Topic 11

Traditional pedagogy occurs through the simple transmission of fixed knowledge from coach to athlete. Features of this approach are: * content-focused learning * coach-led learning * coach has full responsibility for what, how and when learning takes place. Non-linear pedagogy occurs in a non-linear, unpredictable manner with coach and athletes exploring a situation/problem/issue together. Features of this approach are: * high levels of connectivity between athletes and coaches * process-orientated learning * development of creative processes in athletes • Traditional pedagogy • the simple transmission of fixed knowledge from coach to athlete. cognitive autonomosFeatures of this approach are: • content-focused learning • coach-led learning • coach has full responsibility for what, how and when learning takes place. • Non-linear pedagogy • occurs in a non-linear, unpredictable manner with coach and athletes exploring a situation/problem/issue together. Features of this approach are: • high levels of connectivity between athletes and coaches • process-orientated learning • development of creative processes in athletes

Motor learning is viewed as an ongoing dynamic, non-linear process, influenced by various constraints. Constraints are classified into three categories. 1. Athlete constraints 2. Environmental constraints 3. Task constraints Athlete constraints include: * self-organization * movement patterns * cognition * decision-making. Environmental constraints include: * physical factors such as gravity, altitude, light, music or noise as well as floor space, court surface and net or lines on the area of play * social factors, such as peer pressure, social and cultural expectations. Task constraints include: * the goal of the specific task * rules on actions or conditions on tasks * rules on the equipment used. Examples of ways that coaches can manipulate constraints include: * modifying equipment available * modifying the size of playing areas * setting relevant task goals in games * choosing beat/tempo in dance * suggesting imagery ideas * enforcing specific rules/conditions for performance constrains are a characteristic of the task environment or organism that either restricts or facilitates movement Motor Learning - an ongoing dynamic, non-linear process, influenced by various constraints • Athlete constraints include: • self-organization • movement patterns • cognition • decision-making • e.g. one dribble max to make players more aggressive/defensive set • Environmental constraints include: • physical factors such as • gravity, • altitude, • light, • music or noise • floor space, • court surface • and net or lines on the area of play • e.g. half court setting to limit transition like fiba 3x3 • social factors, such aspeer pressure,social andcultural expectations.e.g invite people to watch training or free throws for group suicides • Task constraints include: • the goal of the specific task • rules on actions or conditions on tasks • rules on the equipment used • e.g. 2v2 pickup where score is 1s and 2s and possesion They do not operate in isolation. They interact and channel the search towards the emergence of functional coordinated behaviour • Examples of ways that coaches can manipulate constraints include: • modifying equipment available • modifying the size of playing areas • setting relevant task goals in games • choosing beat/tempo in dance • suggesting imagery ideas • enforcing specific rules/conditions for performance

The impact of a constraints-led approach may be different for individual athletes. Examples of how it can be used include the following. * Athlete: Minimize the number of rules. For example, in touch rugby, allow forward passes. * Environment: Limit the space available to participants. For example, in netball, have attackers and defenders in specific zones so that players focus on their own tasks. * Task: Modify the equipment so that the activity allows for more success. For example, increase the size of the golf ball (use a tennis ball) and the size of the golf club. Such approaches might influence the motivation of the athlete in the short term and can have longer-term consequences for the evolution of talent. Link to option B: Psychology of sports, topic 5. A constraints-led approach can boost motivation by adapting rules, environments, or tasks to the athlete’s needs. For example: Athlete: Fewer rules (e.g., allowing forward passes in rugby) reduces pressure. Environment: Smaller spaces in netball increase focus on specific tasks. Task: Modifying equipment (e.g., larger golf balls) boosts success. Short-term, this approach increases engagement; long-term, it aids talent development. It relates to the psychology of sports by impacting motivation and performance (Option B, Topic 5).

It is primarily used to inform the coaching process, and so improve athlete performance through: * providing an objective way of recording performance * quantifying performance in a consistent and reliable manner * facilitating quantitative and qualitative feedback It is primarily used to inform the coaching process, and so improve athlete performance through: • providing an objective way of recording performance • quantifying performance in a consistent and reliable manner • facilitating quantitative and qualitative feedback

• Tactical evaluation • Technical evaluation • Analysis of movement • Development of databases and models • Educational use with teacher/coach and athlete • tactical evaluation • The different tactics used at each level of development with a sport will inevitably depend upon technical development, physical maturation and other variables • Technical • to define quantive where technqite fails or succeeds • winners and errors are indicative of technical competence • analysis of movement • hawkeye (tennis) • development of databases and models • what is averages of • educational use with teacher/coach and athlete

Limit to the following. * Phase analysis model (sequential, based on movement principles) – Preparation – Retraction – Action – Follow-through * Performance outcome model (hierarchical, based on mechanical relationships underpinning performance) – Speed principles – Force principles – Coordination principles – Specific performance principles Phase Analysis Model - a descriptive process of dividing up a movement into relevant parts so that attention can be focused on the performance of each part 4 phases ⟶ preparation, retraction, action and follow-through Sporting Example: Long Jump Preparation: the run-up Retraction: the final foot strike Action: the take-off and the flight Follow-through: the landing Performance Outcome Model - uses a hierarchical approach, it is based on mechanical relationships underpinning performance To examine the long jump, you would identify and analyze the components that determine success: • The most important aspect for the long jump would be the distance covered • This can be split into the take-off distance, flight distance and landingdistance • We could assume that flight distance is the most important, and thereforeyou would focus on the technique of the flight distance • You would move down the hierarchy and you would look into the next mostimportant aspect of the long jump, perhaps the landing or the take-off • Therefore, this model looks at performance in a hierarchical nature and suggestsperformance in a small part of a skill can affect the overall outcome of a skill or technique

Consider flow charts that identify features such as: * the player who has possession * the location (in the field of play) for a change in possession * the player who gains possession * the method of change in possession (for example, tackle or interception). Consider flow charts that identify features such as: * the player who has possession • the location (in the field of play) for a change in possession • the player who gains possession • the method of change in possession (for example, tackle or interception)

Limit to: * scattergrams * frequency tables * sequential systems

Limit to: * motion tracking and capture devices (for example, Hawkeye, Dartfish) * performance-analysis software (for example, Prozone) * nutrition, fitness and training analysis software (for example, Bodybyte). Motion Tracking - ex. Hawk-Eye in tennis or Dartfish Performance Analysis - ex. Prozone Nutrition, Fitness and Training Analysis - ex. My Fitness Pal or BodyByte

Provides data not available through traditional analysis techniques (for example, power output measurements in cycling). * Provides data over shorter or longer timescales (for example. tracking of ball trajectories during pitching/throwing). * Data is objective and accurate. * Processed data improves visualization and allows image comparison. * Feedback is immediate and efficient. * Feedback information is manageable and is specifically adjusted for individual needs. * Many new software technologies are relatively inexpensive. * Coaches need training to make effective use of, and to develop skill in, interpretation of data. * Limited availability in many regions. * Limited use in all situations, for example. during matches or in remote locations. * May lead to over-reliance on objective data. Aim 8: Raising awareness of the use of technology