Learning Outcomes 1. Name at least 4 factors that you need to consider when organising a training session 2. Name and describe the 4 different presentations of practice

There are numerous ways to teach new skills and strategies Some are more effective than others If the most appropriate method is used for a particular group / individual then… - It will take less time to learn the skill - Motivation will remain high - Retain information to allow progression

If the often limited time during a training session is to be optimised, various factors must be considered. Learning is often limited by lack of thought and pre-planning What factors do we need to consider under the following headings… Nature of the Performer/ Learner/ Participants Nature of Task Experience of Coach / Teacher Environmental Conditions

Nature of performer / learner / participants Nature of the task Experience of teacher / coach Environmental conditions Previous experience Stage of learning Physical & mental abilities Age Gender Motivation Size of group Open/closed skill Gross/fine skill Discrete / serial/continuous skill Self / externally paced skill Simple / complex skill Low or high organisational skill Amount of knowledge relating to activity Personality Relationship with group or learner Facilities and equipment available Purpose of the session Time available

Nature of performer / learner / participants Nature of the task Experience of teacher / coach Environmental conditions Previous experience Stage of learning Physical & mental abilities Age Gender Motivation Size of group Open/closed skill Gross/fine skill Discrete / serial/continuous skill Self / externally paced skill Simple / complex skill Low or high organisational skill Amount of knowledge relating to activity Personality Relationship with group or learner Facilities and equipment available Purpose of the session Time available

Nature of performer / learner / participants Nature of the task Experience of teacher / coach Environmental conditions Previous experience Stage of learning Physical & mental abilities Age Gender Motivation Size of group Open/closed skill Gross/fine skill Discrete / serial/continuous skill Self / externally paced skill Simple / complex skill Low or high organisational skill Amount of knowledge relating to activity Personality Relationship with group or learner Facilities and equipment available Purpose of the session Time available

Nature of performer / learner / participants Nature of the task Experience of teacher / coach Environmental conditions Previous experience Stage of learning Physical & mental abilities Age Gender Motivation Size of group Open/closed skill Gross/fine skill Discrete / serial/continuous skill Self / externally paced skill Simple / complex skill Low or high organisational skill Amount of knowledge relating to activity Personality Relationship with group or learner Facilities and equipment available Purpose of the session Time available

Nature of performer / learner / participants Nature of the task Experience of teacher / coach Environmental conditions Previous experience Stage of learning Physical & mental abilities Age Gender Motivation Size of group Open/closed skill Gross/fine skill Discrete / serial/continuous skill Self / externally paced skill Simple / complex skill Low or high organisational skill Amount of knowledge relating to activity Personality Relationship with group or learner Facilities and equipment available Purpose of the session Time available

When introducing a new skill or sequence of movements, the coach has to decide upon the best option that allows the performer to create a clear mental picture and allows for the development of a sound kinaesthetic awareness. In groups you will be given a teaching / practice method information card You will need to present the information to the rest of the class and teach them a skill using that method

After the learner has attempted the skill after being instructed (presentation of practice) they now need to spend time developing and refining the movement patterns The coach or teacher has to decide the best type of practice to use to ensure: - Learning actually occurs - Motivation is maintained - Fatigue does not limit performance The variable factors are the periods of active work and recovery time

Involves repeated practice of skills Little or no recovery periods between blocks of trials Ideally used when: Skills are discrete or simple Performer is well motivated Performer is experienced Performer has a high level of fitness Must be careful to avoid boredom, fatigue and over-training

Involves repeated practice of skills with a recovery period before repetition of skill or development of a new task Recovery period may involve some form of activity or mental rehearsal, feedback, or simply time to refocus and motivate performer Ideally used when: Skills are new and complex Repetition of gross skills / physically demanding skills Low levels of motivation / fitness Performer has short attention span Recovery period is needed for feedback / evaluation Must be careful to avoid de-motivation, loss of concentration, ill-discipline within groups

Involves coach using a mixture of both massed and distributed practice within one session. This will help to maintain the interest and motivation levels of the performer and limits the effects of fatigue

Involves the cognitive rehearsal of a skill without physical movement. Particularly useful as it may be used before, during and after competition The performer attempts to create a picture in their mind of themselves carrying out the skill Also referred to as ‘mental rehearsal’ or ‘imagery’ Two ways they can do this: Internal Involves the performer seeing themselves from within completing the action or in the situation and consequently creating a kinaesthetic feel of the actual movement External Involves the performer seeing themselves as if they were a spectator or on film. They actually imagine watching themselves performing the skill

Rugby player about to take a conversion / penalty kick Running the race 100m – Linford Christie Trampolinist before their routine High jumper about to jump Ice Dancer before their ice routine

Make a list of when you think it would be ideal to use Mental Practice… Learning time needs to be reduced (especially for novices) Experienced performers need to prepare for alternative options prior to competition Performer needs to concentrate on developing specific aspects or the overall skill Arousal levels need to be controlled Confidence needs to be developed Performer is injured and some form of practice needs to be maintained

Finding a quiet location Focusing on the task and creating a clear picture Encouraging successful outcomes not failures Regular practice Use during recovery periods

HOMEWORK TASK: For each of the following skills choose how you would practice and teach each to both a novice and experienced performer. Explain your answers GOLF SWING GOLF PUTT GOLF CHIP