1. The Coach as Teacher Jody Brylinsky Suzan Ayers

2. Introduction Overview of the Unit Goals and objectives

3. Good Teaching is Good Coaching Sport is defined by skilled actions and control of motor movements. Greater skill development leads to more fun and competitive excitement. Proper skill technique leads to improved safety for the athlete and opponents.

4. Maximizing practice time Consider the readiness of the athlete to learn new techniques or refine existing skills. Identify appropriate sport skills, both technical and tactical Incorporate as much game like experience into the learning as possible. Allow for implicit learning and problem- solving.

5. Goals of the Course Coaches will be able to: 1.Utilize a sequence that applies the critical elements of sport skill instruction. 2.Develop instructional strategies for implicit learning. 3.Identify the components of intentional instruction. 4.Provide effective presentation of the learning task.

6. 5. Determine how best to use demonstration in instruction of sport skills. 6. Communicate critical elements of skill performance during instruction. 7. Know how much, when and what type of feedback will enhance skill acquisition.

7. Unit I: Critical Elements of Sport Skill Instruction

8. Overview: Critical Instructional Steps Decide what skill is needed for this athlete at this point in his or her development and level of competition. Identify the critical movement components and performance requirements of the skill. Prioritize what will be learned in this practice period.

9. Provide a safe and well structured environment to perform the task, maximizing practice opportunities. Communicate to the athlete what s/he is to do and why they are being asked to perform this task. Check for understanding before allowing the athlete to continue. Provide suitable feedback to reinforce correct action or modify errors.

10. Unique Demands & Purpose of Skill Motor demands: Force vs accuracy Perceptual demands: Open vs closed skills and environments Movement decisions: Discrete or continuous

11. Prioritize What Will Be Learned Potential to improve the target skill Appropriate for the athlete’s experience levels Integrate performance with the game tactics

12. Communicate What is to be Learned Verbal explanations Physical demonstrations Athlete demonstrations Ask questions to ensure athletes’ understanding

13. Organize Practice to Maximize Opportunity to Perform People Equipment Space Time

14. Provide Appropriate Supervision and Feedback Practice Supervision and feedback

15. Unit I Summary Critical instructional steps Unique demands/purposes of skill Prioritize learning Communicate content/information Organize practice considering P.E.S.T. Provide appropriate practice, supervision and feedback

16. Unit II: Implicit Instruction

17. Making the Most of What Athletes Already Know Implicit instruction uses the athlete’s acquired knowledge about movement to solve a new movement problem. Using analogies Errorless learning

18. Use of Analogies Ask athletes to perform a movement task without giving detailed movement instruction Present a question or challenge to perform the task using a well known movement analogy.

19. Sample Analogies Shoot the free throw by using a motion similar to putting hand in a cookie jar To develop “soft hands” when catching, think of the ball as an egg To build momentum in the softball throw “windup like a coil” Move your arms “like a windmill” for the backstroke

20. Errorless Learning Create a learning task that contains the movement and performance requirements of the skill you wish to work on. Give the athlete a challenge to perform the task, but do not give explicit movement instruction. Allow for repeated attempts at the learning task until the movement is performed consistently in the manner desired.

21. Samples of Errorless Learning Putt 6” from hole then 10” then 24” Grooving the golf swing by repeatedly moving the club through the swing to the follow through and back again Holding a handstand with back 2inches from the wall Standing on a box to practice the arm and hand placement for a blocking action in volleyball

22. Summary Implicit instruction Using analogies Errorless learning

23. Unit III: Designing Intentional Learning Task Presentation

24. Overview: Essential Parts of Practice Task Presentation Get athletes’ attention Communicate clearly Use demonstrations efficiently Provide critical elements

25. Get Athletes’ Attention Athletes must be able to see and hear Minimize distractions CFU often and using both skill and tactical questions

26. Communicate Clearly Specify the task Organize the drill to be practiced Briefly explain why the drill is necessary Logically present information Demonstrate correct performance as well as commonly occurring errors Personalize the drill to athletes’ prior experiences CFU often to clarify challenging information

27. Use Demonstrations Efficiently Provide accurate and meaningful demonstrations Emphasize the key elements of a movement During explicit instruction, show athletes how to correctly perform skills before asking them to try it

28. Timing of Demonstrations Make use of technology (video) to show model performance as well as critique athletes’ performance

29. Provide Critical Elements Meaningful words help (like a windmill, hand in cookie jar, eyes to the sky, etc.) Focus on a few essential elements Change cues as skill develops Knowledge of results vs knowledge of performance

30. Unit IV: Summary of Coach Functions in Teaching Skills

31. Last thoughts Ensure safe environment Check for understanding Regularly confirm that athletes are on-task and successful Utilize different teaching strategies to enhance motivation and commitment to practice

32. Ensure Safe Environment P eople – consider fatigue as well as boredom E quipment – changes due to instruction S pace – loose equipment and athletes T ime – know when to say when

33. Ensure Athletes’ Understanding and Active Engagement What I am trying to do? How am I supposed to do it? Why will this be important to my performance? Do I have time to think and do?

34. Watch Individual Performance and Provide Corrective Feedback Avoid paralysis by analysis Don’t over coach

35. Continuously Monitor Athletes’ Involvement and Success Active involvement Confidence comes from being challenged not just succeeding

36. Enhance Practice Motivation and Commitment by Using Different Teaching Strategies Repetition is important; over-learning Use a variable practice schedule Enhance learning and fun with multiple teaching styles.