Coaching Science : Theory into Practice

by McMorris, Terry; Hale, Tudor

• ISBN13: 9780470010976
• ISBN10: 0470010975
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-10-02
• Publisher: WILEY

Summary

Coaching Science: Theory into Practice bridges the gap between theoretical sport science texts and practical coaching books. It is the first interdisciplinary coaching science textbook to integrate both theory and practice and, most importantly, to show how theory informs practice. The book examines the interaction between the coach, the performer and the task and provides the reader with the necessary science to conduct practice sessions, get athletes fit and prepare them for competition. Covers both theory and practice and shows how theory informs practice. Takes a multi-disciplinary and integrated approach. Includes a variety of examples and problems with learning objectives and recommended further reading. Written by authors with many years teaching, research and practical coaching experience Coaching Science will prove invaluable to students in sport science, coaching science and physical education taking a first course in coaching science and/or coaching studies. This is the latest title to appear in the series, Wiley SportTexts, which aims to provide textbooks covering the key disciplines within the academic study of sport. Book jacket.

Author Biography

Professor Terry McMorris, University College, Chichester, UK

Professor Tudor Hale,University College Chichester, UK

Table of Contents

Series Preface	p. xi
Preface	p. xiii
Socio-Psychological Factors	p. 1
Introduction	p. 1
Additional reading	p. 1
Motivation	p. 3
Learning objectives	p. 3
Motivational theories	p. 4
Achievement motivation theory	p. 5
Achievement goal theory	p. 5
Summary	p. 7
Practical implications	p. 7
Summary	p. 10
Key points	p. 11
Leadership and Cohesion	p. 13
Learning objectives	p. 13
Leadership	p. 17
Theories of developing cohesion	p. 18
Coach-individual athlete interaction	p. 19
Ethics	p. 20
Ethical issues in sport	p. 21
Summary	p. 23
Practical implications	p. 24
Key points	p. 28
Anxiety, Arousal and Performance	p. 33
Learning objectives	p. 33
Arousal-performance theories	p. 35
Easterbrook's cue utilization theory	p. 36
Drive theory	p. 36
Allocable resource theories	p. 38
Anxiety-arousal-performance theories	p. 38
Catastrophe theory	p. 39
Processing efficiency theory	p. 39
Practical implications	p. 40
Assessing anxiety	p. 40
Preventing anxiety	p. 43
Goal setting	p. 44
Performance profiling	p. 45
The pre-competition speech	p. 47
Mental rehearsal	p. 47
Working with a sports psychologist	p. 48
Setting arousal levels	p. 49
Maintaining optimal arousal	p. 50
Summary	p. 51
Key points	p. 52
Coaching and Learning Styles	p. 55
Learning objectives	p. 55
Coaching styles	p. 56
Coaching styles based on Mosston's teaching styles	p. 57
Learning styles	p. 60
Practical implications	p. 61
Summary	p. 64
Key points	p. 65
Skill Acquisition	p. 67
Introduction	p. 67
Additional reading	p. 68
Learning	p. 69
Learning objectives	p. 69
Types of learning	p. 70
Measuring learning	p. 71
Cognitive approaches to learning	p. 75
Information processing theory	p. 75
Motor programs	p. 77
Cognitive theories of learning	p. 79
The three stage theory of Fitts and Posner	p. 80
Schmidt's schema theory	p. 80
Adaptive control of thought (ACT) theory	p. 82
Observational learning theory	p. 83
Summary	p. 83
Dynamical systems theory and learning	p. 84
Practical implications	p. 86
Instruction/demonstration	p. 87
Shaping skills	p. 92
Key points	p. 92
Practice	p. 97
Learning objectives	p. 97
Information processing theory and practice	p. 98
Types of practice	p. 98
Whole and part practice	p. 99
Variability of practice	p. 101
Blocked, random and serial practice	p. 101
Deliberate practice	p. 103
Transfer of training	p. 104
Transfer theories	p. 105
Dynamical systems theory and practice	p. 106
Freezing and unfreezing degrees of freedom	p. 108
Practical implications	p. 108
Socio-psychological factors	p. 110
Developmental factors	p. 111
Practice organization	p. 113
Task considerations	p. 113
Coach considerations	p. 115
The learner	p. 115
Variability and contextual interference	p. 116
Transfer	p. 116
Pragmatic considerations	p. 120
Summary	p. 121
Key points	p. 122
Dynamical systems theory and practice	p. 124
Practical implications	p. 124
