By Robyn L. Jones, Mike Hughes, Kieran Kingston
An advent to activities Coaching presents scholars with an available advisor to the medical, scientific, academic and social technology conception that underlies the perform of caliber activities training.
Throughout the textual content, the speculation is illustrated 'in perform' with the use of real-life training situations, designed to show how athletes can gain whilst their trainer has a broader theoretical appreciation of sport. An creation to activities Coaching is edited by means of a workforce of senior activities training lecturers, all of whom also are skilled activities coaches. The textual content comprises:
- insights from training overseas and membership coaches
- clear definitions of vital subject matters and key strategies in terms of the activities technology wisdom which underpins training.
- seminar and self-test inquiries to aid be sure your figuring out.
An advent 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
Dave Pearson – Head Coach, England Squash Key sections: ■ ■ ■ ■ ■ Introduction Structuring the practice environment The nature and administration of feedback Attentional focus Conclusion INTRODUCTION As active human beings we hardly ever stop moving. Most of these everyday movements are initially acquired with the help of parents or teachers, while others we gain through trial and error. In sporting situations, many of these basic movements act as foundational skills for more complex actions that may take years to master.
1996), whereas it is more beneﬁcial for higher-skilled performers to experience random practice (Hall et al. 1994). Although these ﬁndings are at odds with the contextual interference effect, they can be explained by the performers’ stage of learning and the practice schedule adopted (Guadagnoli et al. 1999). For example, in the early stages of learning, athletes often struggle to understand the movement to be learned (Gentile 1972, 2000). In an attempt to do so, they simplify the required task’s demands by trying to reduce the number of potential moving body parts involved in the skill (Fitts 1964; Bernstein 1967).
The effectiveness of the coach in facilitating the learning of such skilled movements can be enhanced through a more detailed understanding of how athletes learn and how best to structure the environment to support this learning. How people learn to execute skills effectively poses an interesting set of questions, questions that researchers continue to wrestle with in an attempt to illuminate the sometimes misty world of effective coaching. The aim of this chapter is to discuss some of these questions and to illustrate the value to coaches of knowledge about the acquisition of skills.
An introduction to sports coaching : from science and theory to practice by Robyn L. Jones, Mike Hughes, Kieran Kingston