Understanding Learning & Performance

Athlete understands fundamentals of skill & process of refining skill Better able to deal with more info & more complex info Feedback should be specific, focusing on knowledge of performance

Performance in final stage = skilled, consistent & aesthetically pleasing, highest level of proficiency. To get to this stage it often takes years of training, goal for coach is to get athletes to perform almost automatically Performers judge own performance & make changes without external feedback from coach. Coach must remind athletes to stay focused during competition

Advantages: Large groups can be catered for easily Coach makes all decisions, performers not distracted by decision making process Info can be given quickly if time is limited. Greater likelihood of tasks being completed on time Disadvantages: Possible lack of understanding - coach could have a large group & limited to amount of individual feedback that can be given Little social interaction with coach or other learners, this may decrease self-esteem & motivation No student input into session & therefore may fail to foster ‘deeper learning’

Instructions and objectives are clear Control & discipline maintained Info can be given quickly if time is limited Large groups can be catered for easily No decision making or input from the learner Possible lack of understanding Little social interaction with teacher or other learners Limited individual feedback is given

Encourages creativity & decision making skills Development of learner’s responsibility for their own pace Development of greater understanding of task Increased motivation & self-confidence Improves communication skills & promotes groups interaction Time-consuming Difficult with beginners or those who lack creativity Limited development if learners have poor communication skills

Teacher sets problem & learner devises suitable solution Open-ended approach, encouraging creativity while developing cognitive & performance elements of learner There’s no correct outcome, time isn’t a restriction & performers experienced Performers draw on their acquired knowledge Encourages creativity & decision making skills Development of learner’s responsibility for own learning Increased motivation & self-confidence

Instructions & objectives are clear Social interaction and communication skills are developed Learners develop some responsibility for their own learning Learners develop self-confidence & motivation increases May be difficult with beginners Learners may lack sufficient communication skills to be effective Learners may not be able to analyse movement & thus provide incorrect feedback. Task may be too complex/difficult for learners

Inconsistent performances - lack fluency & success is not guaranteed Attention is all on skill & can’t be directed elsewhere, relevant cues must be highlighted by coach Learning occurs through trial and error - lots of mistakes Correct performances reinforced through demonstration – visual guidance or through manual guidance Performer is getting to know what needs to be done

Inverted U theory – coach must ensure performer reached optimal level of arousal to produce their maximal performance Coach must recognise each performer unique & requires different levels of motivation. Personality factors can influence motivation - may have shaped performer’s choice of sport & links to achievement motivation Extrinsically motivate by giving tangible rewards - trophies, medals & certificates & intangible rewards - praise, recognition & approval of effort Goal setting = key strategy - SMARTER targets coach can set short term & long term goals to maintain motivation throughout season