VCAA Physical Education How are movement skills improved?

Answers could include:

Olyslagers – self-talk:

• by talking to herself she is able to reduce stress/enhance motivation
• allows Olyslagers to lower her heart rate and remain composed/increasing her intensity for her jump
• allowing her to reach optimal performance state for the next jump.

Patterson – performance routine:

• by rocking back and forth she is lowering or increasing her arousal levels
• Patterson’s rehearsed movement pattern could have been triggered, ensuring a sense of calm
• allowing her to reach optimal performance state for the next jump.

Other strategies:

• imagery: visualise/mentally rehearse performing the perfect jump over the height
• goal-setting: setting a short-term goal at the start of event to jump over a particular height
• relaxation: any technique used to lower mental and/or physical stress.

Impulse is Force x Time which causes a change in momentum of an object. Both the magnitude and duration of the force determine the effect of an object's motion, and the application of force over time changes the momentum of an object.

When leaping off the ground, the jumper aims to maximise change in momentum (impulse) to increase velocity to maximum after take-off. Increasing force on take-off generates greater vertical velocity by maximising segments used. The jumper maximises the time at which the force is being applied by flexion at the ankle, hip, and knee, and more impulse on take-off allows for a higher jump.

When landing on the mat, the jumper aims to maximise change in momentum (impulse) to decrease velocity to zero on landing. The foam of the mat increases the time the force is applied by the jumper landing. More contact time with the mat means maximum time of force application decreases peak force, and less force on landing prevents injury to the athlete.

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.