An Introduction to Sports Coaching: From Science and Theory by Robyn L. Jones:

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2006; Masters 1992). Furthermore, and more specifically, Jackson et al. (2006) provided strong evidence that movement-related process goals were detrimental to performance regardless of individual tendencies for self-focused attention and situational pressure. However, in line with Kingston and Hardy (1997), Jackson went on to suggest that subtly different process goals may have different attentional functions. g. functioning as holistic cues for the desired action) do not encourage explicit monitoring (Jackson et al.

During a game situation). Conversely, in blocked practice, a given action plan can be constructed on the first attempt of a movement skill and simply applied to subsequent attempts over an entire block of trials. This uninterrupted repetition of the same action plan leads to good performance during practice, but the minimal experience learners have in reconstructing action plans means that applying that learning in a variety of contexts is poorer. The principal idea behind the elaboration hypothesis is that random practice forces the learner to engage in a variety of cognitive processing activities, the result of which means information about each to-be-learned skill is more distinctive.

Similarly, the best coaches draw from a whole range of learning theories and from both Reproductive and Productive teaching styles to achieve their learning outcomes in successfully dealing with different coaching scenarios. The key message of this chapter, therefore, is that coaches should continually evaluate their sessions within a broad pedagogical theoretical framework which will allow them to become more reflective, better practitioners. REVIEW QUESTIONS 1. Sir Clive Woodward is quoted as stating that the ‘best coaches are good teachers’.

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