teaching and learning - coaching association of canada · • teaching is both a science and an...

Teaching and Learning

TEACHING AND LEARNING


The Five NCCP

Core Competencies

Valuing Problem- solving Interacting Leading Critical

Thinking

Implement an appropriately structured and organized practice

Make interventions that promote learning

Learning Outcomes


Module Outline

• Introduce the module; • Analyzing a coaching situation; • Defining learning; • Understanding your own learning style; • Creating conditions favourable for learning; • Putting it all together.


Introduction • Optimize your athletes’ learning;

• Teaching is both a science and an art;

• There is a link between ‘Planning a

Practice’ and ‘Teaching and Learning’.


Introduction

Self-monitoring:

Action

Analysis and Assessment

Identification of Aspects to Improve

Planning for Improvement

Who are my athletes?

Number of athletes in attendance Age/maturity of athletes Skills and abilities of athletes Gaps in ability level among athletes Injuries to account for Reasons why they are involved

What are the logistics of my practice?

Facilities available Equipment needed/available Length of the practice (time

available) Time of day of the practice Number of practices per week Availability of assistant coaches,

and their experience

What abilities and skills does my sport require?

Physical abilities Motor abilities Technical/Tactical skills Mental skills

How am I going to organize my practice?

Structure of the session Choice of activities Sequence of activities Transition between activities to

avoid wasting time

What am I trying to accomplish with my

practice?

What athletes need to improve Purpose of the practice Team goals and short-term

objectives Goals of coaching staff Time of the season Links with previous practices

and competitions Links with future practices and

competitions

How will I deliver my practice?

Key points to make Teaching methods I will use Where I will position myself What I will be watching for How and when I will make

coaching interventions

My Practice

Plan

What are the safety risks, and how should I prepare for

them?

The nature of the activities the athletes will do and the conditions in which they will take place

Weather Playing surface/facilities Equipments Human error Emergency procedures to

follow in case of an accident

Analyzing a Coaching Situation


Appropriate/ I agree

Inappropriate/ I don’t agree

CW, p. 4 - 5

Task 2.1: Video


Analyzing A Coaching Situation

CW, p. 6 Task 2.2:

Safety

Organization

Explanations and Demonstrations

Learning Environment

Athlete

Feedback

Observation and Supervision of Activities

Other(s)


Analyzing a Coaching Situation

It is important to pay attention to the athletes

to assess whether the situation promotes learning.


Defining Learning

CW, p. 7

Task 3.1:

I know athletes are learning when…


Performance versus Learning

• Motor performance is the observable behaviour;

• Learning refers to the permanent change in motor performance;

• Performance observed during a practice session

is not necessarily a good indication of learning.


Dimensions of Learning

Affective (attitude, behaviour)

DIMENSIONS OF

LEARNING Motor

(technical skills, execution)

Cognitive (knowledge,

understanding)


Rate of Improvement Over Time

Time

Improvement in Motor

Performance (% of Initial Value)


Effects of Different Types of Practice on Motor Learning

100

90

80

70

60

50

40

30 Reversal 20

10

0

Initial Practices Long-Term Performance

Behavioural Training _ _ _ _ _ _ _ _ Decision Training ___________


What is Learning? • Learning is not the same as performance; • There are three dimensions of learning;

• Quantity and quality of practice time influence learning; • For long-term retention of learning: training

activities that require problem-solving are more effective.

Athlete • Quantity and

quality of motor involvement;

• Learning styles.

Safety • Type of practice and conditions in

which activities take place during practice;

• Weather; • Site and practice area; • Equipment; • Athletes’ level of fatigue; • Athletes’ behaviour.

Organization • Promotes maximum practice

time; • Reflects proven sport-specific

procedures; • Equipment is available and

ready to be used; • Enables a rapid transition

between explanations and activities and between each activity;

• Optimal use of space, time, and equipment available;

• Coach freed up to supervise activities better;

• Promotes individual attention to athletes.


• Done in conditions similar to those the athletes will face;

• All the athletes can see and hear;

• Sufficient number (2-3) of reference points identified;

• Safety factors identified; • Includes some criteria to

enable athletes to evaluate their own performance as they practice.

Learning Environment • Athletes are actively engaged

most of the time; • Opportunities exist to interact

with athletes who need the most attention;

• Degree of difficulty of exercises is adapted to athletes’ skill level;

• Diversify feedback; • Signs of boredom are

recognized and the task is adapted as needed.

