Welcome to Skill Acquisition: The Coach and Performer
Welcome to one of the most practical parts of your A Level PE course! In this chapter, we are looking at the "Coach and Performer" relationship. Essentially, we are exploring the different "flavours" of coaching and how a coach helps an athlete move from being a "clumsy" beginner to a "silky-smooth" elite performer. Whether you want to be a coach yourself or just want to understand how you learn best, this section is for you.
3.1.1 Coaching Styles
Coaches don't just stand there and whistle; they choose specific styles depending on who they are teaching and what skill is being learned. Think of these styles as a sliding scale from "The Boss" to "The Facilitator."
1. The Command Style
In this style, the coach is in total control. They make all the decisions: what to do, when to start, and when to stop. The learner simply follows instructions without questioning them.
Example: A PE teacher leading a large group in a javelin throwing drill where safety is the top priority.
2. The Reciprocal Style
This is a "buddy system." The coach sets a task, and students work in pairs. One person performs the skill, while the other observes and provides feedback based on a "criteria sheet" provided by the coach.
Example: Two golfers working together; one practices their swing while the other checks if their feet are aligned correctly using a checklist.
3. Guided Discovery
Here, the coach is like a detective leading the athlete to a clue. The coach asks a series of questions to lead the performer to the "correct" answer or movement pattern.
Example: A tennis coach asking, "Where should your weight be if you want to hit the ball deeper?" until the player realizes they need to step into the shot.
4. Problem Solving
This is the most open style. The coach sets a problem or a goal, and the performers have to find their own way to solve it. There isn't necessarily just one "right" way.
Example: A football coach saying, "Find a way to keep possession of the ball against a team that is pressing you very high up the pitch."
Memory Aid: Use the mnemonic "C.R.G.P." (Cats Really Get Purrs) to remember Command, Reciprocal, Guided Discovery, and Problem Solving.
Quick Review Box:
• Command: High coach control, fast, good for beginners/safety.
• Reciprocal: Develops social skills and deeper understanding of the skill.
• Guided Discovery: Leads the learner to one specific "best" way.
• Problem Solving: Encourages creativity and is best for elite performers.
Key Takeaway: There is no "perfect" coaching style. A good coach switches styles based on the safety of the activity, the size of the group, and the ability level of the performers.
3.1.2 Tactics and Strategies
In the heat of a game, these terms are often mixed up, but for your exam, you need to know the difference. Don't worry if this seems tricky at first; just think of it as "The Big Plan" vs. "The Small Changes."
Strategies (The Big Plan)
A strategy is the overall "game plan" decided before the performance starts. It is the broad approach used to achieve a win.
Example: A long-distance runner deciding to stay in the middle of the pack for the first 4000m to save energy for a sprint finish.
Tactics (The Small Changes)
Tactics are the specific actions or adaptations made during the game to deal with a particular situation or opponent. They are often reactive.
Example: A netballer noticing their opponent is very tall and deciding to use more bounce passes instead of high overhead passes to keep the ball away from them.
Analogy: Imagine you are going on a road trip. Your strategy is the route you planned on the map before leaving. Your tactics are how you decide to take a side road because you see a traffic jam ahead!
Key Takeaway: Strategies are pre-planned and general; tactics are in-the-moment and specific to what is happening right now.
3.1.3 Dissecting and Analysing a Skill
To help someone improve, a coach must be able to break a complex movement down into tiny pieces. We call this "dissecting" a skill. Most skills can be broken into three distinct phases.
The Three Phases of a Skill
1. Preparation Phase: Everything that happens before the main action. This includes the stance, grip, and the "wind-up" or backswing.
2. Execution Phase: The "business end" of the skill. This is the moment of contact, the jump, or the release of the ball.
3. Recovery Phase: What happens after the main action. This includes the follow-through and getting back into a ready position for the next move.
How to Analyse Strengths and Weaknesses
A coach observes these phases to see where the movement is "breaking down."
• Strengths: Parts of the movement that are technically correct and lead to success.
• Weaknesses: Errors in technique (e.g., poor footwork in the preparation phase) that cause the result to be poor.
Comparing to a Higher-Level Performer
A great way to learn is to compare a novice (beginner) with an elite performer. Coaches look for:
• Efficiency: Elite performers waste very little energy; novices often look "stiff" or "tense."
• Consistency: Elite performers can do the skill perfectly 99 times out of 100; novices are hit-and-miss.
• Autonomy: Elite performers don't have to think about the skill (it’s automatic), allowing them to focus on tactics instead.
Did you know? Elite athletes often have a very long "Recovery Phase" (follow-through) because it prevents injury and ensures the "Execution Phase" isn't cut short too early.
Common Mistake to Avoid: When asked to analyse a skill, don't just say "they did it wrong." Be specific! State which phase was wrong. For example: "The performer failed because their follow-through (Recovery Phase) was too short, causing the ball to lose power."
Key Takeaway: Breaking a skill into Preparation, Execution, and Recovery allows a coach to give very specific feedback rather than just general advice.