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Skill Development

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Ben Bartlett

on 5 July 2013

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Transcript of Skill Development

Youth Award
Module 2

Intended Learning Outcomes:

1 - Build & Enhance Observation Skills

2 - Reflect upon and develop understanding of the outcomes and returns from practices

3 - Understand the rationale for using different types of practice

4 - Interpret key issues related to age, ability, maturity & experience and how they relate to coaching

5 - Establish and build upon your own macro-meso-micro objectives
Coach Needs & Wants:

1 - Review previous knowledge

2 - Something(s) you're good at (how did you get good at it?)

3 - Something(s) you're trying to get better at (what has been going wrong?)

4 - Something(s) you're positive about (how can you be proud of this?)

5 - Something you didn't initially want to do/learn (why did you keep going?)
Please think and then make an approximate guess of the percentage time your players spend practising in:

Constant conditions

Variable conditions

Random conditions
Coded % of time players in selected NW England Academies spent in various training activities:

Activity U9 U13 U16
Physiological 31% 28% 27%
Technical Prac. 26% 16% 19%
Skills Prac. 2% 2% 7%
Functional Prac. 0% 6% 5%
Phase of Play 0% 6% 5%
Poss Game 21% 16% 14%
Cond. Game 8% 9% 4%
SSG 9% 14% 14%

Coded % of time players spent in practice which provided no opportunity to make decisions:

57% 44% 46%
Research from Cushion, Harvey, Muir & Nelson:

National Age Group Coaches % of time spent on various types of practice (Hockey, Basketball & Volleyball):

Training State: 31.25%

Playing State: 21.75%

Coach Intervention: 30.5% (players not active)

Session Management: 16.5% (players not active)
(inc. rest & recovery)
Skill Development
(by stealth)
With practice this becomes implicit but still links to a highly verbal mode of control
Tends to break down under pressure or when time to think about response
Dual task
(less conscious)
Subtle cues and practice design
A volleyball coach wishing to get his players to extend their arm more when spiking the ball, rather than explicitly describing the changes in technique that he wants to see, gradually increased the height of the net in training in increments so small that the players couldn't notice. Eventually, the players noticed, but that didn't matter as the outcome had been achieved implicitly.
Another tactic to consider is presenting information to the performer at a level of perception below normal awareness levels. A piece of research with Goalkeepers in Hong Kong demonstrated how sensitive our human perceptual system is.

By standing marginally to the left or right of the goal centre (6-10 cms), the goalkeeper influenced penalty takers to direct more penalties to the side where there is more space.

Sounds like something we've heard before?

The penalty taker doesn't realize consciously that there is more space to one side if it is kept to the 6-10 cms distance.

When asked takers are typically certain that the keeper is standing in the centre of the goal.
How can a Club/Coach manage difference in the group/club?
Show how the adolescent growth spurt may affect the player and what coaches may need to consider?
What is birth bias and how does this affect player development?
What are some the traits of talented people and how can coaches support them?
How can a coach Club manage the performance vs potential issue?
Repeated movements are stored as nerve impulses.

Nerve impulses tell the muscles and joints to move in the way they have been repeated.

A myelin sheath forms to insulate and speed up the impulse

Repetition thickens this myelin sheath and speeds up the transmission of the message from brain to muscle.
Full transcript