Presentation of practices
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How can teachers/coaches help the
learning of the students?
Considerations linked to learner
Age
Gender
Personal limitations, sensory, physical,
learning difficulties.
Future expectations of performer
Considerations linked to the task
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Is it a simple or complex task?
Is it an organised or unorganised task?
What is the classification of the task?
A knowledge of task complexity and will allow a teacher to
decide if a skill is best taught in the “whole" or “part” method.
Complexity: the amount of (cognitive) information that the
learner has to cope with when trying to learn a skill.
Organsation: A skill low in organisation can easily be broken
down into its component parts. A highly organised skill is
difficult to break down and there is a very strong relationship
between the components of the skill.
Classify these tasks in terms of
organisation and complexity !!
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Should be classified on a continuum. Why?
A handstand
High organisation, low complexity
Front crawl swimming action
Low organisation, high complexity.
Gym trampoline sequence
High complexity, low organisation.
Jumping, throwing.
High organisation, low complexity
Considerations linked with
instructional/practice conditions.
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What types of guidance should I use?
Visual, verbal, manual/mechanical.
What type of practice/presentation should I use?
Massed, distributed, variable
What method of teaching should I use?
Whole, part, whole part whole.
What style of teaching should I use?
Command, reciprocal, guided discovery, problem
solving
Types of guidance: Visual
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Guiding to do what?
Learn/acquire a new skill.
How can this be done?
Demonstration
Video/film/TV/slow motion
Posters / charts
OHPs / Slides
Visual guidance
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Helpful at all levels but especially for the cognitive stage
learner (beginner).
To be effective visual guidance must be:
Modelling must be correct/accurate.
Attention directed so that major aspects of the skill are
emphasised.
Keep them short (whole first, then parts).
Demo’s need to be realistic
Demo’s must be repeated or referred back to.
Demo’s can be combined with verbal guidance to highlight
key points.
Verbal guidance
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Very important to explain teaching points/ tactics.
Used in conjunction with visual.
Verbal labelling of specific aspects of a movement
is thought to facilitate learning.
Important that learner does not become too reliant
on timed verbal advice from coach.
To be effective advice should be given so
everyone can hear, in a varied tone of voice and a
sense of humour is a great help.
Manual / Mechanical Guidance.
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Involves trying to reduce errors by physically
moving (forced response) or restricting/supporting
(physical restriction) a performer's movements.
Particularly useful in potentially dangerous
situations. E.g. trampolining somersault
Mechanical aids include arm bands/floats.
Danger of over reliance again and lose
kinaesthetic feel of movement.
Disadvantages
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Verbal guidance
Heavily dependent on coach’s
ability to express information
Less effective in early stages
of learning.
Dependent on performer’s
ability to interpret instruction to
practice
Some techniques difficult to
describe
Boring if too long
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Visual guidance
Heavily dependent on coach’s
ability to demonstrate correct
model
Dependent on expensive
equipment e.g. video
Limited value to group
situation regarding technique
Some skills too complex to
demo in isolation
Static images do not give an
idea of movement pattern
Disadvantages of mechanical guidance
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Limited use in group situations.
Limited use in fast/complex movements
The ‘feel’ of a movement is not experienced by
the performer to the same extents an unaided
movement.
Kinaesthetic awareness can be limited
Performer may become over reliant on the
‘support’.
Possible implies sexual misconduct.