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Guidance and Practice. Lesson objectives. To understand the different types of guidance To be able to name and describe the different types of practice. Starter…. Match up your card with the right heading or description…. So what is guidance?.
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Lesson objectives • To understand the different types of guidance • To be able to name and describe the different types of practice.
Starter… • Match up your card with the right heading or description…
So what is guidance? Guidance is required whenever new skills are being learnt. Coaches or teachers will offer ongoing guidance to those learning from their own personal experience. A coach will inform the performer of how well they are doing and give them instructions in training, showing them the way forward and how to progress.
Different types of guidance VISUAL GUIDANCE VERBAL GUIDANCE MANUAL/ MECHANICAL GUIDANCE
When learning a new skill, often visual guides are given to a performer. These are in forms of demonstrations, photographs or videos of the skill. http://www.youtube.com/watch?v=nRXhnW7h7BA VISUAL GUIDANCE
Here the coach tells the performer what is needed to be done for improvement. Instructions are given on breaking the skill down and describing how to perform it. http://www.youtube.com/watch?v=elwTIJgSnXk VERBAL GUIDANCE
This method is used with complex skills that are difficult to perform. The coach supports manually or with specialised equipment for example using armbands for swimming. http://www.youtube.com/watch?v=ZRs5VKCKIM4 MANUAL/ MECHANCIAL GUIDANCE
Learning the correct technique for the tennis backhand A beginner learning to swim Football passing task
Answer 2 of the stars as a minimum. • Green is the easiest • Red is the hardest Task Name what each form of guidance is in the picture. Explain why it is this method. Discuss what you think might be advantages and disadvantages of each form of guidance.
Types of practice • To improve skills in sport, it means that you have to practice them. • Some skills are simple, some are more complex. • There are a series of different methods to do this. • The aim of the practice is to help the performer to learn how to complete skill successfully.
Whole practice • This method suits practicing simple skills and involves repeating the whole of the action at once. • These skills are unlikely to confuse the performer due to their simplicity and so can be practiced in this way in order to get the feel of the action. • Examples; dribbling in football and basket ball or catching in netball or rugby.
Part practice • This method is best for more complex skills, which have several different parts making the whole. • A good example if this is a tennis serve. • You can break it down into several parts; ball toss; transfer of weight; racket preparation; throw action; contact; follow through.
Whole – part – whole practice • Again best for complex skills. • It involves a combination of the whole and part practice approaches. • The whole action is attempted first allowing the performer to experience the action. • The action is then broken down into parts and practiced section by section. • And then it is reassembled back into the whole action again. • This method suits long and triple jump in athletics.
Fixed practice • These are suitable for closed skills. • In a fixed practice, the conditions always remain the same. • The skill is continually repeated and feedback is given and necessary adaptations are made. • Example; forward and backward rolls in gymnastics.
Variable practice • This is suited for open skills. • When training for invasion games such as netball, basketball and hockey, this practiced is used. • These aim to stimulate the changing situations that might occur in a game. • By presenting a player with problems they might be better prepared for competitions conditions.
Plenary • Hot seating. • Write down a question on what you have learnt today. • You may ask your question to the person in the hot seat if selected. • Make sure you know the answer to your own question!