Observation and Feedback	p. 125
Learning objectives	p. 125
Observation	p. 126
Motor learning approach	p. 126
Biomechanical approach	p. 128
Mechanical aids to observation	p. 130
Notational analysis	p. 131
Summary	p. 132
Feedback	p. 133
Timing and precision of feedback	p. 133
Summary	p. 137
Practical implications	p. 137
Observation	p. 139
Providing feedback	p. 143
Using feedback as a motivational tool	p. 144
Precision of feedback	p. 145
Using visual aids	p. 146
Biomechanical modelling	p. 148
Key points	p. 150
Physiological Factors	p. 153
Introduction	p. 153
Additional reading	p. 154
Physiological Demands of Track Athletics	p. 155
Learning objectives	p. 155
The physiology of elite sprinting	p. 156
Sources of energy for muscle contraction	p. 160
The phosphagen cycle	p. 162
Glycogenolysis	p. 163
The physiology of the 400 m	p. 167
Lactic acid	p. 169
Acids and bases	p. 170
Structure and function of skeletal muscle	p. 171
The physiology of the 10 000 m	p. 173
Aerobic metabolism	p. 173
Aerobic metabolism and steady-state running	p. 176
Aerobic glycogenolysis	p. 176
The Krebs or tricarboxylic acid (TCA) cycle	p. 177
The electron transfer chain (ETC)	p. 180
The physiology of the marathon	p. 181
Sources of fuel	p. 183
Non-running sports	p. 184
Activities other than steady-state running	p. 185
Practical implications	p. 186
Nutrition	p. 188
Key points	p. 189
Sources of fuel	p. 191
Factors that Limit Performance	p. 193
Learning objectives	p. 193
Muscle fibre types	p. 194
100 m	p. 195
400 m	p. 195
Long-distance events	p. 196
Maximal oxygen uptake and long-distance running	p. 196
Glycogen depletion	p. 199
Heat stress and dehydration	p. 200
Factors limiting anaerobic performance	p. 202
Creatine supplementation	p. 203
Bicarbonate loading	p. 204
Factors limiting strength, power and flexibility	p. 205
Motor units and gradation of force	p. 205
Neuromuscular facilitation	p. 209
Factors limiting flexibility	p. 210
Practical implications	p. 212
Key points	p. 213
Principles of Physical Training	p. 219
Learning objectives	p. 219
Progressive overload	p. 220
Specificity	p. 221
Training specificity	p. 222
Athlete specificity	p. 223
Maximal oxygen uptake	p. 224
The anaerobic threshold	p. 226
Ergometer specificity	p. 228
Test specificity	p. 228
Specificity of field tests	p. 232
Recovery and rest	p. 234
Detraining	p. 236
Practical implications	p. 236
Key points	p. 238
Developmental Factors	p. 241
Introduction	p. 241
Additional reading	p. 241
Cognitive and Social Development	p. 243
Learning objectives	p. 243
Piagetian theory	p. 244
Mental space theory	p. 245
Domain-specificity theories	p. 245
Information processing theory and cognitive development	p. 246
Ecological psychology theories and cognitive development	p. 247
A comparison of the different approaches to cognitive development	p. 248
Social development	p. 249
Moral development	p. 250
Ageing	p. 251
Practical implications	p. 251
Skilled performance	p. 252
Optimal periods of learning	p. 253
Practice	p. 253
Motivation	p. 257
Playing in the spirit of the game	p. 257
Summary	p. 258
Key points	p. 259
Cognitive development	p. 259
Social development	p. 261
Practical implications	p. 261
Physiological and Motor Development	p. 263
Learning objectives	p. 263
Physiological development	p. 264
Late childhood	p. 264
Adolescence	p. 265
Ageing	p. 265
Motor development	p. 266
Theories of motor development	p. 267
Gallahue's life span model of motor development	p. 268
Ecological psychology and motor development	p. 269
Development of motor skills	p. 270
Practical implications	p. 272
Mini-games	p. 273
Conditioned games	p. 274
Gender issues	p. 275
Physical training	p. 276
Key points	p. 278
Integrated Factors	p. 281
Introduction	p. 281
Developing Annual Programmes	p. 283
Learning objectives	p. 283
Macro-cycles	p. 286
Micro-cycles	p. 289
Summary	p. 290
Key points	p. 292
Integrated Warm-Up	p. 295
Learning objectives	p. 295
Warm-up	p. 295
Warm-up and anxiety	p. 301
Substitutes warming up	p. 302
Summary	p. 303
Key points	p. 393
Integrating Practice and Training	p. 305
Learning objectives	p. 305
Skill-fitness practice	p. 306
Skill-perceptual training	p. 313
Performing skills when fatigued	p. 314
Practising skills under stress	p. 317
Rehabilitation and tactical practice	p. 317
Summary	p. 318
Key points	p. 319
References	p. 321
Index	p. 327
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