By Robyn L. Jones, Mike Hughes, Kieran Kingston
An creation to activities Coaching offers scholars with an available advisor to the medical, scientific, academic and social technology concept that underlies the perform of caliber activities training.
Throughout the textual content, the idea is illustrated 'in perform' with the use of real-life training eventualities, designed to show how athletes can profit while their trainer has a broader theoretical appreciation of sport. An creation to activities Coaching is edited via a group of senior activities training lecturers, all of whom also are skilled activities coaches. The textual content comprises:
- insights from practicing overseas and membership coaches
- clear definitions of vital subject matters and key techniques with regards to the activities technological know-how wisdom which underpins training.
- seminar and self-test inquiries to support make certain your realizing.
An creation to activities Coaching bargains a terrific help textual content for today’s scholar of activities training.
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Extra resources for An introduction to sports coaching : from science and theory to practice
Learns most effectively by reading writing, listening and discussing Visual/spatial Perceives spatial relationships and thinks in pictures or mental images. Learns most effectively through visual input such as demonstrations, video or viewing diagrams Kinesthetic Can manipulate objects and uses a variety of gross and ﬁne motor skills. Learns most effectively through practical participation and interacting with the space around Musical/rhythmic Is able to communicate or gain meaning through music.
However, for videotape feedback to be effective at least two important factors need to be considered: the learner’s skill level and the period of time for which this type of feedback is utilised (Rothstein and Arnold 1976). Here, research suggests that skilled performers beneﬁt from unaided video replays of their performance, whereas novices tend to be overwhelmed by the information available in the video and require the addition of speciﬁc verbal cues to point out critical information (Newell and Walter 1981; Rothstein and Arnold 1976).
For example, video replays are particularly useful to skilled performers (Rothstein and Arnold 1976), although in order to be effective for beginners, videos should be supplemented with cues designed to focus the learners’ attention on critical aspects of the skill (Kernodle and Carlton 1992; Newell and Walter 1981). Finally, in line with the guidance hypothesis (Salmoni et al. 1984), the frequency and timing of presenting augmented feedback should be considered in order to facilitate optimal learning.