National Coaching Standards Domain 4
Domain 4: Growth and Development
Standard 16: Apply knowledge of how developmental change influences the learning and performance of sport skills
Benchmark: Identify sequence of movements and critical environmental demands of a motor task to determine athlete readiness to learn the skill
Skill Instruction
Key points of lecture
Our discussion in class was fueled by a power point discussing “The Coach as Teacher”. This conversation went into detail about the steps required in order to teach new skills and fundamentals elements of a sport, discussing the acronym P.E.S.T, when and how to use errorless learning, the use of analogies, communication and psychological skills, and creating an environment that meets the needs of all individuals within a team. Our focus for the most part was directed at communication and catering to all the needs of all athletes. We went into detail regarding different strategies to make everyone feel part of the team even if they aren’t contributing during a game. Our discussion was especially effective in gaining different perspectives in regards to different coaching philosophies and sporting arenas.
Identification of component used in training
Using errorless learning to develop effective skills
Reason for selection
The reason I chose this element from the discussion is because it really hit home with me for triathlon and cycling. In the sport of triathlon, it is an open environment where you often have to make quick decisions based on the events happening around you. The only way to effectively learn these skills in my opinion is through the process of errorless learning. If you can break down a skill to its root form, and have the athlete slowly build their understanding and confidence regarding this skill, they will be more likely to be effective in the open environment competition.
How did this change my coaching?
I would not say that this changed the actual structure of my workouts, but it did change the meaning behind the workouts. I have always structured intervals into my training because I feel it is a great method for stimulating physiological adaptations. While this is true, now having this “errorless learning” concept in the back of my mind, I can focus on the fundamentals of the skills just as much as the physiological adaptations. By focusing on both the motor skills and energy system adaptations, I will be able to better train and prepare my athletes.
Going forward with implementation
Going forward with this idea of errorless learning, it will really catch on with my cyclists. I often have my athletes do climbing intervals and then descending down for recovery. However, Descending can be a part of the race where you can build significant time. If I can break down different turns on a descent and have my athletes practice them in isolation, they will be better able to make up crucial seconds when the entire descent is put together in a race. This concept to me in my sport is where the seconds are gained. In the sport of triathlon and cycling, seconds often make up the difference between winning and losing. Effectively, this concept may have given my athletes that extra edge they need when it comes to race day performance.
Domain 4: Growth and Development
Standard 17: Facilitate the social and emotional growth of athletes by supporting a positive sport experience and lifelong participation in physical activity
Benchmark: Evaluate athlete training and progress in light of risks or overtraining or overuse injuries
Athlete Performance Chart and Data
Dalzell Coaching athlete Ryan McEnhill showing peak season and off-season data
- The following charts portray a progression of training stress followed by a taper and off-season.
- The peak followed by the off-season shows the ability to properly manage and evaluate training demands to reduce risks of overtraining and overuse injuries.
Standard 16: Apply knowledge of how developmental change influences the learning and performance of sport skills
Benchmark: Identify sequence of movements and critical environmental demands of a motor task to determine athlete readiness to learn the skill
Skill Instruction
Key points of lecture
Our discussion in class was fueled by a power point discussing “The Coach as Teacher”. This conversation went into detail about the steps required in order to teach new skills and fundamentals elements of a sport, discussing the acronym P.E.S.T, when and how to use errorless learning, the use of analogies, communication and psychological skills, and creating an environment that meets the needs of all individuals within a team. Our focus for the most part was directed at communication and catering to all the needs of all athletes. We went into detail regarding different strategies to make everyone feel part of the team even if they aren’t contributing during a game. Our discussion was especially effective in gaining different perspectives in regards to different coaching philosophies and sporting arenas.
Identification of component used in training
Using errorless learning to develop effective skills
Reason for selection
The reason I chose this element from the discussion is because it really hit home with me for triathlon and cycling. In the sport of triathlon, it is an open environment where you often have to make quick decisions based on the events happening around you. The only way to effectively learn these skills in my opinion is through the process of errorless learning. If you can break down a skill to its root form, and have the athlete slowly build their understanding and confidence regarding this skill, they will be more likely to be effective in the open environment competition.
How did this change my coaching?
I would not say that this changed the actual structure of my workouts, but it did change the meaning behind the workouts. I have always structured intervals into my training because I feel it is a great method for stimulating physiological adaptations. While this is true, now having this “errorless learning” concept in the back of my mind, I can focus on the fundamentals of the skills just as much as the physiological adaptations. By focusing on both the motor skills and energy system adaptations, I will be able to better train and prepare my athletes.
Going forward with implementation
Going forward with this idea of errorless learning, it will really catch on with my cyclists. I often have my athletes do climbing intervals and then descending down for recovery. However, Descending can be a part of the race where you can build significant time. If I can break down different turns on a descent and have my athletes practice them in isolation, they will be better able to make up crucial seconds when the entire descent is put together in a race. This concept to me in my sport is where the seconds are gained. In the sport of triathlon and cycling, seconds often make up the difference between winning and losing. Effectively, this concept may have given my athletes that extra edge they need when it comes to race day performance.
Domain 4: Growth and Development
Standard 17: Facilitate the social and emotional growth of athletes by supporting a positive sport experience and lifelong participation in physical activity
Benchmark: Evaluate athlete training and progress in light of risks or overtraining or overuse injuries
Athlete Performance Chart and Data
Dalzell Coaching athlete Ryan McEnhill showing peak season and off-season data
- The following charts portray a progression of training stress followed by a taper and off-season.
- The peak followed by the off-season shows the ability to properly manage and evaluate training demands to reduce risks of overtraining and overuse injuries.
