Applied Sports Coaching Science and Performance - Essay Example

Applied Sports Coaching Science and Performance 20929241 August 8, The research focuses on observing the table tennis sports training program. Social learning includes motivating the trainees to excel in their chosen sport (Hagger, 2005). I observed the table tennis training in my community’s table tennis club training facility. The expert coach is teaching two male table tennis athletes who are both 19 years old. In addition, I saw the novice table tennis coach instruct two female table tennis athletes who are 19 years old and 20 years. The observation was done during July 26 2:00 pm. I compared the effect of the training methods of the novice table tennis coach and the expert table tennis coach. Theories of Learning Behaviorism theory. The behaviorism theory occurs when the expert trainer incorporates the learners’ cognitive, emotional, physical, experiences in the training program. For example, a happy trainee is a better trainee than a disgruntled trainee (Williams, 2006). Constructivism theory. The theory states that the learner’s behavior can be understood with reference to external factors in the environment (Utley, 2011). For example, the sports trainee learns faster from an expert trainer because he shows his expertise in hitting the ball compared to learning from the novice trainer, a greenhorn player. Cognitivism Theory. The theory states that the brain’s and body’s capacity learning process influences the training process (Newman, 2008). For example, I saw some players learn the sports lessons faster than others because there are different brain and body learning capacities. Analysis of the coaching sessions in relationship to learning theories Learning theory 1. Behaviorism Theory of Learning. I observed the expert coach implement the sports learning theories. First, the behaviorism theory occurs when the expert trainer incorporates the learners’ cognitive, emotional, and physical expertise in the training program to hasten the learning process. I saw the expert coach implement the behaviorism theory when he observed the current sports prowess of the trainees. The expert coach gave high speed balls to the advanced players, increasing players’ stamina. The theory states that repetition increases the trainees’ mastery of the required table tennis strokes, complying with psychologist Pavlov’s theory (Williams, 2006) which states that the dogs were trained to expect food when a bell rings. On the other hand, I observed the novice coach unfavorably give the players two hours to play and learn by themselves, without guidance. Learning theory 2. Constructivism Theory of Learning. I saw the expert table tennis coach include the constructivism theory in the sports program when the expert coach included the capacity of the learner to craft new designs or concepts. For example, I saw the expert coach implement the theory by giving the players three alternatives to one table tennis situation. The alternatives to an incoming table tennis ball are blocking the ball, spinning the ball, or chopping the ball. For example, the coach’s training encourages the trainee to experiment and incorporate different ball-hitting strokes, increasing one’s winning possibilities. On the other hand, the novice coach did not teach the players any new lessons. The novice coach did not take into consideration the players’ capacity to learn by themselves (Utley, 2011). Learning theory 3. Cognitivism Theory of Learning. I perceived the expert coach correctly incorporate the cognitivism theory in the table tennis program, unlike the novice coach. For example, the expert coach repeated the same table tennis moves. The coach implemented the program because repetition improves the player’s game mastery of each table tennis stroke. Consequently, I presumed that the trainees’ brain is trained to instruct the body to act in a specific way in order to win the table tennis game, improving the players’ expertise. Research shows that the novice coach should implement the cognitivism theory by tailoring his sports training process on the learner’s capacity to master the new sports lesson, violating the cognitivism theory (Newman, 2008). In layman’s terms, I interpret the theory as stating that some individuals can learn more lessons in one day, unlike the slow learners. I observed the expert coach correctly adjust the trainings to fit the trainees’ capacity. I saw the learners’ minds control how the body reacts to an incoming table tennis ball (Kennedy, 2008). Consequently, the expert coach’s training program incorporated the trainees’ brain and body capacity to learn new lessons. I observed the train is in line with Utley’s (2011, p.23) theory that learning involves the brain activities that “included memory, thinking, perception, and problem–solving processes.” Consequently, the research shows that the expert table tennis coach and the athletes learn to cope with the team’s hindrances. The hindrances include injuries. Olson (2012) theorises that accidents sometimes occur during practices and tournaments. Consequently, the accidents’ bruises and other injuries will lessen the players’ winning chances to win the table tennis game. Specifically, my observation of the July 26 2: 00 community gym sports facility research showed that the expert table tennis coach and the coach learn to cope with their debilitating sports injuries. The expert coach teaches the greenhorn player the proper body stance before hitting the ball. Next, the