Exam Revision
 Effective Coaching Practices
• Skill learning principles and practice
• The coaching toolbox – characteristics, skills and
responsibilities
 Physically Active Lifestyles
• PA concepts and health outcomes
• National Physical Activity Guidelines
• Factors influencing PA
 Promoting Active Living
• Promoting active living
 Skill
Classification
 Skill Development
 Learning Styles
 Stages of Learning
 THREE
categories of classification
• Movement precision
 GROSS or FINE
• Type of Movement
 DISCRETE, CONTINOUS or SERIAL
• Predictability of the environment
 OPEN or CLOSED
 Gross
motor skills involve movements
that use large muscle groups and make
big movements, eg kicking a football
 Fine
motor skills involve smaller
movements with smaller muscle groups,
eg writing or bouncing a tennis ball
 Discrete
skills are those that have a
distinct start and finish, eg A tennis serve
 Continuous
skills are those that share a
repetitive motion, eg swimming or
running
 Serial
skills are those that involve linking
discrete skills together, eg gymnastics or
dance routines
 Open
skills are those that the individual
needs to adapt to, with external factors
influencing what needs to be done, eg
golf shot outside on a windy day
 Closed
skills are largely easier with no
external influences. They are completely
controlled by the individual, eg ten pin
bowling
 Cognitive
 Associative
 Autonomous
 Cognitive
stage: the “beginner” level of skill
development. Involves many mistakes but
shows fast improvement
 Associative
stage: more consistent and less
mistakes. Can tell why some errors occur and
develop strategies to overcome them
 Autonomous
stage: can detect their own errors
and correct them, movement happens
automatically
 Visual
learners
 Auditory
learners
 Kinaesthetic
learners
 Visual
learners: learn by seeing things.
These may be plays on the board, where to
stand etc
 Auditory
learners: learn by listening to what
needs to be done. “You need to stay in the
hot spot”
 Kinaesthetic
learners: learn by doing. Going
through plays rather than just talking about
them
 Blocked
• Same skill continuously, eg serve only
 Random
• Different skills in the same training session, eg
serve, forehand, backhand, volley etc.
Part, whole, massed and distributed pg
213-5
 Internal
• Performers use their own senses to see, feel etc
what happened
 External
• When others give insight to an athletes
performance
 Authoritarian: Strict
and demands
discipline. Punishes for poor
performance
 Casual: More of a supervisor than a
coach. Lets players run the training
sessions
 Democratic: Delegates roles to assistants
 Co-operative: Works with the players to
receive input
 Managing
risk
 Abiding by the Coach’s Code of
Behaviour
 Keeping good player – coach
relationships
 Staying out of trouble and within ethical
boundaries
 Professional
development
 Gaining accreditation and coaching
pathways
 Coaching juniors, working with parents
 Working with officials
 Planning and reviewing
 Communication skills
 Motivation skills
 Leadership
 Conflict resolution
 Understanding of group dynamics
 Essential knowledge
 Of the sport
 Skill acquisition and biomechanics
 Sports psychology
 Injury prevention
 Sports nutrition
 Tactical and strategic sense
 Domains
of Physical Activity
 Dimensions
 Health
of Physical Activity
Benefits of Physical Activity
 Consequences
of Inactivity
 The
main domains of PA are
• Leisure time
• Household/gardening
• Occupational
• Active Transport
 The
following can also be seen as domains
• Play
• Exercise
• Organised sport
 Dimensions
of PA are different to
domains of PA
 They are these:
• Frequency – How often PA is done
• Intensity – How hard (HR) the activity is
• Type – Weights, Cardio, Interval, Circuit,
Flexibility etc
• Duration – How long the individual exercises for
 Improved
cardiovascular function
 Improved strength and muscular endurance
 Resistance to fatigue
 Enhanced mental health and function
 Opportunity for successful experience and
social interaction
 Improved appearance
 Greater lean body mass and less body fat
 Improved flexibility
 Bone development
 Reduced cancer risk
 Reduced effect of aging
 Improved wellness
 Type
2 diabetes
 Obesity
 Cardiovascular disease
 Hypertension
 High cholesterol levels
 Guidelines
put in place by the
government to minimise costs brought
about by preventable illnesses caused by
inactivity
 All different for children, youth, and
adults
 Birth
– 1 year:
• Floor based play
 1-3:
• Active for at least 3 hrs a day, every day
• Younger than 2, no TV or electronic media
• Maximum inactivity time = 1 hr
 At
least 60mins activity (up to several hrs)
moderate – vigorous activity every day
 No
more than 2 hours using electronic
media for entertainment
 At
least 60mins activity moderate –
vigorous activity every day
 No
more than 2 hours using electronic
media for entertainment
 Think
of movement as an opportunity, not
an inconvenience
 Be active every day in as many ways as
you can
 At least 30mins of moderate intensity PA
on most, if not all days
 Some regular vigorous PA for extra
health and fitness
 Some
form of activity no matter what
 Be active in as many ways as possible
 30mins of moderate activity every day
 Start at least at a level that is appropriate
 Continue a lifetime of PA that you enjoy
 More
PA (age appropriate) than is
currently being undertook
 At
least 60mins activity every day
 Once weight has been lost, 60-90mins
activity a day to avoid weight regain
 Socioeconomic status
• Income, education, where you live
 Cultural background
• What you think is important, culturally
 Environmental factors
• Trees, water, family
 Social factors
• Peers, spouse, family
 Physical environment
• Buildings, walking tracks, recreational facilities
 Lack
of time
 Social influence
 Lack of energy
 Lack of will power
 Fear of injury
 Lack of skill
 Lack of resources
 Assessment
of Physical Activity
 Physical environment, social
environment, and policy approaches to
PA at home, workplace, school and in
community settings
 Elements of effective programs
 Media communication tools used to
promote PA
 Measured
at two levels
• Population level
• Individual level
 Subjectively
• More error ridden – recall surveys
 Objectively
• More accurate – proxy diary logs
 Global
Physical Activity Questionnaire
 International Physical Activity
Questionnaire
 Active Australia Survey
 Multi-Activity Recall for Children and
Adolescents
 Children Leisure Activities Survey
 Home
 Work
 School
 Community
 Physical
environment approaches:
changing the physical environment to
make people more active
 Social
environment approaches: making
people more accessible to be active with
 Policy
approaches: creating policies in
which mandate, or at least encourage,
more physical activity
A
program that encourages change in an
individuals behaviour
 For a program to be successful, it must have
4 elements:
• Formative evaluation – On going assessment
• Process evaluation – collect data of implementation
• Impact evaluation – achievement of program goals
• Outcome evaluation – assessment of long term goals
 People
see/hear/feel media everyday,
hence why it is so powerful. Types of
media that is effective include:
 TV
 Radio
 Billboards
 Magazines
 Web based information