Monday 1st October
Brazilian Soccer Schools
Year 5/ Year 6
Session 4
In this weeks session there were two factors I really wanted to focus on, mainly the paired work but also the juggling work. We are progressing at a good rate with our juggling, however the players can still work hard at home and spend around an hour a day practising. Murphy (1995) refers to the coach as being “responsible for developing players’ sport specific skills”; and also states that a coach must sufficiently motive their players, it requires a maximal effort in order gain the most from training. If we get this work rate from our players I feel we will eventually be able to receive the ball from any angle, at any height and with any part of the foot and bring it under control. When performing the juggling task I ensured that the player had their knees slightly bent and on there toes in order to receive the ball with each touch under control (Davids 2002). The way we coach at BSS is very skill based, therefore as a coach I try my best to understand how skill is acquired in young people. After reading research by Sun et al (2001) I found that adopting a bottom-up approach toward skill work with younger children is best as there sessions generally involve a low skill level to begin with which involves more procedural knowledge. There are however more traditional views of skill acquisition suggesting that there are three stages of learning. This was suggested by Fitts (1964) when he defined the three stages as the cognitive, the associative and the autonomous. Cognitive being the novice through to the autonomous being the expert. I want to create a learning environment within our sessions that stimulates players to progress through the stages of learning by utilising our core drills and drill progressions. An autonomous performer performs skills with little or no conscious thought or attention (Fitts and Posner 1967). I want my players to reach this level of skilfulness, however not every person will reach this level of performance. But as a coach, I can only help direct my players, a lot comes down to the players themselves and I feel a little is down to genetics, such as speed or height, but I feel players that work hard on developing skill can do so. I feel we can achieve this if I can help to instil a strong locus of causality within the players in my group. By doing this they will become intrinsically motivated to work hard at our drills away from our sessions (Deci, Ryan 1985). McClelland (1951) proposed that “there are at least two kinds of achievement motivation, one which appears to be orientated around avoiding failure and the other around the more positive goal of attaining success” (p.206) I want to steer my players towards the direction of attaining success rather than avoiding failure. If we have this strive for success amongst our group it can only stimulate players.
After performing various juggling combinations, we then moved onto the paired work spending 20 minutes on varied activities. I broke this section down to three sub-sections spending 10 minutes on paired juggling and 10 minutes passing. I stressed to the players that in this section it needs co-operation with one another. Surridge and Murphy (1999) stated that in order to share materials in drills players must be co-operative in order to learn. I have had trouble in the past with players passing the ball either too hard or poorly to one another. Players then argue between each other. I want this to become eradicated so I will continue to do paired work and stress the fact we must be co-operative. In order to achieve goals we must cooperate with one another to further our learning. In order to get the best out of cooperative learning we must overcome individualism (Johnson 1994). Goodger (1986) suggests that sport groups can be weakened by individualism and although our training is very so much individual skill based, at times we are required to work in pairs or small groups to achieve a group goal. Therefore individualism cannot be accepted when we are doing group work. This is an issue within our group as there are certain characters that divert attention away from the group and upon themselves. I need to do my best to work on this and encourage a team based environment. This was particularly present in this week’s session therefore an underlying objective in next weeks session will be to encourage team work and team cohesion.
Bibliography
Davids, K. (2002). Interceptive Actions in Sport: Information and Sport. Routledge
Deci, E.L. Ryan, R.M. (1985). Intrinsic motivation and self determination in human behaviour. Taylor and Francis
Fitts (1964) Cited in: Zimmerman, B.J (1997) Phases in Self-Regulation: Shifting from Process Goals to Outcome Goals. Anastasia Kitsantas; Journal of Educational Psychology, Vol. 89 [online] [Accessed 17th Dec 2007, 20:55]
Fitts, P.M, Posner, M.I (1967). Human Performance. Brooks/Cole Pub.Co
Goodger, J (1986). Ritual Solidarity and Sport. Acta Sociologica, Vol. 29, No. 3, 219-224 [online] [Accessed 16th Dec 2007 , 20:53hrs] http://asj.sagepub.com/cgi/content/abstract/29/3/219
Johnson, D.W (1994). The New Circles of Learning: Cooperation in the Classroom and School. Association for Supervision and Curriculum Development,
McClelland, D.C (1951). Measuring Motivation in Phantasy: The achievement motive. In H Guetzkow (Ed.) Groups, Leadership and men, pp. 191-205.
Murphy, S.M. (1995). Sport Psychology Interventions. Human Kinetics
Sun, R, Merrill, E, Peterson, T (2001). From implicit skills to explicit knowledge: a bottom-up model of skill learning. Cognitive Science: A Multidisciplinary Journal, Vol. 25, No. 2, Pages 203-244 [online] [Accessed 16th Dec 2007 , 16:45hrs]
http://www.leaonline.com/doi/abs/10.1207/s15516709cog2502_2
Surridge, G, Murphy, B. (1999). Sport Readiness. Good Year Books
1 comment:
If you set SMARTER session goals it should be easier to objectively assess the effectiveness of what you are coaching.
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