for teaching sport science

2. Chapter One
What is Exercise Physiology?

3. Exercise physiology is the science of how the body functions during exercise and sports
activities and how the body adapts to chronic exercise training.
The scope of exercise physiology covers both acute and chronic exercise responses and
adaptations and includes the study of activities that can be placed on metabolic and
hemodynamic continua.
Hemodynamic refers to the circulation of blood and encompass the forces restricting or
promoting its circulation
 “It is the study of how our bodies' structures and functions are altered when we are
exposed to acute and chronic bouts of exercise.”
 Study of how the body adapts physiologically to the acute and chronic stress of exercise,
or physical activity.

4.  In this context an exercise physiologist must have a general understanding of the
scientific basis underlying exercise-induced physiological responses.
Exercise physiology is a field of study devoted to examining the body’s response to
physical activity.
 In a nutshell, its primary focus is "exercise as medicine
It working in the field of exercise physiology may include human energy expenditure,
human energy transfer, effects of exercise in bodily systems, and environmental
effects on physiology.
also devote a great deal of study to how physical activity influences the body’s
cardiovascular system, endocrine system, and musculoskeletal system

5. exercise physiology can be split into two primary areas of specialization:
fitness and rehabilitation.
 Exercise physiologists who focus on fitness may work with professional
athletes to improve their performance or counsel private clients who are
trying to lose weight and get in shape. .
 rehabilitation often help people who are recovering from injuries or
dealing with chronic conditions such as arthritis and lower back pain by
developing customized exercise program that can be used as part of
comprehensive treatment strategy.

6. cont’d
To enjoy a long and healthy life, everyone should make lifestyle choices that
include a healthy diet, regular exercise, and maintaining normal weigh
The combination of inactivity and eating the wrong foods is the second most
common preventable cause of death.
Roots and Historical Perspective of Exercise Physiology
Recent History of the Field
The field has evolved extensively since the beginning of the early 20th century
due to an increased interest in exercise and health within the professions of
physical education, physiology and medicine, especially cardiology

7. The two interrelated activities contributed to developing the discipline:
1. Development and measurement of physical fitness.
2. The physical training and rehabilitation of soldiers, along with other types of military
research, served as common areas of interest for all three professional groups from World
War I onward.
 What does an Exercise Physiologist do?
Research- investigations on effects of exercise on bodily organs.
 Community organizations - Many organizations conduct scientifically-based exercise
programs for health maintenance, cardiac risk-factor reduction and rehabilitation
Commerce and Industry
More and more corporations are recognizing the value of employee fitness programs
and employ people trained in the area of adult fitness.
Commercial opportunities related to health and fitness evaluation, exercise prescription
and overall program management are also found in spas, health clubs and recreation
centers.

8. Rehabilitation Programs
Cardiac rehabilitation programs, respiratory therapy and physical therapy centers are
starting to employ exercise physiologists.
Opportunities in this area of employment may focus on preventative medicine as well as
the treatment of established diseases.
Competitive Sports Programs
Sports medicine clinics and athletic teams employ physical therapists, physical trainers
and athletic trainers to help in the prevention and rehabilitation of athletic injuries.
Workers in these areas are becoming increasingly well-versed in exercise physiology.
Individuals well-acquainted with the principles of exercise physiology are also being
sought for various sports-related areas of employment.

9. The Health and performance benefits of exercise include:
Improved metabolic processes - the way the body breaks down and
builds necessary substances.
Improved movement of joints and muscles.
Improved oxygen delivery throughout the body.
Improved sense of well-being.
Decreased risk of cardiovascular (heart) disease, high blood pressure,
and stroke.
Decreased risk of colon and breast cancers.
Decreased risk of diabetes.
Decreased risk of osteoporosis.

10. Cont’d
Decreased risk of, stress, depression and dementia.
Decreased body fat.
Improved all fitness components. E.g. strength, endurance, flexibility,
body composition, speed, power, agility, neuromuscular coordination,
cardiorespiratory fitness, reaction time, and soon.
Prevent from emergency hospitality.

