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Psychology

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Feb 20, 2024

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1. What types of behaviours are likely to be displayed by individuals referred to as "coachable" athletes? "Coachable" athletes are the kinds of behaviours that are frequently displayed by individuals who are often. For example, include listening attentively to the coach, picking up equipment after a game, practicing an exercise as instructed, going to a particular place on the playing field when the coach blows a whistle, and practicing on their own. 2. Long-Term Athlete development (LTAD) is a model that includes seven stages of child to adult development and corresponding guidelines for helping individuals to enjoy participantion in sports and to learn to perform their best. 3. Two preliminary considerations to teaching new skills: Determine and be sensitive to the developmental level of the beginners and begin at the Athlete’s level. 4. List three preliminary steps for teaching sport skills.  Prepare task analyses of complex skills to be taught  Prepare checklists to assess current performance and monitor progree  Set Mastery criteria 5. Task analysis refers to breaking a skill into its component parts so that it can be taught effectively, and improvements can be accurately monitored. For example, a task analysis can be seen in a gymnast breaking down a routine into individual movements. 6. A mastery criterion is requirement for practicing a skill such that if the requirement has been met, there is a good chance that the skill has been learned. For example, a mastery criterion can be seen in a basketball player aiming to make a certain percentage of free throws during practice sessions. 7. Four guidelines for instructing beginning athletes about skills to be mastered.  Combine modeling with instructions  Describe Consequences of Correct and Incorrect Performance  Ask Questions to Test for Understanding  Ask Athletes to Role-Play skills 8.Two strategies for ensuring that beginning athletes understand what it is that the coach wants them to do.

 Asking questions. After explaining a drill to be performed, the coach should check the athlete's knowledge by asking specific questions. If wrong answers are obtained, then the mod- elling and instruction phase should be repeated.  Role-playing. Role-playing allows young athletes to concentrate solely on practicing the correct form or movements of a skill without worrying about the end result.If the athlete is performing incorrectly, the coach can provide immediate corrective feedback and ask the athlete to repeat the role-playing. 9. Distinguish between programmed reinforcers and natural reinforcers.  Programmed reinforcers: Are introduced to deliberately influence the performance of athletes. In Coach Dawson's program for example, points were awarded to players for showing specific practice behaviours.  Natural reinforcers: Are reinforcers that occur in the normal course of everyday living. Two common types are sensory (visual, tactile, and auditory sensations) and the "natural" reaction of others (roar of the crowd, getting high-5's from teammates after a good play). 10. Two types of natural reinforcers.  Sensitive feedback that is inherent in the performance of a task. For example, the feel of the solid contact when a golfer hits a good shot, the sight of a baseball arching to the outfield after a solid hit, the personal satisfaction from swimming the length of a pool the first time, the sight of a basketball dropping through the hoop and the sound of the swish of the net.  The natural reaction of the others. For example, a cheer from teammates for a good play, the roar of the crowd when a touchdown is scored, another player giving batter a high-5 after a homerun. 11. What are two reasons for encouraging coaches to capitalize on natural reinforcers?  The more the beginners experience the natural reinforcers of performing a skill, the greater is the likelihood that they will practice that skill on their own  Capitalizing on natural reinforcers in the natural environment is an importrant tactic for programming generalization of a skill from practices to competitiions, and for maintaining it in the long run.

12. Eight guidelines for using deliberately-programmed reinforcers to teach new skills to beginning athletes.  Make sure reinforcers are reinforcers from the atheles point of view  Frequently reinforce athletes'’ desirable behaviours  Use contingent vs noncontingent reinforcement  Use prescriptive praise  Use shaping to reinforce correct approximations of a new skill  Use chaining to reinforce a consistent sequence of stimuli and responses  Reinforce desirable performance when it occurs to correct cues in the environment  After a behaviour has been well developed, wean the athlete from the initial schedule of reinforcers 13. A recommended guideline is that the reinforcer-to-reprimand ratio should favour the reinforcers by at least 4 to 1 with young athletes. 14. Distinguish between contingent and noncontingent reinforcers. When a behaviour must occur before a reinforcer will be presented, we say that the reinforcer is contingent upon that behaviour and if a reinforcer is presented at a particular time, regardless of the preceding behaviour, we say that the reinforcer is noncontingent. 15. Distinguish between prescriptive praise and regular or nonprescriptive praise.  Prescriptive praise: When a coach identifies the aspect of an athlete's performance that was desirable or that indicated improvement. An example would be "Nice follow-through on your foul shot!"  Nonprescriptive praise: When a coach offers a simple positive comment to an athlete when they perform well. Examples include Great shot! Your accuracy is impressive! 16. An example of prescriptive praise that Coach Hill used while teaching the serve to novice tennis players: “Nice follow-through on your foul shot! You pointed your index finger at the basket.” 17. Shaping is the reinforcement of successive approximations from an initial behaviour to a final desired behaviour. An example, you're getting closer! Try adjusting your grip a little and you will have even more control. Keep it up!

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18. Shaping is used by coaches to modify the topography (form), frequency (speed or rate), duration, latency, intensity (force) and quality of a behaviour and Chaining teaches a young athlete to perform a specific series of linked steps. 19. Stimulus control refers to the control a stimulus has over a behaviour as a result of that behaviour having been reinforced in the presence of that stimulus. An example from this chapter is when Coach Hill offered positive reinforcement when athletes perform a skill properly. 20. Four reasons why a coach should continue to dispense deliberately-programmed reinforcers to beginning athletes, even after their athletic skills appear to have come under the control of natural reinforcers.  Although natural reinforcers might maintain skills in competitive environments, reinforcers from the coach can help to sustain effort and performance during repetitive (and sometimes boring) practices.  Competitive situations contain punishers as well as natural rewards. This may make it difficult for that athlete to focus on improvements in his/her skills (as a reinforcer)  An athlete rarely reaches the point where there is nothing left to learn. The coach should therefore continue to provide reinforcers for slight improvements to encourage individual players to continually improve and refine their skills to a higher level.  Intermittent schedules of reinforcement influence individuls to work consistently. Occasional deliberately programmed reinforcers from the coach will have that effect. 21. Six characteristics of effective behavioural coaching.  This approach emphasizes specific measurement of athletic performance, and the use of such measures as the primary means for evaluating the effectiveness of teaching strategies.  It recognizes a clear distinction between developing and maintaining behaviour, and positive behavioural procedures are available for accomplishing both.  It encourages coaches to help athletes improve as measured against their own previous performance, as opposed to being compared to other athletes.

 It emphasizes that coaches use behaviour modification procedures that have been experimentally demonstrated to be effective.  It suggests that behaviour modification techniques can also be applied to help the coach change his/her behaviour.  Coaches are encouraged to use social validity assessments to ensure that the athletes, parents, and others involved in the program are satisfied with the target behaviours that were identified, the coaching procedures that were used, and the results that were obtained.

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