CHAPTER FOUR-Developing Technical Skills

4.1. Technique and Skill Learning

• As a coach, you will be required to facilitate the learning of new technical skills by your
athletes.
• To achieve this you will need to develop your knowledge of the learning process and the
various teaching methods.
• Pedagogy and Andragogy

• Pedagogy and Andragogy are used to describe the art and science of teaching.

• Andragogy :Teachers who take on a facilitating role by directing the students in the
learning process (e.g. adult and further education) or (student centered).
o the coach assists the athlete to learn (facilitator).

o
• Pedagogy : teachers who lecture to their students (e.g. child education
in schools) (teacher centered).
o the coach assume responsibility for making decisions about what
will, how it will, and when it will be learned.
o The coach directs the learning
Pedagogy is the teaching of children, or dependent personalities.

Andragogy is the facilitation learning for adults, who are self-

directed learners.
•Applied to Coaching
 In the pedagogic model, the coach assume responsibility for making
decisions about:-
 1. what will be learned,

 2. how it will be learned, and

 3. when it will be learned.

 The coach directs the learning. In the andragogy model the coach
assists the athlete to learn (facilitator). The athlete directs the learning.
 4.2. Methods of Teaching Simple and complex Technical Skills
• Simple and Complex Skills
o Simple and complex are terms used to describe a skill
o Simple (easy to perform)
o complex (more difficult).
o Remember, what is a simple skill to one athlete may be complex
to another so as a coach you need to determine how each athlete
perceives the skill.
• Whole Practice
o a skill should be taught as a whole as the athlete can appreciate
the complete movement and execution of a skill.
o The whole method of instruction can sometimes mean the athlete
having to handle complex movements e.g. the whole High Jump
technique.
 Types of Practice
o There are four types of practice:
o Variable - the skill is practiced in the range of situations that could be
experienced
o Open Skills: are best practiced in this way (football)
o Fixed - a specific movement is practiced repeatedly, known as a drill
o Closed Skills: are best practiced in this way (free throw in basket ball)
o Massed - a skill is practiced without a break until the skill is developed.
o Suitable when the skill is simple, motivation is high, purpose is to practice a
skill or the athletes are experienced
o Distributed - breaks are taken whilst developing the skill.
o Suitable when the skill is new or complex, fatigue could result in injury or
motivation is low.
 4.3. Methods of Teaching Complex Technical Skills

• Shaping is suitable for complex actions with simultaneous

elements, e.g. Hurdling.
•Hurdling: is frequently seen as a complex skill by beginners
because of the event rules and their concern about hitting the
hurdles
•Chaining : breaking an action down into parts is called chaining
and is only suitable for complex actions with sequential parts, e.g.
triple jump.
 CHAPTER FIVE-
Developing A Planned Approach of Training

5.1. Periodization and Planning

• Planning It is simply defined as “a process of setting objectives
and deciding how to accomplish them”.
• Periodization can be defined as a logical phasic method of varying
training volume, intensity factors and exercises in order to optimize
progress.
• The primary goals of periodization are the avoidance of
overtraining and performing at peak or optimal levels at the right
time.
• Periodization of the annual plan divides it into smaller training
phases, making it easier to plan and manage a training program and
ensure peak performance for the main competition of the year.
 Goal – setting principles
• Effective goals should always be based on the “SMARTER” principle.

• S – Specific. Goals should be as specific as possible

• M –Measureable: unless performers can measure their progress, they will be

unable to assess whether or not they are improving or have been successful
• A –Agreed: the performer must personally agree and accept responsibility for
the goal set.
• R–Realistic: the goal should be challenging and not something that is easily
achieved.
• T – Time phased: Progress must be planned in smaller steps or
short – term goals each identifying an achievable goal in a specified
time span.
• E – Exciting: if a goal is too easy, it offers no challenge, little
motivation and consequently no satisfaction on accomplishment.
Goals should be exciting.
• R – Recorded: it is essential to write down your goals.
 5.2. Phases of a yearly plan
• In order to be successful in coaching, the coach must be well prepared and plan
ahead.
• An evaluation at the end of each phase of the yearly plan enables the coach to
modify the plan for the upcoming phase and to make modifications to the plan
for the next year.
• The annual training plan is the tool that guides training over a year.
• It is based on the concept of periodization, which divides the annual training
plan into phases.
• A yearly training program has to be simple and flexible.
• All coaches should have a yearly plan dividing the training year into small
phases.
• Each of these phases will have specific training objectives.
• The yearly plan is generally divided into three main phases of training:

1. Transition Phase (Off-Season)

2. Preparation Phase (Pre-Season) and
3. Competition Phase (In-Season).
1. Transition Phase (Off – Season)
• Immediately following competitions, long periods of preparation, and
hard work, athletes require rest and recovery.
• Athletes may have high levels of physiological and psychological
fatigue.
 the training volume and intensity should be gradually reduced.

• closes the yearly cycle, at the same time connecting with the
following preparatory period.
 There are two common approaches to the transition phase
 The first and incorrect approach encourages complete ( passive) rest with no
physical activity
 Second a period of active rest

• The aim during this time should be to maintain physical conditioning and
facilitate recovery.
Physical rest can be either passive or active

• Passive physical rest means time spent asleep, including napping.

• Active physical rest, on the other hand, is any activity that improves your
physical well-being, like massage, exercise, stretching, or yoga.
• The three principal objectives of the transitional phase are
as follows:
oCNS restoration,

oAnalyzing the past training programs and their results,

oMapping the following annual plan.
 2. Preparation Phase (Pre - Season)

• This is where you build your foundation.