11. Tips for Exercising:
Drink plenty of fluids before, during, and after a workout.
Do warm-up exercises for 5-10 minutes at the beginning of an exercise
session. Strengthening exercises, quiet calisthenics, and walking are ideal.
Do not eat for 2 hours before vigorous exercise.
When exercising, listen to your body's warning symptoms
Motivation
Lack of motivation is one reason many people stop exercising. Tips for
avoiding burnout include:
Think of exercise as a menu. Choose a number of different physical activities
that are personally enjoyable such as sports, dancing, or biking.
Develop an interest or hobby that requires physical activity.

12.  Adopt simple routines such as climbing the stairs instead of taking the elevator, walking
instead of driving to the local news stand, or canoeing instead of zooming along in a
powerboat.
Try cross training (alternating between several types of exercises).
Exercise with friend
The Exercise Response
 Exercise is a single acute bout of bodily exertion or muscular activity that required an
expenditure of energy above resting level and generally resulted in voluntary movement
The amount of exercise can actually be measure the term work or load may be used as
well
Exercise Modality- means a mode or types of activities of the particular sport. For
example, rowing has a very different effect on cardiovascular respiratory system that does
Football.

13. Modalities are often classified by the type of energy demand (aerobic or
anaerobic) or the major muscle action (continuous and rhythmical,
resistance, or static).
Walking, cycling, and swimming are example of continuous rhythmical
aerobic activities;
 jumping, sprinting, and weight lifting are anaerobic exercise of resistance
activities.

14. Exercise Intensity: is most easily described as Maximal and Sub-Maximal exercise,
 maximal (max) exercise is most straightforward; highest intensity, greatest load, or
longest duration an individual is capable of doing.
Most maximal values are reached at the endpoint of an increment work task.
That is, comfortable with and gradually increases until he/she can do more
The value for the physiological variables measured, maximal heart rate is symbolized as
HR max.

15. Sub maximal exercise
may be described in one of two ways. The first involves a set load, which is
a load that is known as or is assumed to be below an individual’s maximum
load, which is a load that is known as or is assumed to be below an
individual’s maximum.
This load may be established by some physiological variable, such as
working at a specific heart rate (perhaps 50b min-1); at a specific work load,
or for a given distance (perhaps a 1 min run).
Such a load is called an absolute work load

16. The second way to describe sub maximal exercise is as a percentage of the
maximum.
Thus, a load may be set at a percentage of maximal heart rate, a
percentage of the maximal ability to use oxygen, or a percentage of a
maximal work load.
This value is called a relative workload because it is prorated or relative to
each individual
Relative workloads are occasionally used in physical fitness testing.
Absolute Sub maximal workload- A set exercise load performed at any
intensity from just above resting to just maximum.
 Relative Sub maximal workload- A workload above resting but below
maximum that is prorated to each individual: typically set as percentage of
maximum

17. Physiological bases of Stress (Neurohormonal Control )
Stress – The state manifested by the specific syndrome that consists of all
the nonspecifically induced changes within a biological system, a disruption
in body homeostasis and all attempt by the body to regain homeostasis.
 There are two complementary, and often overlapping, physiological
pathways through which the body responses to all stressors; the nervous
system and the hormonal system
Because of these two systems function so closely together; they are often
referred to as the neurohormonal system.
The nervous system is the fast acting regulatory center of the body. It
communicates by nerve fiber that releases chemical neurotransmitters at
the largest location

18. The Endocrine system is the lower of the two regulatory systems. It relies
on chemical signals, by way of hormones, that are transported in the blood
to communicate with the target organs and cells at specific receptor site.

20. • Coaching Process: refers to the core process which facilitated in mind and developed
by the coach.
It may related to coaching effectiveness (instrumental per suit of
performance goals), inter-personal relation-ship, control of variables,
purposeful interaction, control of the out-come related to scale and scope,
situational review and analysis, goal setting (coach goals, group goals, etc.)
The coaching process divides in to three main areas;
• Planning
• Conducting and
• Evaluating

21. • Coaching Strategy: describes the role of the coach or teacher as one which enables the
athlete to achieve levels of performance to a degree that may not have been possible if
left to his/her own endeavors.
• Coaching Roles: to create the right conditions for learning to happen and to find ways
of motivation the athletes.
Demonstrator
Instructor
Assessor
Mediator
Organizer
Monitor
Facilitator
Advisor
Planner
Learner
Motivator
Counselor
Supporter etc

22. 1.2. COACHING FUNCTIONS AND MORAL PRINCIPLES OF A COACH
The key functions of coaching are;
1. Responsibility for coaching either individual training or team training for young or
advanced players.
2. To desire planning, organization scheduling training programs and competitions and
assessment (in the medium and long term period).
3. To produce good communication with the whole team members.
4. To create good relation-ship with media players agent, sponsors, supporters schools
and parents.

