2.  Performance versus Learning  Transfer  Not what your old coach did  Can you think for yourself  Learning Curve  Is this the very best use of time

3. TIME Warm-up Main Part Cool Down C I O N M T P E L N E S X E

4.  1/Inventory  2/Reference or Teaching Points  3/Drill Design  4/Success Criteria  5/Evaluation

5. Behavioural Training MethodsDecision Training Methods Goal of practice: To improve physical and technical skills Goal of practice: To improve physical, technical & decision making skills Part to whole trainingTactical, whole training Simple to complex drillsCompetition-like drills Technical emphasisTechnique with tactics Blocked practiceRandom practice Low variability drillsHigh variability drills Questioning lowQuestioning high Low athlete detection and error correction High athlete detection and error correction Low use of video modelling & FBHigh use of video modelling & FB Low levels of athlete cognitive effortHigh levels of athlete cognitive effort

6. 1. Variable Practice 2. Random Practice 3. Bandwidth Feedback 4. Questioning 5. Video Feedback 6. Hard-first instruction 7. Modelling

7. There are two processes by which extrinsic rewards can affect IM REWARDS How are rewards perceived by athletes? Athlete’s perception is more important than the intention  Informational  Competence Increase IM if there is a perception of competence attached Feedback about competency Example: ACAC or CCAA All star Selections  Controlling  Self determination Decrease IM if there is a perception of lack of self determination “coach is trying to control us” Example: Scholarships?

9.  Think back to when you choked.  What were you feeling physically?  What were you feeling mentally?  Did you work your way out of it?

10. Drive theory Performance Arousal  Drawback(s)

11. Inverted U Hypothesis Performance I II III Arousal  Drawback(s)

12. Sport-specific optimal levels of arousal Good Poor LowHighModerate Arousal Performance GolfWeight lifting

13. IZOF Individualized Zone of Optimal Functioning Good Poor LowHighModerate Arousal Performance Low skilled Introvert High trait anxiety High Skilled Extrovert Low Trait Anxiety

14. Reversal Theory

15. Arousal Perf Catastrophe Theory

16. 3 D Catastrophe Theory

17. -Practice with a score and consequence (positive or negative) -Create situations and repeat them until successful (e.g. Score 22 -20 and you are serving) -Have a Psychological skill as a reference/teaching point -Use the reversal theory and create a positive hedonic tone regarding competition