Coaching Science Theory into Practice

by McMorris, Terry; Hale, Tudor

• ISBN13: 9780470010983
• ISBN10: 0470010983
• Edition: 1st
• Format: Paperback
• Copyright: 2006-09-22
• 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	xi
Preface	xiii
I. SOCIO-PSYCHOLOGICAL FACTORS	1	(66)
Introduction	1	(1)
Additional reading	1	(2)
Motivation	3	(10)
Learning objectives	3	(1)
Motivational theories	4	(1)
Achievement motivation theory	5	(1)
Achievement goal theory	6	(1)
Summary	7	(1)
Practical implications	7	(3)
Summary	10	(1)
Key points	11	(2)
Leadership and Cohesion	13	(20)
Learning objectives	13	(4)
Leadership	17	(1)
Theories of developing cohesion	18	(1)
Coach-individual athlete interaction	19	(1)
Ethics	20	(1)
Ethical issues in sport	21	(2)
Summary	23	(1)
Practical implications	24	(4)
Key points	28	(5)
Anxiety, Arousal and Performance	33	(22)
Learning objectives	33	(2)
Arousal-performance theories	35	(1)
Easterbrook's cue utilization theory	36	(1)
Drive theory	36	(2)
Allocable resource theories	38	(1)
Anxiety-arousal-performance theories	38	(1)
Catastrophe theory	39	(1)
Processing efficiency theory	39	(1)
Practical implications	40	(1)
Assessing anxiety	40	(3)
Preventing anxiety	43	(1)
Goal setting	44	(1)
Performance profiling	45	(2)
The pre-competition speech	47	(1)
Mental rehearsal	47	(1)
Working with a sports psychologist	48	(1)
Setting arousal levels	49	(1)
Maintaining optimal arousal	50	(1)
Summary	51	(1)
Key points	52	(3)
Coaching and Learning Styles	55	(12)
Learning objectives	55	(1)
Coaching styles	56	(1)
Coaching styles based on Mosston's teaching styles	57	(3)
Learning styles	60	(1)
Practical implications	61	(3)
Summary	64	(1)
Key points	65	(2)
II. SKILL ACQUISITION	67	(86)
Introduction	67	(1)
Additional reading	68	(1)
Learning	69	(28)
Learning objectives	69	(1)
Types of learning	70	(1)
Measuring learning	71	(4)
Cognitive approaches to learning	75	(1)
Information processing theory	75	(2)
Motor programs	77	(2)
Cognitive theories of learning	79	(1)
The three stage theory of Fitts and Posner	80	(1)
Schmidt's schema theory	80	(2)
Adaptive control of thought (ACT) theory	82	(1)
Observational learning theory	83	(1)
Summary	83	(1)
Dynamical systems theory and learning	84	(2)
Practical implications	86	(1)
Instruction/demonstration	87	(5)
Shaping skills	92	(1)
Key points	92	(5)
Practice	97	(28)
Learning objectives	97	(1)
Information processing theory and practice	98	(1)
Types of practice	98	(1)
Whole and part practice	99	(2)
Variability of practice	101	(1)
Blocked, random and serial practice	101	(2)
Deliberate practice	103	(1)
Transfer of training	104	(1)
Transfer theories	105	(1)
Dynamical systems theory and practice	106	(2)
Freezing and unfreezing degrees of freedom	108	(1)
Practical implications	108	(2)
Socio-psychological factors	110	(1)
Developmental factors	111	(2)
Practice organization	113	(1)
Task considerations	113	(2)
Coach considerations	115	(1)
The learner	115	(1)
Variability and contextual interference	116	(1)
Transfer	116	(4)
Pragmatic considerations	120	(1)
Summary	121	(1)
Key points	122	(2)
Dynamical systems theory and practice	124	(1)
Practical implications	124	(1)
Observation and Feedback	125	(28)
Learning objectives	125	(1)
Observation	126	(1)
Motor learning approach	126	(2)
Biomechanical approach	128	(2)
Mechanical aids to observation	130	(1)
Notational analysis	131	(1)
Summary	132	(1)
Feedback	133	(1)
Timing and precision of feedback	133	(4)
Summary	137	(1)
Practical implications	137	(2)
Observation	139	(4)
Providing feedback	143	(1)
Using feedback as a motivational tool	144	(1)
Precision of feedback	145	(1)
Using visual aids	146	(2)
Biomechanical modelling	148	(2)
Key points	150	(3)
III. PHYSIOLOGICAL FACTORS	153	(88)
Introduction	153	(1)
Additional reading	154	(1)
Physiological Demands of Track Athletics	155	(38)