23. 5. To raise the team levels through concrete a planning and training measures
emphasizing quick reactions and different skill abilities.
6. To analyze the opponent’s performance and their training programs through
gathering different information’s (watching videos, reading different newspapers).
7. To build and develop the players performance and their self- confidence.
8. To help players to reach their potentials and to set goals.

24. 1.2.1. MORAL PRINCIPLES OF A COACH
• In order to achieve a desired goals and functions of a coach there are different moral
principles of a coach;
Respect for participants:
The principle of respect for participants challenges coaches to act in a manner respectful of
the dignity of all participants in sport. The fundamental to this principle is the basic
assumption that each person has value and is worthy of respect.

25. Respect for participants means that the coaches;
A. Do not make some participants more or less worthy as persons than others, on the basis of
gender, race, and place of origin, athletic potential, color, sexual orientation, religion,
political beliefs, socio-economic status, material status, age, or any other conditions.
B. Have a responsibility to respect and promote the rights of all participants.
C. Interact with others in a manner that enables all participants in sport to maintain their
dignity and
D. Build mutual support among follow coaches, officials athletes and their family members.

26. Responsible Coaching:
The principle of responsible coaching carries the basic ethical expectation that the
activities of coaches will benefit society in general and participants in particular and will
do no harm. Responsible coaching maximizing benefits and minimizing risks to
participants is performed by coaches who are well prepared and current in their discipline.
Responsible coaching means that the coaches;
A. Act in the best interest of the athlete’s development as a whole persons.
B. Recognize the power inherent in the position of coach.
C. Are aware of their personal values and how these affect their practice as coaches.
D. Acknowledge the limitations of their discipline.
E. Accept the responsibility to work with other coaches and professionals in sport.

27. Integrity in Relation-Ships:
Integrity means that coaches are expected to be honest, sincere, and
honorable in their relation-ships with others.
Honoring Sport:
The principle of honoring sport challenges coaches to recognize, act on, and
promote the value of sport for individuals and teams and for society in
general.

28. SEVEN PRINCIPLES OF COACHING
 Awareness
• Awareness is the most common outcome that coaching delivers and many of the benefits
the coaches receives from it arise from this.
• Everything the coach says and does is focused on raising the coaches’ own awareness and
self-knowledge
Responsibility
• The core principle of coaching is self-responsibility, or taking ownership of our decisions

29.  Self-belief
• Confidence that we can do something is a key factor in achieving it. People
develop self-belief by being given the space to learn, both through making
mistakes and achieving goals
 Blame-free
• Children cannot learn to walk without falling over.
• In a coaching culture, mistakes are viewed as learning experiences, not reasons to
look for a scapegoat (blame taking).
• Coaches are likely to learn as much from the actions they have not completed as
those that they have.

30.  Solution focus
• When we dwell on a problem, it gets bigger. When we focus on the solution, the problem
becomes manageable and we find more energy to deal with it.
 Challenge
• Coaching is sometimes described as ‘holding up a mirror’ to the coach. Seeing their lives
reflected back enables coaches to see their lives in proportion.
 Action
• Coaching uncovers new perspectives and awareness. In this way, coaches gain new
insight, which leads to more options, which in turn lead to a desire to take action and
change. Coaches ensure that this energy is channeled into action and a change of habits.

31. CHARACTERISTICS OF A COACH
• In all kinds of sport there are different characteristics of successful coaches,
the main characteristics of successful coaches;
1. Provision of high level of correction and re-instruction.
2. Possessing strong knowledge of the sport either practical or theoretical.
3. Predominantly being engaged in instructions,
4. Managing the training environment to achieve considerable order.
5. Frequent provision of feedback and incorporation of numerous prompts and
hustles.
6. Communicating with their athletes.

32. 7. Motivating and respecting all athletes equally.
8. Developing athletes sport skills.
9. Compassion- desire to help
10. Punctuality
11. Poise-a graceful control way of performing an action
12. Promoting a fair play in the law of the game and respecting the dignity of the opponents
and officials.

