SCSA Physical Education Studies Motor learning and coaching

The training activity is shaping. It is learning a simplified/incomplete version of the skill and adding the missing parts as the skill is developed.

How it could be implemented:

• the coach provides feedback/corrects the players
• missing components are added to the technique
• speed/accuracy is increased
• skill is used in game/competition-style situations.

The most appropriate leadership style is authoritarian.

Why this is the most suitable style. Junior players (any 2 of the following):

• are generally not knowledgeable of all the skills/game play tactics, so the coach needs to upskill them so that they can execute skills correctly/play the game properly, because the coach is responsible for all decisions
• are generally not able to self-correct, so the coach needs to provide all the feedback to help players improve and since it is important that they hear the feedback an authoritarian style works best
• require structure and boundaries/may be undisciplined or misbehave, which limits learning and performance outcomes, therefore they require a highly organised coach, which suits this style of leadership
• require more boundaries to increase their safety and decrease the chance of injury and maintain their wellbeing, so a disciplinarian is required, which is typical of this leadership style
• may lack intrinsic motivation, so may have to rely upon the coach for external/extrinsic motivation, which suits this style of leadership.

Answers could include:

• Step One: preparation – develops a good understanding and knowledge of the skills and their teaching points
• Step Two: observation – the gathering of appropriate information about the performance of the skill
• Step Three: evaluation – identify errors/strengths/weaknesses and prioritise areas of improvement
• Step Four: intervention – provide feedback and drills to help improve his players’ performance.

For a democratic leadership style, during a match McQualter invites feedback on how the team, strategies, and tactics are going. He seeks feedback and input from his players regarding decision making, however the final decision will be made by him when necessary. This allows his players to be creative in problem solving as they are experienced enough to impart their knowledge, gives players a sense of ownership within the team, and allows open communication between McQualter and the players.

For an authoritarian leadership style, this can be used in the gym where there are safety hazards or concerns over incorrect technique increasing the chance of injury. McQualter will make all the decisions during this time due to safety, immediate changes needed, or players' lack of focus. He is highly knowledgeable and experienced so he knows what he is doing, has high standards, is well organised and structured, and wishes to establish his authority, respect, and control to ensure compliance by the players.

For a laissez-faire leadership style, he steps back in the off-season so athletes can train by themselves to maintain some form of fitness. Due to McQualter having minimal decision making when implementing this style, the players take on the decision making during this time. The coach has a high level of trust in players to achieve goals, which promotes quick decision making as players rely on their own ability to make decisions without consulting the coach, and promotes innovation and creativity in players as McQualter is not providing input.

Answers could include:

Strategy: incorporate the use of video analysis/technology; to provide a visual way to communicate feedback to athletes.

Discussion

• show the video to the athlete straight after a drill, for immediate feedback, so that the athlete can return to the drill and implement the feedback straight away
• compare footage of the athlete completing a drill to that of a perfectly executed example, so that the athlete understands what he must implement or do correctly to improve.

Strategy: incorporate checklists; provide feedback in written form to track an athletes’ progress.

Discussion

• provide clear and concise information within the checklist, which allows strengths and weaknesses to be identified. Players can then use that information to improve
• combine the use of a checklist with video footage, to strengthen the quality of feedback given to an athlete, to help them improve.

Strategy: incorporate mentor/peer/coach feedback; provide support to players by improving technical skills, strategic thinking and/or group cohesion.

Discussion

• use the different perspectives and thoughts of assistant coaches, on players and/or strategic plays, to enhance outcomes
• use the leadership team to provide immediate and relatable support and guidance, which could increase outcomes or team cohesion (they may have different relationships with the players)
• use specific details when correcting; by not overcomplicating the information and by drawing on fact the players are likely to respond better.

Strategy: incorporate questionnaires to gain data on players and their well-being.

Discussion

• could incorporate questions around a specific focus area, to gain more insight from the players
• responses could be anonymous, which would allow the coach to gain insight into the player’s views on his leadership style. The coach can then make appropriate changes to enhance the performance and wellbeing of players.

Data collection during games analysis greatly assists with delivering an effective individualised training program. Specifically, it can be used to ensure the identification of specific training objectives for the athlete, determine work volumes, frequency, intensity and duration of sessions elements, and provide key insights into the formation of individualised tapering and recovery objectives.
Data collection can be used to identify an athlete’s strengths and weaknesses in related components of fitness. Once identified, the training program can be individually tailored to ensure there is a focus on improving weaknesses and maintaining strengths. The training program then becomes solely focused on the athlete’s individual needs. This can then be used to set and measure specific training objectives, ensuring the delivery of an effective individualised training program.
Once the data has been used to establish specific training objectives, the training program can then manipulate work volume, frequency, duration and intensity of set training activities to cater for the identified components of fitness requiring training. For example, if an effort determines they require a focus on being able to work for longer periods at submaximal levels, the program will modify their duration and frequency to suit accordingly, e.g. 70% MHR for 45 minutes.
Games analysis data can also provide individualised insight into the specific tapering and recovery requirements of an athlete. The data can indicate pre- or post-game recovery requirements of the athlete and be used to determine individualised tapering periods to optimise game performance.