can make more complex decisions

34. The cycle continues The cycle continues after the execution of each skill and the movement pattern gradually engraves itself in the memory of the athlete. The cycle continues after the execution of each skill and the movement pattern gradually engraves itself in the memory of the athlete. The more times a skill is executed correctly in practice the greater the likelihood it will be executed correctly in competition. The more times a skill is executed correctly in practice the greater the likelihood it will be executed correctly in competition. Poor technique in practice should be discouraged by the coach Poor technique in practice should be discouraged by the coach

35. Suggestions for effective practice Keep instructions simple and clear Keep instructions simple and clear Instruction time of 20 to 30 sec followed by checking to see if athletes understand Instruction time of 20 to 30 sec followed by checking to see if athletes understand Encourage repetition and make sure the drill is understood Encourage repetition and make sure the drill is understood Plan the activity or drill before practice Plan the activity or drill before practice Ensure the activity can be done without the actual available equipment Ensure the activity can be done without the actual available equipment

36. Summary The coach needs to recognize that athletes learn in different ways: The coach needs to recognize that athletes learn in different ways: Visual Visual Auditory Auditory Doing Doing A combination of the above A combination of the above

37. EFFECTIVE PRACTICE Build skills: From simple to complex (consider breaking down complex skills into parts) From simple to complex (consider breaking down complex skills into parts) From known to unknown From known to unknown One at a time One at a time In increasingly realistic situations. In increasingly realistic situations.