EAP

EAP

1. Evaluation of performance

   • Strengths and weaknesses
   • Skills
   • Tactics / composition
   • Fitness

2. Choose a weakness and devise a 4 week plan

   • Choose a skill as it is easier to come up with an action plan
     • Passing
       • hand eye co-ordination
     • Dodging
       • Agility
     • Shooting
       • Hand eye co-ordination
   • Goal for action plan
     • My goal is for the performer to improve on.....
   • Time scale
     • How will you break down the 4 weeks?
       • Number of sessions
         • 2 sessions a week?
       • Length of sessions
         • An hour per session?
   • Drills / method of improvement
     • Progressive
       • gets harder / more complex as time goes on
   • Why is it important to improve?
     • Sound like a coach
   • Coaching points
   • Method for showing improvements
     • Tests

3. Skill classification

   • Environmental influence
     • Open skill
       • skills that are predominantly affected by the environment
         • Other players
         • Passing
     • Closed skills
       • skills that are predominantly controlled by the performer
   • Muscular involvement
     • Gross
       • large groups of muscles and tend to be explosive in nature
     • Fine
       • Small, intracate movements that involve small muscles groups and tend to require accuracy
   • Pacing
     • Self-paced
       • The timing and rate of the skill is determined by the performer
         • Javlin
     • Externally-paced
       • The timing and rate of a skill is determined by the environment
         • Receving a pass
   • Continuity
     • Discrete
       • Skills that have a clear start and a clear end
     • Serial
       • Skills that are made up of discrete elements performed in a certain order
     • Continuous
       • Skills that have no clear start or end
   • Difficulty
     • Simple
       • Made up of few sub routines and / or have a low perceptual load (little decision making)
         • Catching
     • Complex
       • Made up of many sub routines and / or have a high perceptual load (lots of decision making)
         • A pass
   • Organisation
     • Low organisation
       • Skills that are made up of sub routines that can be separated
     • High organisation
       • Skills that are made up of sub routines that can't be separated

4. Types of practice

   • Part practice
     • Low organisation skills
     • Isolating subroutines and practicing them separately
     • Positives
       • Good for serial skills
       • Good for complex skills
       • Good for low organisational skills
       • Good for performers in the cognitive stage of learning
       • Reduces overload/complexity
       • Increases success
         • Increased motivation
         • Increased confidence
         • Decreases anxeity
       • Good for dangerous skills
         • Increased safety
     • Negatives
       • Reduces the timing and fluency of the movement
         • Kinethesis
       • Can't be used for high organisational skills
       • Not good for those in the autonomus stage of learning
       • Tedium/time consuming
       • Some elements are hard to put back together
       • Can be demotivating if the learner gets stuck on one subroutine
   • Whole practice
     • Viewed as the best way to practice skills
     • Teaching skills without breaking them down
     • Positives
       • Good for high organisational skills
       • Good for continuous skills
       • Keeps the flow and timing of the skill
         • Kinaesthesis
       • Better, more realistic understanding of the skill
       • Quicker
         • Motivating
       • Suited to learners in the autonomus stage of learning
     • Negatives
       • Not good for dangerous skills
       • Not good for complex skills
       • Difficult to refine mistakes
       • Can be demotivating
       • Reduces confidence if no progress is made
   • Whole-part-whole
     • Performer's first attempt of the skill, breaking it down, them performing the whole skill again

5. Guidance

   • Visual guidance
     • Giving a mental image of the skill
     • Most common form of demonstration
     • Can be a video or image
   • Verbal guidance
     • Works alongside visual guidance
     • Teacher gives key points verbally
     • Can be feedback or praise
   • Manual guidance
     • Coach physically supports the learner
     • Used to support (safety) or improve (allow success)
   • Mechanical guidance
     • Where equipment is used to support or develop skills

6. Stages of learning

   • Cognitive stage of learning
     • Little understanding of movements
     • Lots of trial and error
     • Movements lack fluency
     • Many mistakes
   • Associative stage of learning
     • Known as "practice stage"
     • Students start to understand and refine movements
     • Less errors
     • More fluency
     • Receives and understands feedback
   • Autonomus stage of learning
     • Movements appear "automatic"
     • Skills become habitual or well-grooved
     • performer can attend to more tactics

7. Reinforcement

   • Reinforcement is the process which causes a response to occur by forming and strengthening the S-R bond
     • S-R bond is a stimulus-response bond
   • Positive reinforcement
     • Performer is presented with a positive stimulus (satisfier) after a desired behaviour is shown by the learner
       • Coach would praise a performer after they produced a correct movement
   • Negative reinforcement
     • This is where a coach withdraws a negative stimulus (annoyer) when they see a desired response
       • A coach may show disapproval while a performer is playing badly but removes that disapproval when things improve and replace it with a satisfier
       • Weakens in incorrect S-R bond and strengthens correct ones
   • Punishment
     • Used to break undesirable S-R bonds
     • Involves giving an unpleasant stimulus (noxious) to a performer to prevent a response for occurring
   • Thorndike's Law
     • Thorndike believed that connecting S-R bonds was the most effective way of learning
       • The law of effect
         • Reinforcement affects S-R bonds
       • The law of exercise
         • S-R bonds are strengthened by practice and repeated reinforcement
       • The law of readiness
         • If reinforcement is to strengthen S-R bonds then the performer must be physically and mentally capable of performing the skill

8. Feedback

   • Feedback is information a performer receives during or after the execution of a skill
   • Positive feedback
     • This is information about a correct response
     • This can be praise from a coach
   • Negative feedback
     • Information about an incorrect response
   • Intrinsic feedback
     • Sensory feedback recieved during a performance
       • Known as kinaethesis
   • Extrinsic feedback
     • Feedback from an external source
       • Could be from another person or the performer seeing the outcome
   • Knowledge of results
     • Information about the outcome of the movement
   • Knowledge of performance
     • Information about the quality of movement

9. Bandura's model of observational learning

   • Demonstration
     • Must be accurate
     • Attention
       • Learner must be paying attention to verbal cues
         • Vital for verbal guidance