Learning objectives	155	(1)
The physiology of elite sprinting	156	(4)
Sources of energy for muscle contraction	160	(2)
The phosphagen cycle	162	(1)
Glycogenolysis	163	(4)
The physiology of the 400 m	167	(2)
Lactic acid	169	(1)
Acids and bases	170	(1)
Structure and function of skeletal muscle	171	(2)
The physiology of the 10 000 m	173	(1)
Aerobic metabolism	173	(3)
Aerobic metabolism and steady-state running	176	(1)
Aerobic glycogenolysis	176	(1)
The Krebs or tricarboxylic acid (TCA) cycle	177	(3)
The electron transfer chain (ETC)	180	(1)
The physiology of the marathon	181	(2)
Sources of fuel	183	(1)
Non-running sports	184	(1)
Activities other than steady-state running	185	(1)
Practical implications	186	(2)
Nutrition	188	(1)
Key points	189	(2)
Sources of fuel	191	(2)
Factors that Limit Performance	193	(26)
Learning objectives	193	(1)
Muscle fibre types	194	(1)
100 m	195	(1)
400 m	195	(1)
Long-distance events	196	(1)
Maximal oxygen uptake and long-distance running	196	(3)
Glycogen depletion	199	(1)
Heat stress and dehydration	200	(2)
Factors limiting anaerobic performance	202	(1)
Creatine supplementation	203	(1)
Bicarbonate loading	204	(1)
Factors limiting strength, power and flexibility	205	(1)
Motor units and gradation of force	205	(4)
Neuromuscular facilitation	209	(1)
Factors limiting flexibility	210	(2)
Practical implications	212	(1)
Key points	213	(6)
Principles of Physical Training	219	(22)
Learning objectives	219	(1)
Progressive overload	220	(1)
Specificity	221	(1)
Training specificity	222	(1)
Athlete specificity	223	(1)
Maximal oxygen uptake	224	(2)
The anaerobic threshold	226	(2)
Ergometer specificity	228	(1)
Test specificity	228	(4)
Specificity of field tests	232	(2)
Recovery and rest	234	(2)
Detraining	236	(1)
Practical implications	236	(2)
Key points	238	(3)
IV. DEVELOPMENTAL FACTORS	241	(40)
Introduction	241	(1)
Additional reading	241	(2)
Cognitive and Social Development	243	(20)
Learning objectives	243	(1)
Piagetian theory	244	(1)
Mental space theory	245	(1)
Domain-specificity theories	245	(1)
Information processing theory and cognitive development	246	(1)
Ecological psychology theories and cognitive development	247	(1)
A comparison of the different approaches to cognitive development	248	(1)
Social development	249	(1)
Moral development	250	(1)
Ageing	251	(1)
Practical implications	251	(1)
Skilled performance	252	(1)
Optimal periods of learning	253	(1)
Practice	253	(4)
Motivation	257	(1)
Playing in the spirit of the game	257	(1)
Summary	258	(1)
Key points	259	(1)
Cognitive development	259	(2)
Social development	261	(1)
Practical implications	261	(2)
Physiological and Motor Development	263	(18)
Learning objectives	263	(1)
Physiological development	264	(1)
Late childhood	264	(1)
Adolescence	265	(1)
Ageing	265	(1)
Motor development	266	(1)
Theories of motor development	267	(1)
Gallahue's life span model of motor development	268	(1)
Ecological psychology and motor development	269	(1)
Development of motor skills	270	(2)
Practical implications	272	(1)
Mini-games	273	(1)
Conditioned games	274	(1)
Gender issues	275	(1)
Physical training	276	(2)
Key points	278	(3)
V. INTEGRATED FACTORS	281	(40)
Introduction	281	(2)
Developing Annual Programmes	283	(12)
Learning objectives	283	(3)
Macro-cycles	286	(3)
Micro-cycles	289	(1)
Summary	290	(2)
Key points	292	(3)
Integrated Warm-Up	295	(10)
Learning objectives	295	(1)
Warm-up	295	(6)
Warm-up and anxiety	301	(1)
Substitutes warming up	302	(1)
Summary	303	(1)
Key points	303	(2)
Integrating Practice and Training	305	(16)
Learning objectives	305	(1)
Skill-fitness practice	306	(7)
Skill-perceptual training	313	(1)
Performing skills when fatigued	314	(3)
Practising skills under stress	317	(1)
Rehabilitation and tactical practice	317	(1)
Summary	318	(1)
Key points	319	(2)
References	321	(6)
Index	327