1. AS Level – Week 14 &15 Theory Module 1 Optimizing Learning and Performance

2. Introduction Now that you understand what learning actually involves and how it can be achieved, (stages of learning, performance curves and theories of learning) the next stage is to understand how the process can be made more effective.

3. Factors to consider when planning a training session If the often limited time available during a training session is to be optimized, numerous factors must be considered. Often a lack of thought and pre-planning can actually limited the amount of learning that occurs. Key factors to consider include: Nature of the performer/learner/participants Nature of the performer/learner/participants - previous experience- Gender - stage of learning- motivation - physical and mental abilities- size of the group - age Nature of task Nature of task - open or closed skill- self or externally paced skill - gross or fine skill- simple or complex skill - discrete, serial or continuous skill- low or high organisation skill

4. Experience of teacher/coach Experience of teacher/coach - amount of knowledge- relationship with the learner relating to activity or group relating to activity or group - personality Environmental conditions Environmental conditions - facilities and equipment- purpose of the session - time available

5. Presentation of Practices When introducing a new skill 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. This decision often depends: - the experience of the performer - the nature of the skill - ease of breaking it down into subroutines - ease of transferring subroutines back into whole sequence. There are two basic methods that the teacher/coach can use: - whole learning - part learning

6. Whole Learning Whole learning involves the performer attempting the whole movement pattern after observing a demonstration or being given verbal instructions. Photocopied table The ideal conditions for using this method are when: The skill is simple, discrete or ballistic (e.g golf swing or throwing a javelin). The skill is simple, discrete or ballistic (e.g golf swing or throwing a javelin). The subroutines lack meaning if performed in isolation. The subroutines lack meaning if performed in isolation. The performer is motivated and pays attention. The performer is motivated and pays attention. The performer is experienced or approaching the autonomous stage of learning. The performer is experienced or approaching the autonomous stage of learning. (Ballistic – a skill that is performed in a short period of time, usually with maximum power.)

7. Part Learning Part Learning involves the performer completing subroutines of the overall movement in isolation before attempting the overall motor programme or skill. This method can have distinct advantages compared to the whole method. Photocopied table The ideal conditions for using this method: The skill is complex, e.g. hurdling. The skill is complex, e.g. hurdling. The skill involves long sequences, e.g. gym routines. The skill involves long sequences, e.g. gym routines. There are low levels of organisation, e.g. swimming. There are low levels of organisation, e.g. swimming. The performer has limited motivation and attention span. The performer has limited motivation and attention span. The performer is inexperienced. The performer is inexperienced.

8. Progressive Part Method The progressive part method involves the performer attempting the skill in stages and linking the phases together after each has been learnt. This method is also referred to as chaining. It is useful when developing gym sequences and set tactical plays such as those used during a rugby match. Photocopied table The ideal conditions for using this method are when: The skill is complex. The skill is complex. The skill is serial. The skill is serial. The skill is dangerous. The skill is dangerous. Time is not a constraint. Time is not a constraint. The performer has limited motivation and attention span. The performer has limited motivation and attention span. The performer is inexperienced. The performer is inexperienced.

9. Whole – Part – Whole Method The performer attempts the whole movement after observing a demonstration or being given verbal instructions. They then develop specific subroutines before completing the whole skill again. Example, long jump, in which the take off is isolated or the flight phase is practiced via drills before transferring the new movement into the entire skill. A swimming stroke can be developed in the same way or the understanding of tactics via a mini-game or restricted practice. Photocopied table The ideal conditions for using this method are when: The skill can be broken down easily. The skill can be broken down easily.