33. FIVE TOOLS OF AN EFFECTIVE COACH
• C-COMPREHENSION- understanding (Intellectual Ability)
• O-OUT LOOK- attitude (Point of View)
• A-AFFECTION- Concern
• C – CHARACTER-being a role model
• H – HUMOR-funny quality (ability to see something as funny)

34. • Philosophy: is a direct influence on how we see and understand the
world around us, what actions we take, and why we choose to behave
in the way we do.
• It is a science which investigates the facts, principles and problems
reality.
• It is also the most significant aspects of thought and direction of life.
CHAPTER TWO
Developing a coaching philosophy

35.  Coaching Philosophy: your coaching philosophy is simply the way you see situations
and experiences and the value you give them.
 It’s a set of guidelines governing a coach's actions and behavior
 Its based on the coach’s beliefs about issues such as:
The role of the coach in relation to others
The role of performers in determining their own goals and the extent to which they
should be responsible for their own behavior and development

36. The relative importance of the outcome of competition in relation to the long-term
development
The importance of adhering to the rules, the meaning of fair play and the misuse of
banned substances
The appropriate intensity of training and competition for young performers
The importance of sport.

37. • A coaching philosophy provides the personal and ethical framework within which
coaches work.
• Coaches may or may not aware of their own philosophy
• However, it is important to determine their own views on these key issues and share
them with their performers, parents, family and club.

38. To be an effective coach, it is important to understand your own coaching philosophy.
Think about the reasons why you are currently coaching or want to coach
What are your goals and expectations?
Why do your performers participate?
How important is it for a coach and performer to have the same philosophy?

39.  Developing a Coaching Philosophy
• There are two most important considerations in developing a coaching philosophy;
1. Coaching objectives and
2. Coaching styles.
 Coaching objectives are;
 Making the program fun.
 Win/loss record.
 Wining league title.
 Placing among top teams.
 Team/individual performance improvement.
 Teaching to compete well

40. Coaching styles: reflects how the coaches choose to lead and interact with his/her own
athletes.
• Style of coaching is about;
• How to decide,
• What skills and strategies to teach,
• How to organize for practice and competition,
• What methods to use to discipline players and
• What roles of players (athletes) are given in making decisions.

41. • Most coaches tend to coach in the style that they were coached themselves which is
sometimes effective.
• There are three coaching styles;
 Authoritarian (command or dictator)
 Cooperative(democratic)
 Casual(laissez-faire or passive style)

42. 1. Authoritarian ( Do as I say)
All the decisions are made by the coach.
Athletes respond to the coaches commands.
The coach has knowledge and experience that he/she tells his/her athletes what to do.
Athletes role is listening absorb and comply (act in accordance with as a law or
request).
Athletes are not involved in the decision making.

43. 2. Democratic:
• Sharing: the coach outlines the training requirements to the athletes;
The coach invites ideas or suggestions from the athletes.
The coach makes decisions based on the athletes’ decisions.
• Allowing: The coach outlines the training requirements;
The coach defines the training conditions.
Athletes brain storms to explore possible solutions.
Athletes make decisions and they determine what to do and how to do it.

44. 3. Casual:
• This is a style of letting athletes to do as they want and pleased.
• No principle or regulation for the program.
• Few decisions as possible are made by the coach.
• The coach just provides materials to work at.
• Little instructions and minimal guidance are provided.
• Organizes activities and resolves discipline problems when necessary.

47. 3.1. The Skill of Communication – the ‘Foundation’ of the Basic Skills of
Coaching
• Communication is the two-way process of exchanging information between
the athlete and coach, and assists motivation, goal setting and all skills
learning.
• Success in coaching depends to a large extent on your ability to communicate
effectively in a variety of situations and with people of all types and ages.
CHAPTER THREE
Developing The Skill of Coaching

48. • Communication skills, like all skills, can be learned.
• Communication consists not only of sending messages but receiving them as
well.
• Coaches tend to be very good in the sending area of communication but
many times pay little attention to receiving.
• Coaches need to do this with not just with athletes but with their parents,
partners, other coaches, officials, administrators and all the other people who
are involved in athletics.

