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Additional resources for An Introduction to Sports Coaching: From Science and Theory to Practice
It does not claim to cover all the pedagogical concepts that could be applied to coaching, or that the examples chosen are necessarily the most important ones. It does, however, aim to contribute to the re-conceptualisation of coaching as teaching and to further inform coach education and practice. It is acknowledged that many successful and experienced coaches may not consciously be familiar with the teaching and learning theories presented in the different sections. However, it is suggested that an awareness and knowledge of the key concepts discussed will result in a deeper level of coach reﬂection and assist coaches in developing a greater understanding of how individuals learn and of the impact their coaching behaviours can have on the learning and motivation of their charges.
CONCLUSION The aim of this chapter has been to identify the current state of play regarding three of the central issues pertinent to the acquisition of skills as speciﬁcally related to what Schmidt and Wrisberg (2000) coined the learning experience. For each, a contemporary review of relevant literature was presented, accompanied by an illustration of how this knowledge can be applied by coaches. Broadly speaking, we have tried to illustrate how learning has the potential to be facilitated by a number of factors.
This measure allows researchers to ﬁlm coaching sessions and to systematically code and analyse the coaching behaviours that impact upon athletes’ perceptions of the motivational climate. In a study that combined motivational climate and teaching styles in physical education, Morgan et al. (2005b) used the behavioural measure to investigate the effects of different teaching styles on motivational climate and athletes’ subsequent responses. Results revealed that Reciprocal and Guided Discovery teaching styles resulted in more mastery-focused TARGET behaviours leading to enhanced athlete motivation.