A Practitioners Viewpoint Alan MacPherson & Murray Craig - - PowerPoint PPT Presentation

The Coaching Toolbox: For Coaches….& Teachers! A Practitioner’s Viewpoint

Alan MacPherson & Murray Craig

Session Plan: Abraham & Collins’ Coaching Toolbox

• Intro – Who we are and our relationship with the topic
• Alan applied / research
• Murray – Physical & Coach Education
• Understanding knowledge(s)
• The toolbox
• Short explanation of the tools
• Underlying theories
• Q&A - How does this relate to what you do?

Why do experts standstill, go backwards, or work hard to become and remain expert - ? Abraham & Collins (2011)

“When faced with the choice between changing one’s mind and proving there is no need to do so, almost everyone gets busy on proof.” (Galbraith, 2002)

Quote from Abraham & Collins (2011b)

Procedural Knowledge Declarative Knowledge Tacit Knowledge

Types of Knowledge Underpinning the Toolbox

Why am I doing what I’m doing: Undervalued? How to do – what I’m doing (Coach): Vital – yet problematic Knowledge that is difficult to tell…acquired through immersion in a domain … composed of different experiences: Vital – yet problematic

Toolbox Basics: How it works

Offers methods / options / combinations

3 Golden Rules

• 1. Make the content as personally relevant as possible
• 2. Promote athlete understanding wherever possible
• 3. For rapid short-term results make the session ‘easy’;

for longer-term development focused on retention/ transfer make it ‘harder’.

(Abraham & Collins, 2011)

The Tools (Abraham & Collins, 2011)

• 1. Knowing your performer
• 2. Assessment
• 3. Goal-setting
• 4. Physical guidance
• 5. Verbal instruction
• 6. Demonstration
• 7. Q&A
• 8. Command words
• 9. Feedback
• 10. Practice

Relationship & Understanding Communication Skill Development Environment Physical Practice Abraham & Collins, (2011a)

Coaching Toolbox – Practice Continuum

Timescale - Short term Decision Continuum Timescale - Long term Expert Demonstration versus Coping Demonstration More versus Less Feedback Instruction versus Questions & Answer Consistent versus Varied Practice Massed versus Distributed Practice Abraham & Collins, (2011 a, p. 223)

Coaching Toolbox for Coaches?? Underpinning Theory

• Classical Decision Making& Naturalistic Decision

Making

• Professional Judgement Decision Making (PJDM)

Classical & Naturalistic Decision- Making

• Classical Decision

Making :

• Naturalistic Decision

Making Defined as:

CDM – Formal Knowledge NDM – Intervention Knowledge Source

Micro Macro

DM Style

Abraham & Collins (2011b)

Compare, contrast

• ptions in advance –

not time critical Recognise cues – adapt – to the environment: time urgent

PJDM & The Toolbox

• Exploring tacit assumptions
• Tacit assumptions greatly influence coaching

behaviour

• Effective coaches looking to develop their

expertise have developed a mechanism to challenge their own tacit assumptions

• Experience is really useful – if you harness it!

Abraham & Collins, (2011b)

Lewis Hatchett – Professional Cricketer Arik Armstead – 1st Round Draft Pick

Concluding Comments

• Why do experts standstill, go backwards, or work

hard to become and remain expert - ? Abraham & Collins (2011)

• We think it’s because there isn’t always a

framework for coaches to develop their declarative knowledge – and interrogate their

• wn tacit assumptions about their coaching

practise.

Useful References

Abraham, A. & Collins, D. (2011a). Effective Skill Development: How should athletes’ skills be developed? In D. Collins, H. Richards, & A. Abbott (Eds.), Performance Psychology: A Practitioner’s Guide. Elsevier: Edinburgh. Abraham, A. & Collins, D. (2011b). Taking the next step: Ways forward for coaching science. Quest, 63, 366-384. Martindale, A., & Collins, D. (2013). The development of professional judgement and decision making expertise in applied sport psychology. The Sport Psychologist, 27, 390-398. Abraham, A., Collins, D., & Martindale, R. (2006). The Coaching schematic: Validation through expert consensus. Journal of Sport Sciences, 24, 549-564.

Session Plan

• Reflection on research (critical consumer)
• common sense / uncommon practice
• The study:
• Upside of verbal instruction
• Downside of verbal instruction

Workshop Session: Interpreting Research

• Designed to determine the effect acute verbal

instruction

• Critical Consumer’s are - sceptical not cynical!
• Work out the implications?

Acute effects of Verbal Instruction

(Bobrownicki, MacPherson & Sproule).

Acute Effects of Verbal Instruction: Results (Bobrownicki, MacPherson & Sproule).

Figure 1.3. Mean angular velocity averaged across participants for the six experimental conditions Figure 1.4. Mean throwing time averaged across participants for the six experimental conditions Figure 1.1. Mean maximum elbow flexion averaged across participants for the six experimental conditions Figure 1.2. Throwing accuracy averaged across participants for the six experimental conditions

Javelin Case Study

• Contrasting Mental Focus between elite and

international throwers

• Examine the link between the variability in joint

movements and reported mental focus of these two groups of athletes

• What is being used by the elite thrower?

Variability indexes for key kinematic variables

Subject Level

Knee & hip Left knee-hip &shoulder Elbow – Hip &shoulder

Throwers’ reported mental focus in event

• Comp. Training Comp.

Training Comp. Training

E 1

5.0 7.1 7.8 8.1 8.1 10.9

“Rhythm… just rhythm. I have to hear the music.”

I 1

14.5 9.3 9.7 5.0 5.0 14.5

I have an emphasis on a ‘fast arm’ as my key

• point. It’s my best

feature, my springiness. I try to keep that going in the event.”

I 2

17.0 15.4 15.3 13.1 13.1 9.8

“I just try to keep form, stay on the floor and get a good block.”

I 3

17.5 12.6 18.8 15.9 11.3 25.8

“When I am under

pressure, I always concentrate on a giving it a good ****. Get it away quickly and things stay respectable.”

Bespoke Instruction: Javelin Case Study

MacPherson, Morriss, & Collins (2008).

Bespoke Instruction: Javelin Case Study

International l Standard Thrower

MacPherson, Morriss, & Collins (2008)

Bespoke Instruction: Javelin Case Study

Elite Standard Thrower

MacPherson, Morriss, & Collins (2008)

Workshop Session: Interpreting Research

• Two case studies - taken together – implications

for the toolbox?

• Thoughts?