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Demonstarsi Dan Observasi
Demonstarsi Dan Observasi
Demonstarsi Dan Observasi
Absen :
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Nim. : 2216041025
DEMONSTRATION
Having the ability to demonstrate is crucial in coaching practice, and the coach is required to
have a good understanding of the technical aspects of their sport in order to demonstrate
effectively. If, however, the coach is unable to demonstrate themselves, they should use a
model (a skilled player) who is capable of performing the task, or use a video recording of the
skill being performed so that the individual or group can reproduce the skill effectively.
Confucius is said to have said “a picture paints a thousand words”, but a closer translation of
the original Chinese is “one showing is better than one hundred sayings”. There is no more
accurate a statement than this when it comes to coaching practice. If a demonstration is not
provided and the skill is only verbalized then the potential for error in terms of reproducing
the skill exists. Communicating the technical requirements of the skill is not enough, as it can
lead to misinterpretation and does not accommodate the visual learner.
A demonstration provides appropriate information for developing a memory template which
is technically correct. It also provides precise information of what can and cannot be done
within the limitations of the body and equipment being used and, finally, a demonstration
provides information about how movement is to be coordinated.
Bandura’s (1977) Observational Learning Theory provides an explanation of how we learn by
observing demonstrations, and suggests four sub-processes are critical: salience, memory and
skill reproduction, desire and motor capability. Specifically, the performer should attend to
the relevant (salient) technical information and the coach must reinforce the coaching points
in order that the performer can perform and commit the skill to memory (memory and skill
reproduction). The coach also has to consider whether the performer is motivated (desire) and
whether they have the physical attributes (motor capability) to perform the skill.
Although the coach should demonstrate at key times during the session to reinforce coaching
points, a demonstration should be provided at the start of the session, in order to give the
general idea. Christina and Corcos (1988) suggest there are at least three times when a coach
should demonstrate a skill: prior to the athletes performing the skill; at key points throughout
the practice; and at the end to reinforce skill development. If the skill is complex, the coach
should start off with the basic movement then add further elements of the skill bit by bit until
the whole skill is able to be practised.
Hardy and Mawer (1999) propose that an effective demonstration is determined by certain
characteristics:
OBSERVATION
In its simplest form observation is concerned with what to look for in a logical order and the
coach needs to consider whether the problem that he or she is observing is either technical or
tactical, depending on the sport (Robertson, 2002). The more experienced coach sees that
skill execution is correct and leaves it alone, is able to see ineffective technique, recognizes
why it is occurring and knows how to correct technical errors. Observation is a key skill for
the coach to develop. This particular skill (some coaches may view this as an art) must be
practised and refined.
The coach is required to have a detailed and up-to-date knowledge of the technical aspects of
the sport he or she is coaching so they can feedback any errors in skill execution. Another
factor to consider is the production of a clear criterion by which to observe performance. For
example, the hockey coach in observing a player moving with the ball would look at the
head, body, hand positions on the stick, footwork and ball in that order to identify whether the
skill was being executed properly.
To observe effectively the coach must move around the performer or the group in order to
view performance from a range of different angles. For example, the gymnastics coach who
is observing his or her performer on the asymmetric bars should take positions from the front,
back, left and right sides in order to observe the correct form of the movement while the skill
is being executed. The coach should also be in a good position to observe the dismount and
landing. The coach needs to see the skill performed a number of times in order that a number
of observations can be made, leading to an objective assessment of effective or ineffective
skill execution by the performer.
McMorris and Hale (2006) suggest that as novice coaches develop the skill of observation
they build up a basic model or picture of what the skill should look like. When the coach
becomes more expert and attuned to the finer technical detail of their sport, and develops an
understanding of the biomechanics of movement, they will be able to observe in more detail
the intricacies of movement and consequently be able to make an informed and objective
judgement of whether the skill needs to be corrected or not.
