Coaching: The Art and Science
"Experience is a hard teacher
because she gives the test
first, the lesson afterward."
Vernon Law, Former pitcher for the Pittsburgh Pirates
My Practice Plan
(Part A – Planning a Practice Module page 4)
What are the
Logistics?
Who are the
Athletes?
What are the
Safety Risks?
What Needs to
be Trained?
My Practice
Plan
What am I
Trying to
Accomplish?
How am I going
to Deliver my
Practice?
How will I
Organize my
Practice?
Motor Learning Concepts
Skill

Definition
– ability to do something well

Categories
– Based on stability and predictability of
environment
• Open to Closed –
– Tackle in football to basketball free throw
• Most difficult skill?
• Transforming a skill from – open to closed
Motor Learning Concepts
Skill

Classifications
– Based whether have well defined
beginning and end points
• Discrete
– Catching a ball, golf swing
• Serial
– Gymnastics routine
• Continuous
– Cycling, running
Stages of Skill Development
Cognitive Stage (Beginner)
– Initiation
– Acquisition
Motor Stage (Intermediate)
– Consolidation
Autonomous Stage (Advanced)
– Refinement
– Creative variations
Cognitive Stage (Beginner)
(Initiation/Acquisition)
Develop understanding of task or activity
 Best done through explanation and
demonstration
 Cues and key words

– i.e. “jump as high as you can”
KISS – do not overload
 Coaches impatience leads to frustration

Cognitive Stage Considerations
1. Limited information processed
- cue words important
2. Focus/attention must be directed
- likely focus inappropriate
3. Visual creatures
- learn better by watching and imitating
4. Feedback critical
- provides error information and motivation
5. Fatigue - skill learning slowed
6. Minimal time
- understand quickly if properly introduced
Motor Stage (Intermediate)
(Consolidation)
Practice stage where lots of repetitions
necessary to reinforce key concepts,
building stronger and more consistent
responses
 Repetition, reinforcement and exposure
to variety of situations important
 Longest stage (months to years) so
structure of practice opportunities
important

Motor Stage Considerations
1. Feedback requirements decreased
- feedback intrinsic, do not rely on coach
2. Motivational needs increase
- improvement rate decreases
3. Problem solving introduced
game-like activities for decision making
4. Repetition, repetition, repetition
- repetitions for proficiency underestimated
Autonomous Stage (Advanced)
(Refinement/Creative Variations)
Automatic responses
– experienced players
 Motor patterns well developed, less
feedback necessary
 Creativity occurs (Sidney Crosby)

Autonomous Stage Considerations
1. Emphasis on strategy and tactics
- skills performed without conscious effort attention to observing cues, decision-making
and executing proper response
2. Game simulations required for learning
- structured or artificial situations ineffective
3. Observation of performance (live or videotape)
- develop tactical intelligence
Performance and Learning

Motor performance is
observable behaviour when
executing a task
– # of times target hit

Learning refers to
permanent change in motor
performance
– reassessment of performance
– in practice vs competition
Practice Type and Learning
Part vs Progressive vs
Whole
 Massed vs Distributed
 Constant vs Variable vs
Random
 Problem Solving Practice

Rate of Improvement
Initially skill improvement
rapid
 Amount of practice, single
most important variable
 Short and long term effects

– Variable and random
– transferability, retention
Primary Performance Factors
Technical
•
motor skills
Tactical
•
Game tactics and strategies,
team play concepts
Psychological
•
state of mind, anxiety,
motivation – KINE 3610.03
Physical
•
Many of the training
concepts and principles
apply to the four primary
performance factors
Motor Performance Factors

Should be able to:
1.Identify and define the factors
2.Identify the significance of the factors to a
sport of your choice
3.Evaluate the factors – motor performance
test battery
Motor Performance Factors

Endurance
– Aerobic
– Anaerobic
– Muscular

Strength

Speed
 Power
 Agility
 Flexibility
Motor Performance Testing
1.
2.
3.
4.
5.
High correlation between motor
performance scores and ability in
sport.
Assist in predicting future performance
levels
Allows for more precise training
programs
Yield results that can be used for
athlete comparison and monitoring
Motivates athletes
Recreational vs Competitive Sport

How does one differentiate?
“Play sport to get fit”
vs
“Get fit to play sport”
Recreational vs Competitive Sport
Training is to performance, as
___________ is to ____________
The Training Model
Stimulus
– Chronic
exercise or
significant
repetition (drill
or practice)
Changes
– physiological
• increase MVO2
• increase lactic acid
tolerance
– physical
• appearance, size
• Strength
– Technical
• More skilled (consistent)
– psychological
• confidence
Performance
Resulting performance
of athlete improved!
Growth and Development
Read pages 61-82 Part A Reference
Manual in Module: Planning a Practice