By Tania G. Cassidy, Robyn L. Jones, Paul A. Potrac
Successful activities training is as depending on employing sturdy instructing and social practices because it is ready services in activity abilities and strategies. realizing activities training bargains an cutting edge advent to the speculation and perform of activities training, highlighting the social, cultural and pedagogical ideas underpinning strong training perform. Now in a completely revised and up-to-date re-creation, the e-book explores the advanced interaction among trainer, athlete, training programme and social context, and encourages coaches to increase an open and reflective method of their very own training perform. It addresses key concerns comparable to:
- athlete motivation and long-term developmentВ
- viewing the athlete as a learner
- instructional equipment and mirrored image
- working with various athletic and studying talents
- coaching philosophy and ethics
Understanding activities training additionally incorporates a complete diversity of useful workouts and case experiences designed to motivate coaches to mirror significantly upon their very own training techniques, their interpersonal abilities and upon vital matters in modern activities training. This booklet is key analyzing for all scholars of activities training and for any specialist trainer trying to boost their training expertise.
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Additional info for Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice
Expertise and professionalism Drawing on anecdotal accounts, Lyle (2002: 245) contends that many coaches in professional sport are ‘recruited almost exclusively from the performer base’ with ‘high value’ being ‘placed on lengthy experience, sport-specific skills and technical insight, to the exclusion of other knowledge and skills’. But it is not only those who select coaches who value technical expertise. Not surprisingly, coaches also value this knowledge as evidenced by the following quote from Ian McGeechan (ex-Scotland rugby union coach) I don’t think that you can coach at this level without a reasonable technical knowledge, because a lot of the things that you do are technical, in that you have to see when something is right, or wrong, you have to put something in place, or be part of a conversation or discussion which can put something in place.
At this point the coach, who wants to improve the percentage of winning shots, asks the player some specific open-ended questions. For example, ‘What action could you take if your opponent lobbed the return to the middle of the court? ’ Or ‘Can you tell me where you would place the ball if your opponent was standing on the base line covering her back hand? ’ Or ‘What happens when your opponent returns the ball to your back 31 COACHING METHODS hand? ’ While the coach knows the answer to the question, she encourages a response from the player, believing that the process of answering the questions will enhance the latter’s understanding of the situation.
Some of these methods were only marginally different from the neighbouring method. Thirty years later, Kirk et al. (1996) synthesized the spectrum in an attempt to make it more ‘user-friendly’. They did this by grouping some of the related styles together and reducing the number of methods on the continuum to five: direct, task, reciprocal, guided discovery and problem-solving. Illustrating the continuum on a graph, Kirk et al. (1996) highlight the relationship between 29 COACHING METHODS the methods and learner-centred practices.