For example, the trampoline coach observing a performer who was dropping a shoulder in a
front somersault would identify that this could affect the form of the skill in terms of the body
being misaligned for the execution of the next part of the routine. Identifying the position of
the shoulder is diagnostic observation of a high level that a novice coach might miss, but the
expert coach is able to highlight the error because of their experience in knowing what to
look for.
Developing the skill (or art) of observation does present difficulties, as in many cases the
coach is the only person doing the observing, and this is not the only problem that the coach
will face. Crisfield et al. (2003) identify the speed of unfolding events, the amount of
information the coach can process, perception of events, observational bias, and the blur of
action and key events distorting the reliability of information as limiting factors in the
observational process.
Many sports are fast-moving and the amount of information presented to the coach to attend
to and store for recall is considerable. To be able to effectively recall a whole 90 minutes of
soccer action is impossible. Franks and Miller (1986) found that soccer coaches were less
than 45 per cent correct in post-game assessment of the first 45 minutes of a soccer game.
Moreover, coaches appear to see things differently, which is due to the different perception
and interpretation of unfolding events, and quite often a bias exists which at an unconscious
level reduces the accuracy of observation. An example of this would be the coach who,
because he or she views a particular player as aesthetically more skilful, might not notice
another player who executes the basics very well with no fuss. Events in sport happen very
quickly and this blur of action can cause confusion and false impressions, and key events
such as officiating decisions can distort the reliability and reality of the recall of what actually
occurred.
Fortunately, technology is now readily available to support the coach in developing his or her
observational skills. The coach now has at his or her disposal the use of video, DVDs, DV
cameras and digital cameras which allow the coach to replay performance repeatedly in order
to effectively observe and thus analyse performance. Figure 5.8 shows a model that describes
the observation process from the perspective of inputs into the process.
PERAGAAN
Dalam bentuknya yang paling sederhana, observasi berkaitan dengan apa yang harus dicari
dalam urutan yang logis dan pelatih perlu mempertimbangkan apakah masalah yang
diamatinya adalah masalah teknis atau taktis, tergantung pada cabang olahraganya
(Robertson, 2002). Pelatih yang lebih berpengalaman melihat bahwa eksekusi keterampilan
sudah benar dan membiarkannya, mampu melihat teknik yang tidak efektif, mengenali
mengapa hal itu terjadi dan tahu bagaimana cara memperbaiki kesalahan teknis. Pengamatan
adalah keterampilan utama yang harus dikembangkan oleh pelatih. Keterampilan khusus ini
(beberapa pelatih mungkin menganggapnya sebagai sebuah seni) harus dilatih dan diasah.
Pelatih harus memiliki pengetahuan yang rinci dan terkini tentang aspek-aspek teknis dari
olahraga yang dilatihnya sehingga mereka dapat memberikan umpan balik tentang kesalahan
dalam pelaksanaan keterampilan. Faktor lain yang perlu dipertimbangkan adalah pembuatan
kriteria yang jelas untuk mengamati kinerja. Sebagai contoh, pelatih hoki dalam mengamati
pemain yang bergerak dengan bola akan melihat kepala, tubuh, posisi tangan pada stik,
gerakan kaki dan bola dalam urutan tersebut untuk mengidentifikasi apakah keterampilan
tersebut dieksekusi dengan benar.
Untuk mengamati secara efektif, pelatih harus bergerak di sekitar pemain atau kelompok
untuk melihat penampilan dari berbagai sudut yang berbeda. Sebagai contoh, pelatih senam
yang sedang mengamati penampilnya di palang asimetris harus mengambil posisi dari depan,
Foto 5.4 Seorang pelatih mengamati penampilan
belakang, sisi kiri dan kanan untuk mengamati bentuk gerakan yang benar saat keterampilan
tersebut dilakukan. Pelatih juga harus berada dalam posisi yang baik untuk mengamati saat
turun dan mendarat. Pelatih perlu melihat keterampilan yang dilakukan beberapa kali agar
sejumlah pengamatan dapat dilakukan, yang mengarah pada penilaian obyektif tentang
eksekusi keterampilan yang efektif atau tidak efektif oleh pemain.