49. • Most importantly, for coaches, the skill of effective communication is
essential as a foundation for four of the five basic skills of coaching. These
are:
 Build and develop relationships
 Provide instruction and explanation
 Provide demonstrations
 Provide feedback
 Observe and analyse

50. • The skill of ‘Observe and Analyze’ is done ‘inside’ the coach and involves
receiving sight and hearing information and analyzing this information. But,
since there is no ‘sending’ in this coaching skill, the skill of communication is
not involved.
• Communication is not simply talking and listening. It also includes forms of
non-verbal communication such as facial expressions, clothes and appearance
and bodily posture.
• Color?

51. • Verbal communication of sending and receiving is important. Non-verbal communication
is of equal, if not more, importance as it has been estimated that over 70% of information
between two people is carried non-verbally.
• Every message a person sends is composed of two parts, content and emotion.
• Content refers to the information in a message and emotion refers to the feelings you
have about the message.
• The content is usually sent verbally and the emotion, non-verbally.
• Emotion can also be transmitted not by what you say but how you say it. How you
say something includes the qualities of speech such as volume, tone and tempo.

52. • Sometimes the communication between an athlete and a coach is ineffective and there may be
many reasons for this.
• The coach:
• May not communicate what was intended,
• The message may be wrong for the situation or
• There may be a lack of the verbal and non-verbal skills to send the message.
• The athlete:
• May not be paying attention to the coach or
• May misunderstand the message that is sent.
• Ineffective communication is not always the fault of the coach, nor is it always a problem with the
athlete.

53. • Usually problems in communication lie with both sides, the athlete and the
coach.
• Assessing How You Communicate
• This exercise will help you think about how you are delivering your messages
to your athletes. Fill in the circle you think most accurately reflects how you
communicate most of the time. Be honest and answer as you really do
communicate, not how you would like to communicate.

55. 3.3. Developing Effective Communication Skills
• The skill of communication is like any skill and can be improved by the
correct practice. Effective communication involves the following skills:
o Learning to use your voice
o Developing non-verbal skills
o Developing questioning skills
o Developing listening skills
o Developing and maintaining credibility

56. a)Learning to Use Your Voice
• The attention that athletes give to a coach is not related to how loud he speaks.
Altering the volume, tone and tempo of your voice are ways in which speech
patterns can make communication more effective.
• Good coaches vary their voice patterns to maintain interest in what they are
saying and to emphasize important points.
• For example, to pause for a moment before saying something very important
as this focuses the athletes’ attention.

57. b) Developing Non-Verbal Skills
• It has been said that non-verbal communication can convey over 70% of the
information in a message.
• If the verbal message we are sending is correct and accurately sent it is
essential that our non-verbal communication reinforces and is consistent with
this verbal message.
• Coaches should be aware of how they communicate non-verbally in different
situations and make necessary changes.

58. c) Developing Questioning Skills
• Questioning is a really important part of the skill of communication.
• In coaching, it can be used for a number of purposes including:
o Getting to know your athletes, which is an essential part of building and
developing relationships.

59. • In coaching, it can be used for a number of purposes including:
o Getting to know your athletes, which is an essential part of building and developing
relationships.
o Finding out what they already know or can do.
o Checking your understanding of what they have said. For example, “Let me check I
have understood you correctly. Did you mean …?”
o Helping athletes to learn skills by involving them in their own learning, focusing their
attention and raising their awareness or helping them find solutions. For example,
“What were you aware of when you were in the ‘set’ position?”

60. • To help you develop your questioning skills, try to: use questions rather than
telling
o To provide a balance to your coaching
o Think about the purpose of your question and use open and closed questions
appropriately
o Plan and phrase your questions carefully, keep them simple and avoid ‘why’
questions.
o Really listen to answers, don’t assume anything, check you have understood and
then think before you speak.

61. d) Developing Listening Skills
• We have already seen that communication is a two-way process and yet too
often individuals may be good at telling and perhaps rather poor at listening.
• Listening is, however, a key skill for an effective coach.
• Asking questions, inviting comment and then really listening to what others
say is a vital skill.

62. • Listening skills can be developed by using the following techniques:
I. Active listening
• Being attentive - Look at the athlete, make eye contact, ensure posture, gesture and facial
expressions show interest and that you are listening.
II. Not interrupting
• Avoid interrupting - One of the principal causes of poor communication is the coach
interrupting the athlete before they have had the opportunity to fully express themselves.
• Never finish a sentence for them.
III. Agreeing
• Show understanding - By nodding (move in head agreement), repeating or re-phrasing what has
been said at appropriate intervals, the coach can show he has understood the athlete’s message.