coach teaches the proper way to hit the slow moving table tennis ball. Third, the coach gives slow moving balls to the players to increase the trainee’s accuracy ball-hitting accuracy. After the novice players increased their hitting accuracy, the expert coach increases the speed of the table tennis ball. This training resolves the team’s sports debacle of ensuring the team wins the next table tennis tournament. I personally saw the expert coach phase the training on the capacity of the trainees to absorb new table tennis lessons. I observed that the expert coach’s training program is patterned after the trainees’ mental and physical capacity. Application of feedback The coach incorporated feedback to enhance the effectiveness of the sports training program. The expert coach repeated the table tennis strokes until the players master the strokes. The expert congratulates the players for meeting training benchmarks. The coach persuaded the learner to repeat the same stroke until they perfect each table tennis stroke. The coach offered sports scholarships to learners to encourage them to eagerly learn the new table tennis lessons. The coach incorporated the learning theories to motivate the learners to eagerly learn the required table tennis lessons. Behaviorism theory states that a happy learner is an eager learner. Constructivism theory states that an expert coach, having more knowledge than the novice trainer, can teach the learners more relevant lessons. Cognitism theory states that the coach incorporates the learners’ capacity to learn in the training program, unlike the novice coach. However, the novice coach just lets the trainees use up the two training time playing among themselves, without teaching new game lessons. The content of the session in relation to stage of athletic development The expert coach repeated the exchange of table tennis balls with the learner, hitting the ball towards the opponents’ side. The expert hit fast balls to the learners in their advanced stage of development. The expert coach hit slow balls to players classified as novice stage development learners. The expert coach appropriately implemented training sessions that were adapted to the learners’ stage of learning development. To know the learners’ development stage, the expert coach plays with the learner. The expert gives the learners both beginner stage develop strokes and advanced stage development strokes. The learners’ ability to return the advanced development stage balls classifies the learners as advanced stage development players. However, learners who cannot return an advanced stage ball are classified as beginner development stage players. Analysis of the coaching performance in relation to relevant academic literature Sensor (2012) states research has shown that the expert coach performed well. One book, We Have Met the Enemy, And It Is Us, states that the coach plays an important role in training the table tennis learners (Sensor, 2012). Research shows that there is a strong relationship between the coaching performance and the related academic references. Research states that the expert coach correctly meets the learners’ halfway to enhance cooperation, separating the training of the beginner learners from experts, and offering sport scholarship incentives to hasten learner’s mastery of the lessons (Sullivan, 2010). Research shows that the novice coach never implemented the learning theories. The novice coach lazily let the players fend for themselves (Medic, 2007). The expert coach educator can be described as “a physical educator who is a highly trained, broad-based, experienced professional practitioner who can bring anatomical, physiological, mechanical, psychological, and maturational aspects of human movement together, and combine an extensive activity base with sound philosophical and pedagogical principles” (Connor, 2009, p.6). Conclusion Summarising the above discussion, I saw the expert coach implement the three relevant learning theories to sports training, unlike the novice coach. I observed the expert coach built cooperation between the learners and the coach in the sports training, unlike the novice coach who just let the players play for two hours. Evidently, I observed the expert table tennis coach successfully implemented the relevant learning theories to win more sports tournaments. However, the novice coach unfavorably refused to implement the three learning theories. Reference List Connor, B. (2009). What is a physical educator. Journal of Physical Education, Recreation & Dance, 80 (2), 6-7. Hagger, M. (2005). Social psychology of exercise and sport. London: McGraw-Hill Press. Kennedy, L. (2008). Guiding children’s learning . London: Cengage Learning Press. Medic, N. (2007). The effects of athletic scholarships on motivation in sport. Journal of Sport Behaviour , 30 (3), 292-307. Newman, B. (2008). Development through life:aA psychosocial approach. London: Cengage Learning Press. Olson, B. (2012). Abstracts from the Canadian athletic therapists association. Athletic Training & Sports Health Care , 4 (3), 141-144. Sensor, J. (2012). We have met the enemy, and it is us. Athletic Training & Sports Health Care, 4 (4), 147-150. Sullivan, P. (2010). Physical literacy in coaching education materials. Physical & Health Education Journal, 76 (1), 32-37. Utley, R. (2011). Theory and research for academic nurse educators. London: Jones & Bartlett Press. Williams, J. (2006). Theories in second language acquisition . London: Routledge Press. Read More