McMorris dan Hale (2006) menyarankan bahwa ketika pelatih pemula mengembangkan
keterampilan observasi, mereka membangun model atau gambaran dasar tentang seperti apa
keterampilan itu seharusnya. Ketika pelatih menjadi lebih ahli dan terbiasa dengan detail
teknis yang lebih baik dari olahraga mereka, dan mengembangkan pemahaman tentang
biomekanika gerakan, mereka akan dapat mengamati secara lebih rinci seluk-beluk gerakan
dan akibatnya dapat membuat penilaian yang tepat dan obyektif tentang apakah keterampilan
tersebut perlu dikoreksi atau tidak.
Sebagai contoh, pelatih trampolin yang mengamati pemain yang menjatuhkan bahunya saat
melakukan salto depan akan mengidentifikasi bahwa hal ini dapat memengaruhi bentuk
keterampilan dalam hal tubuh yang tidak sejajar untuk pelaksanaan bagian selanjutnya dari
rutinitas. Mengidentifikasi posisi bahu adalah pengamatan diagnostik tingkat tinggi yang
mungkin terlewatkan oleh pelatih pemula, tetapi pelatih ahli dapat menyoroti kesalahan
karena pengalaman mereka dalam mengetahui apa yang harus dicari.
Mengembangkan keterampilan (atau seni) observasi memang menimbulkan kesulitan, karena
dalam banyak kasus, pelatih adalah satu-satunya orang yang melakukan observasi, dan ini
bukan satu-satunya masalah yang akan dihadapi oleh pelatih. Crisfield dkk. (2003)
mengidentifikasi kecepatan kejadian yang berlangsung, jumlah informasi yang dapat diproses
oleh pelatih, persepsi terhadap kejadian, bias pengamatan, dan kekaburan aksi dan kejadian
penting yang mendistorsi keandalan informasi sebagai faktor pembatas dalam proses
pengamatan.
Banyak cabang olahraga yang bergerak cepat dan jumlah informasi yang disajikan kepada
pelatih untuk diperhatikan dan disimpan untuk diingat cukup banyak. Untuk dapat secara
efektif mengingat seluruh 90 menit pertandingan sepak bola adalah hal yang mustahil. Franks
dan Miller (1986) menemukan bahwa pelatih sepak bola kurang dari 45 persen yang benar
dalam penilaian pasca-pertandingan pada 45 menit pertama pertandingan sepak bola.
Selain itu, para pelatih tampaknya melihat sesuatu secara berbeda, yang disebabkan oleh
persepsi dan interpretasi yang berbeda dari peristiwa yang sedang berlangsung, dan seringkali
ada bias yang secara tidak disadari mengurangi keakuratan pengamatan. Contohnya adalah
pelatih yang, karena dia melihat pemain tertentu secara estetika lebih terampil, mungkin tidak
memperhatikan pemain lain yang melakukan gerakan dasar dengan sangat baik tanpa
keributan. Peristiwa dalam olahraga terjadi dengan sangat cepat dan kekaburan aksi ini dapat
menyebabkan kebingungan dan kesan yang salah, dan peristiwa-peristiwa penting seperti
keputusan wasit dapat mendistorsi keandalan dan realitas dari ingatan tentang apa yang
sebenarnya terjadi.
Untungnya, teknologi sekarang sudah tersedia untuk mendukung pelatih dalam
mengembangkan kemampuan observasinya. Pelatih sekarang dapat menggunakan video,
DVD, kamera DV, dan kamera digital yang memungkinkan pelatih untuk mengulang
penampilan berulang kali agar dapat mengamati secara efektif dan dengan demikian
menganalisis penampilan. Gambar 5.8 menunjukkan sebuah model yang menggambarkan
proses observasi dari perspektif input ke dalam proses.