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2. To apply appropriate feedback schedules. 3. Plan a practice session for young athletes. INTRODUCTION
YOUNG ATHLETE
TECHNICAL
FITNESS
SKILL ACQUISITION
MULTILATERAL TRAINING
Identify skills needed by young athlete. Knows how to teach. Athletes have different abilities and experience. Design practice challenging and beneficial. Emphasis on effective execution. Quality of Teaching = quality of athletes performance.
ATHLETE Personal
SKILL ACQUISITION
Focus on process Consistently execute Technical Tactical Mental skill
CAPABILITIES l
Modifiable with practice
l
Many types exist l Different abilities for different purposes
VS
STAGES OF LEARNING
Autonomous - Nonconscious and effortless - Able to devote their attention to other task-related info - Tactical decision Practice / Associative - Refining general movement pattern - Direct/ correct errors - Adapt movements to meet demands of their sport Verbal-cognitive - Figuring out basic requirements - A lot of questions
CLOSED LOOP Feedback utilized for adjustments on ongoing skill. Slow and continuous movements
OPEN LOOP Feedback only can be used for next task. Fast and ballistic movements
SPEED ACCURACY Emphasis on speed of execution results in reduction of accuracy. Implication emphasis on accuracy of movement before speed.
TACTICAL SKILLS
Information in the environment
Information How to do it
Creating blueprint of tactical options Based on: Rules of the sport Knowledge of team strategy Awareness of respective roles and capabilities
Adapt
VS
Traditional Approach Drills are used to practice technical skills. Specific skills are taught in isolation and then combined later. Instruction is coach centered and often ignores the individual needs of athletes. Practices are often boring and unmotivating. Players are highly dependent on the coach.
Games Approach Drills are used to teach both technical and tactical skills of the sport. The sport is taught as a whole, and the parts are refined as necessary. Instruction is athlete centered.
Practices are fun, challenging, and relevant to the demands of competition. Athletes take an increasingly active role in the learning process and become less dependent on the coach. Practices are designed to promote creative thinking and effective decision making.
The coach strives to develop automaticity of technical skill execution through extensive and repetitious drills. The coach makes all decisions with little or no player input. Players are not encouraged to help each other. The coach prefers a command style where he or she makes all the decisions.
Athletes are encouraged to provide input to the coach in decision making. Athletes are encouraged to help each other master the skills of the sport. The coach prefers a cooperative style that strikes a balance between directing athletes and allowing athletes to direct themselves.
INSTRUCTIONS Verbal Instructions Short and Sweet Excess information Demands on athletes
Positive statement Prescriptive feedback Coaches can use the feedback sandwich technique to enhance their communication with athletes
WHEN - Allow independence of learning - Own problem solving - Coaches only when athlete's are 'lost'
SUMMARY FEEDBACK - Tells athletes on how they performed on each of several practice attempts
Eg: You fouled 3 out of 5 attempts in the Long Jump adapt to sport
PRACTICE PLAN PART 1 2 3 4 5 6 COMPONENT Warming up and Dynamic Stretching Coordination/Skill Speed Strength Endurance Cooling Down and Static Stretching Fluids break and feedback at regular intervals
Feedback Maximize positive feedback Encourage self analysis or correction Creativity is the spice that makes practice sessions fun
PRACTICE PLAN
Sport Number of Athletes/Players Objectives: 1) 2) 3) Time Activity Description Key Points Technical, Tactical, Mental Comments/Equipment Date/Time Gen. Preparation/Specific/Competition
Periodization of Training
Specialized 15 years +
Pre-puberty
Puberty
Maturity
Rest Interval Between Sets 1 min 1 min 30 sec 1 min 30 sec 30 sec
PNF
Puberty Post-puberty
Ballistic
Post-puberty
dribbling, relays Advanced balance exercises Scissors-kick handstand, backward roll, cartwheel, cartwheel against the wall Ball throws and catches, ball hits, rebounding ball catches Coordination for limbs, skipping rope, ball throws and catches Skipping rope, backward roll, scissors-kick handstand, cartwheel Handstands, ball exercises with partner, games, relays Jumps with turns and ball throws, games, relays Rolls and rotations, ball throws and catch games, relays Jumps with turns, games, jumps over objects, rolls and jumps Rolls and turns, jumps over objects and turns, all variations of body balance, games, relays Rolls and turns, throws and catches with partner, balance exercises, games Rolls and turns of 180-360 degrees, rolls, ball throws and catches, games, relays
Athletic Formation
Signal analysis and reaction to various stimuli Advanced hand-eye coordination Skill perfection
Specialization
Improve anticipation
Analysis-reorientation
3 4
3 reps 3 min
5-25 m/ yd
5-10
2-3
Form of Training
Distance of Activity
High Starts Maximum Speed Speed Endurance Sport-Specific Speed Accelerations Decelerations Stop and go Acceleration with direction changes Ballistic Training (Throwing, Kicking, Jumping, etc.)
2 2 2 2
1-2
2-4
Distance
40-200 m/yd
200-400 m/yd
2-3
1-3
3-5