Feedback • Is specific (accurately outlines

what to correct and how); • Is positive and constructive to

promote self-esteem; • Non-verbal feedback is

consistent with verbal feedback;

• Is correct from a technical point of view;

• Is consistent with success criteria identified for the task;

• Is formulated clearly and in a manner that draws the athlete’s attention to the right things;

• Is provided at the right time and with the right frequency.

Observation and Supervision of Activities

• Active supervision (moving around to observe all the athletes);

• Constant scanning of practices; • Observing performance from

different vantage points; • Comparing observed

performance to relevant success criteria;

• Interventions are done individually (mostly) and with the group (as needed).

RM, p. 9


Self-Esteem

RM , p. 12 - 16


Task 4.1: • How do you learn best?

• What helps you most to learn new things?

Understanding Your Own Learning Style

CW, p. 8


My Preferred Learning Style

Task 4.2: CW, p. 8 - 13

RM, p. 18 - 24


Understanding Your Own Learning Style

Preferred learning style

Concrete steps to enhance learning through preferred learning style

Visual

Auditory

Kinesthetic

CW, p. 14 Task 4.3:


• We don’t all learn in the same way; • Be sure you know your athletes’ learning style;

• We often teach how we learn;

• Adjust your approach.

Understanding Learning Styles


Teaching Process

Step 1: Organization and set-up Step 2: Explanations and demonstrations Step 3: Observations Step 4: Intervention and feedback Step 5: Effects of feedback

RM, p. 26


Organization and Set-up

Task 5.1.1: CW, p. 15


Step 1: Organization and Set Up

• Athletes are actively engaged a high percentage of the time;

• Transitions between activities are smooth and waste little time;

• Logistical aspects are handled well.



Tasks 5.2.1 & 5.2.2:

Appropriate/ I agree

Inappropriate/ I don’t agree

CW, p. 16 - 17


Step 2: Explanations and Demonstrations

• Choice of words must reflect different learning styles;

• Use internal and external reference points.

RM, p. 29 - 33


Explanation & Demonstration

• Effective cues are short, clear, simple, and few; • Always show and tell the athlete what a successful

performance will look and feel like; • Be sure to use appropriate words, movements, or

visuals to take into account the preferred learning style of each athlete (visual, auditory, kinesthetic).


Observation, Intervention, Feedback

Task 5.3.1: CW, p. 20


Step 3: Observation

• Understanding of the task;

• The level of motor engagement of each athlete;

• The level of difficulty of the task or activity.

RM, p. 34 - 35


Step 4: Intervention and Feedback

RM, p. 36 - 38

Type of intervention Behaviours or actions by the coach

A. Inhibiting • Do nothing. • Shout, rebuke.

B. Repeating • Repeat instructions. • Demonstrate or repeat previous

demonstration.

C. Explaining • Explain how to do it right

(verbal or reference point). • Question the athlete.

D. Helping • Reassure, encourage. • Have the athlete start again.

E. Adapting • Use different equipment or practice areas. • Reduce difficulty level or give more time.


Step 5: Effects of Feedback

RM, p. 39 - 44

HOW TO SAY the feedback:

1. Positive evaluative 2. Negative evaluative 3. General prescriptive 4. Specific prescriptive 5. General descriptive 6. Specific descriptive


Feedback • Offer positive feedback more than negative feedback; • Offer specific feedback more than general feedback; • Strike a good balance between descriptive and

prescriptive feedback; • Descriptive feedback that is both specific and positive

may influence the athlete’s self-esteem in a positive way.


Putting It All Together Action

Analysis and Assessment

Identification of Aspects to Improve

Planning for Improvement


Putting it All Together

CW , p. 26 - 31 Let’s practise!

Observation

Ensure that the athletes are actively engaged and achieve a good rate of success

Move around without interfering with athletes

Observe both individuals and the group Verify if success criteria are achieved

Organization and Set-up

Includes safety measures, and how the activity starts and finishes

Requires at least 50% motor involvement

Coach is able to supervise

Can someone else do the

demonstration better than me?


Describe the aim of the exercise Outline what is to be done and how Describe points of reference/cues Identify criteria of successful performance Take the different learning styles into

account

Intervention and Feedback

Identify the cause of failure Adapt the activity as needed Help athletes by reassuring them Explain and demonstrate again if

necessary Recognize successful performance

Effects of the Feedback

Give athletes time to practise again to check whether they have acted on the feedback

Did I give athletes enough time to practise before

stopping them to give feedback?

Did I remember to ask athletes to give me

feedback before giving them mine?


Putting It All Together • From your experiences during this module

list changes you would make in your coaching: Component Changes

Organization & set-up

Explanations & demonstrations

Observation, intervention & feedback


Action Card

I will START…

I will STOP...

I will CONTINUE...

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