Download An introduction to sports coaching : from science and theory by Robyn L. Jones, Mike Hughes, Kieran Kingston PDF

By Robyn L. Jones, Mike Hughes, Kieran Kingston

An creation to activities Coaching offers scholars with an available advisor to the medical, scientific, academic and social technological know-how conception that underlies the perform of caliber activities training.

Throughout the textual content, the speculation is illustrated 'in perform' with the use of real-life training eventualities, designed to show how athletes can profit while their trainer has a broader theoretical appreciation of sport.  An advent to activities Coaching is edited via a group of senior activities training lecturers, all of whom also are skilled activities coaches. The textual content comprises:

  • insights from training foreign and membership coaches
  • clear definitions of significant subject matters and key thoughts in terms of the activities technology wisdom which underpins training.
  • seminar and self-test inquiries to aid make sure your figuring out.

An creation to activities Coaching bargains a fantastic help textual content for today’s pupil of activities training.

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Sample text

Elevated levels of stress) the automatic control processes utilised by expert performers are overridden by the desire to ensure task success. He coined the phrase ‘conscious processing’ to describe this behaviour. In such cases, individuals adopt a mode of control primarily associated with the early stages of learning (Fitts and Posner 1967), resulting in less effective performance. While the learning and performance benefits of using an external focus of attention appear robust, McNevin et al. (2003) proposed that the advantages of doing so were more profound and appeared earlier in the learning process as the distance of the external focus from the body increased.

If augmented feedback is deemed necessary for skill learning, a number of different types of presentation techniques are available to the coach. These include verbal, video replays and biofeedback, the merits of which again depend on individual and 22 skill acquisition for coaches task factors. For example, video replays are particularly useful to skilled performers (Rothstein and Arnold 1976), although in order to be effective for beginners, videos should be supplemented with cues designed to focus the learners’ attention on critical aspects of the skill (Kernodle and Carlton 1992; Newell and Walter 1981).

1993: 123). This is a firm reminder that coaching or teaching is a social practice that involves the values and philosophy of the individual coach and athletes, the objectives of the activity and the context. Consistent with a learner-centred philosophy of coaching, Kay (2003) argues that effective learning in sport and PE should involve participants in planned activities that develop four central domains: the physical, social, cognitive and affective, which he terms ‘whole learning’. Such an approach echoes Jones’ (2006) aforementioned concept of coaches as educators as opposed to physical trainers.

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