1. Exam Revision

2.  Effective Coaching Practices Skill learning principles and practice The coaching toolbox – characteristics, skills and responsibilities  Physically Active Lifestyles PA concepts and health outcomes National Physical Activity Guidelines Factors influencing PA  Promoting Active Living Promoting active living

3.  Skill Classification  Skill Development  Learning Styles  Stages of Learning

4.  THREE categories of classification Movement precision  GROSS or FINE Type of Movement  DISCRETE, CONTINOUS or SERIAL Predictability of the environment  OPEN or CLOSED

5.  Gross motor skills involve movements that use large muscle groups and make big movements, eg kicking a football  Fine motor skills involve smaller movements with smaller muscle groups, eg writing or bouncing a tennis ball

6.  Discrete skills are those that have a distinct start and finish, eg A tennis serve  Continuous skills are those that share a repetitive motion, eg swimming or running  Serial skills are those that involve linking discrete skills together, eg gymnastics or dance routines

7.  Open skills are those that the individual needs to adapt to, with external factors influencing what needs to be done, eg golf shot outside on a windy day  Closed skills are largely easier with no external influences. They are completely controlled by the individual, eg ten pin bowling

8.  Cognitive  Associative  Autonomous

9.  Cognitive stage: the “beginner” level of skill development. Involves many mistakes but shows fast improvement  Associative stage: more consistent and less mistakes. Can tell why some errors occur and develop strategies to overcome them  Autonomous stage: can detect their own errors and correct them, movement happens automatically

10.  Visual learners  Auditory learners  Kinaesthetic learners

11.  Visual learners: learn by seeing things. These may be plays on the board, where to stand etc  Auditory learners: learn by listening to what needs to be done. “You need to stay in the hot spot”  Kinaesthetic learners: learn by doing. Going through plays rather than just talking about them

12.  Blocked Same skill continuously, eg serve only  Random Different skills in the same training session, eg serve, forehand, backhand, volley etc. Part, whole, massed and distributed pg 213-5

13.  Internal Performers use their own senses to see, feel etc what happened  External When others give insight to an athletes performance

14.  Authoritarian: Strict and demands discipline. Punishes for poor performance  Casual: More of a supervisor than a coach. Lets players run the training sessions  Democratic: Delegates roles to assistants  Co-operative: Works with the players to receive input

15.  Managing risk  Abiding by the Coach’s Code of Behaviour  Keeping good player – coach relationships  Staying out of trouble and within ethical boundaries

16.  Professional development  Gaining accreditation and coaching pathways  Coaching juniors, working with parents  Working with officials  Planning and reviewing

17.  Communication skills  Motivation skills  Leadership  Conflict resolution  Understanding of group dynamics  Essential knowledge  Of the sport  Skill acquisition and biomechanics  Sports psychology  Injury prevention  Sports nutrition  Tactical and strategic sense

18.  Domains of Physical Activity  Dimensions of Physical Activity  Health Benefits of Physical Activity  Consequences of Inactivity

19.  The main domains of PA are Leisure time Household/gardening Occupational Active Transport  The following can also be seen as domains Play Exercise Organised sport

20.  Dimensions of PA are different to domains of PA  They are these: Frequency – How often PA is done Intensity – How hard (HR) the activity is Type – Weights, Cardio, Interval, Circuit, Flexibility etc Duration – How long the individual exercises for

21.  Improved cardiovascular function  Improved strength and muscular endurance  Resistance to fatigue  Enhanced mental health and function  Opportunity for successful experience and social interaction  Improved appearance  Greater lean body mass and less body fat  Improved flexibility  Bone development  Reduced cancer risk  Reduced effect of aging  Improved wellness

22.  Type 2 diabetes  Obesity  Cardiovascular disease  Hypertension  High cholesterol levels

23.  Guidelines put in place by the government to minimise costs brought about by preventable illnesses caused by inactivity  All different for children, youth, and adults

24.  Birth – 1 year: Floor based play  1-3: Active for at least 3 hrs a day, every day Younger than 2, no TV or electronic media Maximum inactivity time = 1 hr

25.  At least 60mins activity (up to several hrs) moderate – vigorous activity every day  No more than 2 hours using electronic media for entertainment

26.  At least 60mins activity moderate – vigorous activity every day  No more than 2 hours using electronic media for entertainment

27.  Think of movement as an opportunity, not an inconvenience  Be active every day in as many ways as you can  At least 30mins of moderate intensity PA on most, if not all days  Some regular vigorous PA for extra health and fitness

28.  Some form of activity no matter what  Be active in as many ways as possible  30mins of moderate activity every day  Start at least at a level that is appropriate  Continue a lifetime of PA that you enjoy

29.  More PA (age appropriate) than is currently being undertook

30.  At least 60mins activity every day  Once weight has been lost, 60-90mins activity a day to avoid weight regain

31.  Socioeconomic status Income, education, where you live  Cultural background What you think is important, culturally  Environmental factors Trees, water, family  Social factors Peers, spouse, family  Physical environment Buildings, walking tracks, recreational facilities

32.  Lack of time  Social influence  Lack of energy  Lack of will power  Fear of injury  Lack of skill  Lack of resources

33.  Assessment of Physical Activity  Physical environment, social environment, and policy approaches to PA at home, workplace, school and in community settings  Elements of effective programs  Media communication tools used to promote PA

34.  Measured at two levels Population level Individual level  Subjectively More error ridden – recall surveys  Objectively More accurate – proxy diary logs

35.  Global Physical Activity Questionnaire  International Physical Activity Questionnaire  Active Australia Survey  Multi-Activity Recall for Children and Adolescents  Children Leisure Activities Survey

36.  Home  Work  School  Community

37.  Physical environment approaches: changing the physical environment to make people more active  Social environment approaches: making people more accessible to be active with  Policy approaches: creating policies in which mandate, or at least encourage, more physical activity

38.  A program that encourages change in an individuals behaviour  For a program to be successful, it must have 4 elements: Formative evaluation – On going assessment Process evaluation – collect data of implementation Impact evaluation – achievement of program goals Outcome evaluation – assessment of long term goals

39.  People see/hear/feel media everyday, hence why it is so powerful. Types of media that is effective include:  TV  Radio  Billboards  Magazines  Web based information