Book Chapter10.4324/9780203646564-14
Instructions, demonstrations and the learning process : Creating and constraining movement options
Nicola J. Hodges,Ian M. Franks +1 more
- 31 Jul 2004
- pp 169-198
28
TL;DR: Hodges et al. as mentioned in this paper argue that we would not expect to visit a doctor and receive health prescriptions based on common sense, but we are often happy to receive coaching from practitioners who are unaware of the principles underlying the effective provision of instruction.
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Abstract: We would not expect to visit a doctor and receive health prescriptions based
on common sense, but we are often happy to receive coaching from practitioners
who are unaware of the principles underlying the effective provision of instruction. There is a growing need for evidence-based practice in the coaching arena
and classroom to validate the use of techniques that are too often administered
based on implicit and explicit assumptions of how a skill should be performed,
rather than how people learn (see Hodges and Franks, 2002b).
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An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application
TL;DR: Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression.
An investigation of the practice activities and coaching behaviors of professional top-level youth soccer coaches.
TL;DR: The interviews revealed that the coaches had a low self‐awareness about their behavior, with an epistemological gap identified between understanding and practice, with statements of intent not being matched by knowledge and action.
234
Coach behaviours and practice structures in youth soccer: Implications for talent development
TL;DR: The main example focuses on the discrepancy between coaching behaviour and research from the sports science sub-discipline areas of motor learning and skill acquisition that relate to how best to design practice sessions and provide instruction.
176
From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies
Stefan Vogt,Roland Thomaschke +1 more
TL;DR: Three areas of research and theory relating to the involvement of motor processing in action observation are reviewed: behavioural studies on imitation learning, behavioural work on short-term visuomotor interactions, and related neurophysiological and neuroimaging work.
What is modelled during observational learning
TL;DR: In this article, the authors examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data, and conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (e.g., the relative motions within and between joints) and, in contrast with traditional theoretical modelling, more global aspects of a model do not appear to be the primary method for constraining action execution.
164
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