1. Presentation of practices
How can teachers/coaches help the learning of the students?
Considerations linked to learner
Age
Gender
Personal limitations, sensory, physical, learning difficulties.
Future expectations of performer

2. Considerations linked to the task
Is it a simple or complex task?
Is it an organised or unorganised task?
What is the classification of the task?
A knowledge of task complexity and will allow a teacher to decide if a skill is best taught in the “whole" or “part” method.
Complexity: the amount of (cognitive) information that the learner has to cope with when trying to learn a skill.
Organsation: A skill low in organisation can easily be broken down into its component parts. A highly organised skill is difficult to break down and there is a very strong relationship between the components of the skill.

3. Classify these tasks in terms of organisation and complexity !!
Should be classified on a continuum. Why?
A handstand
High organisation, low complexity
Front crawl swimming action
Low organisation, high complexity.
Gym trampoline sequence
High complexity, low organisation.
Jumping, throwing.

4. Considerations linked with instructional/practice conditions.
What types of guidance should I use?
Visual, verbal, manual/mechanical.
What type of practice/presentation should I use?
Massed, distributed, variable
What method of teaching should I use?
Whole, part, whole part whole.
What style of teaching should I use?
Command, reciprocal, guided discovery, problem solving

5. Types of guidance: Visual
Guiding to do what?
Learn/acquire a new skill.
How can this be done?
Demonstration
Video/film/TV/slow motion
Posters / charts
OHPs / Slides

6. Visual guidance
Helpful at all levels but especially for the cognitive stage learner (beginner).
To be effective visual guidance must be:
Modelling must be correct/accurate.
Attention directed so that major aspects of the skill are emphasised.
Keep them short (whole first, then parts).
Demo’s need to be realistic
Demo’s must be repeated or referred back to.
Demo’s can be combined with verbal guidance to highlight key points.

7. Verbal guidance Very important to explain teaching points/ tactics.
Used in conjunction with visual.
Verbal labelling of specific aspects of a movement is thought to facilitate learning.
Important that learner does not become too reliant on timed verbal advice from coach.
To be effective advice should be given so everyone can hear, in a varied tone of voice and a sense of humour is a great help.

8. Manual / Mechanical Guidance.
Involves trying to reduce errors by physically moving (forced response) or restricting/supporting (physical restriction) a performer's movements.
Particularly useful in potentially dangerous situations. E.g. trampolining somersault
Mechanical aids include arm bands/floats. Danger of over reliance again and lose kinaesthetic feel of movement.

9. Disadvantages Verbal guidance
Heavily dependent on coach’s ability to express information
Less effective in early stages of learning.
Dependent on performer’s ability to interpret instruction to practice
Some techniques difficult to describe
Boring if too long
Visual guidance
Heavily dependent on coach’s ability to demonstrate correct model
Dependent on expensive equipment e.g. video
Limited value to group situation regarding technique
Some skills too complex to demo in isolation
Static images do not give an idea of movement pattern

10. Disadvantages of mechanical guidance
Limited use in group situations.
Limited use in fast/complex movements
The ‘feel’ of a movement is not experienced by the performer to the same extents an unaided movement.
Kinaesthetic awareness can be limited
Performer may become over reliant on the ‘support’.
Possible implies sexual misconduct.