63. IV. Asking
• Asking questions - Questions open up communication by inviting the athlete to clarify or
expand on what they have said.
e) Developing and Maintaining Credibility
• Athletes accept, respect and are more likely to communicate with a coach who
has credibility. This credibility is developed in a number of ways:
 Knowledge of athletics
• You should have confidence in what you know about athletics and also the
confidence to let athletes know what you don’t know. It is better to say “I don’t
know the answer to that, but I’ll find out”, than to guess an answer and be incorrect.

64.  Talk only when necessary
• If you talk too much athletes will not know what is important and what is not.
 Clothes and appearance
• Athletes like to feel pride in their coach and this is developed if the coach appears
professional in dress, manner and preparation.
 Behavior
• The behavior of all coaches should be consistent with, and follow the spirit of, Code of
Ethics for Coaches of different sport organizations.

65. Both mental skills learning and physical skills learning are based on instruction and
explanation, demonstration, practice and feedback. Developing effective communication
skills will not only aid the process of teaching mental and physical skills, but help the coach
in their skills of coaching and in all their various roles.

66. • What are techniques and skills?
• Technique and skill learning
• Methods of teaching simple technical skills
• Methods of teaching complex technical skills
CHAPTER FOUR
DEVELOPING TECHNICAL SKILLS

67. 5.1. Techniques and Skills
• Teaching: means helping athletes learn physical skills and improve their
athletic performance.
• Teaching is one of the primary roles of the coach and it has the responsibility
to develop athletes from the beginning stage of learning to becoming skilled
athletes.
• Teaching techniques is a fundamental skill in successful coaching because
techniques are the building blocks of skilled performance.

68. • Techniques are simply the most efficient way of solving a physical task or problem within
the rules of the sport.
• Skill: a capability to bring about an end result with maximum certainty, minimum energy, or
minimum time.
• There are different types of skills;
1. Cognitive or intellectual skill: that requires thought processes.
2. Perceptual: interpretation of presented information.
3. Motor: movement and muscle control.
4. Perceptual motor: involve thoughts, interpretation and movement skills.

69. • There are many different types of skills and these may be classified according to:
1. Whether the competition situation is an ‘open’ or ‘closed’ environment.
• Open environment skill- its an operation done when the athlete needs to respond to outside
factors during competition.
• The running environment, for example, is open for a 1500m runner because he cannot ignore
the actions of the athletes around him. For a 100m sprinter or sprint hurdler, it is more closed.
• Closed environment skill- are those in which the environment for performing the skill is
stable and predictable.

70. • The athlete can almost ignore his surroundings and concentrate on the effort
of the performance.
• The throwing events are examples of what is meant by a relatively closed
competition environment.
2. Based on How Difficult They Are, two basic skills;
1. Simple and
2. Complex skills

71. 5.2. METHODS OF TEACHING SIMPLE AND COMPLEX TECHNICAL SKILLS
• How do we teach new skills?
• The teaching of a new skill can be achieved by various methods;
A. Verbal instructions
B. Demonstration
C. Video
D. Diagrams and
E. Photo sequence

72. • Simple Skills: is a skill which a learner can perform skills easily. Learning
simple skills typically require little practice.
• However they are only considered simply if the athlete can learn them quickly.
• What is simple for one athlete may not be as simple for another.
• They are most easily mastered from seeing them performed.
• It is generally considered that 80% of learning takes place through what is
seen.

73. • The basic methods in teaching simple skills are:
A. Imitation (the act or an instance of imitating somebody or something ) method and
• It requires the athlete to focus on what is to be imitated or copied
B. Demonstration-Practice-Feedback method
• This method is really a development of the imitation method and involves the following four
steps:
• Provide a demonstration
• Allow time for practice, observe carefully
• Provide feedback which may be in the form of re-doing the demonstration
• Allow further practice and maintain feedback.

74. • Basically, if the imitation is accurate, immediate and positive feedback is good way
to confirm this to the athlete.
• Complex Skill: are skills which combines different skills and they require a
little more effort on the part of the coach.
• First learn to break down complex skills into smaller tasks to assist athletes in
learning the skills.