• The longest training period usually depends upon the nature of the
sport. Furthermore, the athlete’s age and sports classification must be
considered.
• The three primary objectives of the preparatory phase are as follows:
o acquiring and improving general physical training capacity
o Improving the abilities required by the sport (agility, balance, coordination,
endurance, flexibility, mobility, power, speed, strength, etc.)
o skill mastery - developing, improving, and perfecting technique
 The preparatory phase is divided into two sub-phases:

I. The general preparatory phase: early in the phase

o physical development, tactical and technical skills development.

o It is generally directed towards the development of general

stamina and coordination.
o The volume of the training is high and the intensity is lower.
II. The specific preparatory phase: later in the phase
o Although the training objectives are similar to those of the general
sub phase,
o the training becomes more specific and represents a transitional
shift toward the competitive season.
o The training volume remains high but exercises/drills become more
specific.
o training volume is progressively reduced thereby allowing an
3. Competition Phase (In – season)
• The main focus is to stabilize the athlete’s performance under
stress (match) condition.
• The primary training objectives of the competitive phase are as
follows:
o Perfecting technique to enable performance at the highest level

o Extended improvement of abilities

o Maintaining general physical preparedness

• When structuring the competitive phase of the annual training plan it may be
warranted to divide the phase into two sub-phases:
1. the precompetitive phase and 2. the main competitive phase
• Precompetitive Sub-phase
• The precompetitive phase generally contains unofficial competitions or, in the
case of team sports, exhibition games
• Main Competitive Sub-phase
• The main competitive sub-phase is dedicated strictly to maximizing
preparedness, thus allowing for superior performances at the main contests.
• Note:- Notice that each training phase is divided into one or more macrocycles.
• A macrocycle typically represents a period of three to six weeks.
• Each week is a macrocycle.
• A microcycle is, usually represented by the weekly training program or one
week.
• Daily training session or workout would denote the only cycle or unit of time
smaller than the microcycle.
• In planning the typical competitive week the coach should take into account
both the volume and intensity of the training.
 5.3. The Training session

• The training session is the basic building block of coaching.

• In order to conduct a meaningful and successful training session a

coach should follow the four stages of planning outlined below:
1. Set the overall goals and objectives
2. Set specific goals and objectives
3. Build in the principles of effective training sessions:
4. Design the training session: Be prepared.
When planning a training session the following considerations should be noted:

• Venue:- a place where people undergo skills training for work

• Equipment The well-prepared coach will have a variety of equipment on hand at

training.
• Outline of the training session Players should also be informed about the overall
aims of the session in addition to the approximate length and intensity of the
practice.
• Be specific Training must be specific to the demands of the game.

• Quality not quantity a quality training session rather than on one long duration
training.
 5.4. Conducting a Training Session
• During the session
o Briefly introduce the session, explain what is going to happen and establish
a few basic rules.
o Spend the first few minutes on the warm-up.
o Ensure that you allow plenty of time for game play and select a range of
games that will develop skills, using questions and challenges to assist the
participants to learn.
o Use skill demonstrations at key
o Making mistakes is a natural part of the learning process.
• After the session
o Conclude the session properly.
o Encourage stretching at the end of the session as it can be beneficial for
developing flexibility, as well as reducing muscle soreness.
o Talk to the players as they cool down and revise the key points of the
session through questioning, provide lots of praise.
o Remind participants of the time and venue of the next practice session or
competition.
Evaluate the session by asking yourself:

o Was it fun?
o Did the players enjoy themselves?
o What might be done to improve the session?
 5.6. Principles of Effective Training

• The coach needs to be aware of the general principles to ensure effective training.

1. Plan, yet be flexible

o If a planned activity is not working or circumstances have changed (e.g. weather
or reduced numbers) be prepared to adjust the activity to make it work.

2. Give clear, concise instructions

o Be clear in your instructions.

o To stop an activity use one clear word “stop” or a whistle.

o Before speaking make sure all the group is in, and in front of you, so that you
can see all the players.
3. Demonstrations improve the accuracy of instructions
obe conscious of the best viewing angles for the players to observe the
demonstration.
orepeat the demonstration a number of times before sending the players
back to practice.
4. Give positive feedback
oemphasize and reward good performance and encourage the effort
that is made to achieve the task.
5. Provide variety
o Maintain interest by using various venues, warm-ups, drills, skill
practices and modified games and guest coaches.
6. Encourage enjoyment
o Training sessions should be fun, enjoyable and demanding.

7. Create progression
o Learning improves if you plan for progressive skill development.

o Moving from simple to more complex skills facilitates this

improvement.

8. Record progress

o Certain training activities allow measurement that assesses

progress.
9. Allow for individual differences
o Grouping players according to different skill levels or using more skilled players to
assist less skilled players facilitates the learning process.
10. Keep all players active
o Maximize training time by keeping all players active and involved, being conscious
of appropriate work-to-rest ratios.
11. Communicate
o Make every effort to speak with and listen to as many players as possible on training
nights.
o Communicate with players about their sport as well their school/university life,
their social life, work issues or family matters.
 Training Plan
The following training plan form can be used to record details for each session:
TRAINING PLAN – IN SEASON
Date__________________ Venue_______________________________________
Attendance__________________________
Conditions____________________________________________________________________________
Aim of Session________________________________________________________________________
SESSION OUTLINE (Brief description)
(Include drills, diagrams and time schedule)
Warm-up
________________________________________________________________________________________________
Skills/decision making/style of play/team plan section
_____________________________________________________________________________________________
Warm-down
________________________________________________________________________________________________
REMINDERS
INJURED PLAYERS – REHABILITATION
Name Injury Program _______________________
_______________________ __________________ _______________________
_______________________ __________________
SESSION EVALUATION
______________________________ _______________________________________________________
______________________________________________________________________________________