75. To be an effective coach you need to be able to evaluate the
beginner athlete and simplify the skill to their level and
always remember:
“What is a simple skill for one person
may be a complex skill for another.”

76. • Levels of Instruction
• Regardless of the type of skills, the basic levels of instructions are;
1. Verbal Instruction
2. Demonstration
3. Physical Prompting and
4. Physical Assistance

77. • There are two commonly used methods to teaching complex skills:
Shaping-Making the Whole Action Simpler
• Use a simplified or incomplete version of the whole skill that includes the most
important actions and is something the learners can be successful at
• Gradually change the tasks so that the whole skill is shaped into a reasonable
example of the finished product through practice
Chaining-Breaking a Skill into Simpler Parts

78. • Chaining is quite different from shaping.
• In chaining each part is practiced just as it is performed in the finished, whole technique.
• In shaping the first attempts of the athlete may be so rough that they hardly resemble the
finished technical skill at all.
• There are no rules to tell which method of teaching technical skills is best for a particular
situation.
• Coaches find out through experience which method suits them and become more able to
decide whether the skill is simple or complex for a particular individual.
• Generally, it is best to teach a technical skill as a simple, whole skill whenever the
individual is capable of learning this way.

79. Verbal Instruction: is the most common form of teaching and should be used
first when presenting new skills.
 Be conscious of presenting the tasks in one or two part directions.
 All language should be clear and consistent throughout the lessons.
 Using simple key words is essential.
 Be clear, concise, consistent and command-oriented.

80. Demonstration: is universal and can be used by the coach to assist with the
verbal instruction of a skill.
• It is used when an athlete becomes too difficult to comprehend the skill
verbally
• For new skills, linking demonstration with verbal instruction is most effective.
Physical Prompting: is best used when verbal and demonstration methods are
not working.
• Guidance by touch to prompt an athlete in to proper position is an example of a
physical prompt. Verbal and demonstration instructions are also good to uses
during physical prompt.

81. Physical Assistance: is used when all other levels of instruction have been
exhausted. This level requires the coach to physically move the athlete in to
position and to physically assist the athlete to complete the skill.
• This method should be used with caution, especially if the athlete functions at a
lower level and/or does not like to be touched.

82. • General guidelines to help to teach sport skills more effectively;
1. Briefly explain the skills.
2. Break the skills in to smaller, simpler steps, so that the athlete can be successful.
3. Briefly demonstrate the skill.
4. Let the athletes practice the simpler skills.
5. Gradually combine steps, so that the entire skill is shaped in to the desired performance.
6. Watch athletes carefully during practice so that you can provide positive feedback and
reinforcement.
7. Allow athletes to continue practicing once you have given feedback and corrected errors.
8. It is important to make sure those athletes complete the practice feeling successful and
good about themselves.

83. • There are 4 steps to teaching sport skills;
• Step1: Introduce the skill
• Step2: Demonstrate and briefly explain the skill
• Step3: Practice the skill
• Step4: Provide feedback to correct errors.

84. 1. There are three events to make up a good introduction:
1. Get the team’s attention:
2. Arrange the team so all can see and hear:
3. Name the skill and give a reason for learning it:
2. Demonstrate and briefly explain the skill

85. 5.3. Technique and Skill Learning
• Technique and skill learning are invisible processes.
• We can see the results of technique and skill learning in improved
performance but the process of learning is inside the body and mind.
• Learning involves the nervous system, the brain and memory. Whenever we
practice a technical skill the memory of the previous attempts are used to
physically perform the action again.

86. • It is possible to recognize three stages of learning that help the coach to
understand where the athlete is in development of their learning.
1. The Thinking and Understanding Stage – Working out What to do
• Before they can learn anything children or beginners of any age must know and
understand clearly what it is they are trying to achieve.
2. The Practicing and Learning Stage – Developing the Technique
• The athlete is now able to perform the basic technique with an increasing degree of
consistency

87. 3. The Skilled or Advanced Stage – Performing the Skill
• The control of movement becomes more automatic as the motor programme is very
well developed and can be used in a variety of different external situations.
• Athletes can learn to attend to choosing what to do and when to do it, rather than
how to do it.
• Technical skill learning is a continuous process from beginner to advanced
performer.
• The three stages of learning obviously do not represent distinct steps with clear
boundaries but each stage has clear characteristics