Level 3 Coaching Theory

v.3.0

NOTES:

1
 Virtual course information
• Ensure you have all required resources available

• Consider ‘how’ you will take notes

• Engagement in group discussions and breakout rooms

• Self-directed study time and take-home tasks

• Self-management e.g. positivity & optimism

v.3.0

NOTES:

2
 Quotes from the community
This course was developed from insight in our community.
• Planning was highlighted as an area coaches at this level needed more
expertise in.
“Think about the long game. Prepare the basics.”
“Plan for great seniors, do this and great juniors take care of themselves.”

v.3.0

NOTES:

3
 Course Aims
• Further enhance your ability to create, develop, implement and
evaluate realistic, coherent and high-quality annual plans
• As a consequence, you should become more effective
in strategically developing your gymnast’s learning
and performance

v.3.0

NOTES:

4
 Outcomes of the course
• Utilise a range of planning tools to create/develop an annual plan
• Underpin your plan using relevant theories and concepts
• Evaluate a gymnast’s progress in relation to the annual plan,
using a range of methods
• Appreciate the complexity of implementing your annual plan and
how this is managed in practice

v.3.0

NOTES:

5
 Course overview

v.3.0

NOTES:

6
 Assessment procedures
• Portfolio of evidence – start on course, develop and
implement post-course
• Virtual call with assessor to discuss your experience and
portfolio

v.3.0

NOTES:

7
 Icebreaker and tech-check
In your breakout rooms:

Manage a discussion in your group where you introduce:

I. Yourself & your background in gymnastics
II. Why you are attending this course
III. What you are hoping to gain from it

v.3.0

NOTES:

8
 Needs analysis

Task 1a-c

v.3.0

NOTES:

9
 Session outcomes
This session aims to develop your capacity to:
• Define and explain the function of a needs analysis
• Identify and use a range of sources to inform the needs analysis
• Effectively carry out a needs analysis
• Present and communicate a needs analysis to others

v.3.0

NOTES:

10
 Needs analysis
The needs analysis occurs prior to, and informs, the planning process by:
• Identifying a gymnast’s current level
• Realistically defining key objectives
• Identifying the key areas to develop in order to achieve
the objectives
Note: It should provide high quality and relevant data about what you’re planning for,
making the planning process more focused and effective.

v.3.0

NOTES:

11
 Needs analysis
Breakout room group discussion:

• What kind of information can we use to enable effective planning?

• Create a master list in your group and be prepared to feedback

v.3.0

NOTES:

12
 Needs analysis
The needs analysis should include all preparation factors including:
• Tactical
• Technical
• Physical
• Psychological
• Artistic

v.3.0

NOTES:

13
 Preparation factors - Tactical
Refers to:
• All measures taken to make the
preparation successful in competitions

• All procedures, rules, regulation and/or

policies linked with the organisation, the
administration, the planning (time, skill
or logistical) or other sport specific issues,
such as talent identification, selection etc.

v.3.0

NOTES:

14
 Preparation factors-Technical
Refers to:
• The application of all learning,
correcting, consolidating, reinforcing
and perfecting gymnastic specific
technical skills (analytical or global)
• The implementation of the specific
techniques, methodical exercises, devices Round off flic flac – 2½ Somersault backwards tucked off
and installations designed to make the
accumulation process faster and secure

v.3.0

NOTES:

15
 Preparation factors - Physical
Refers to:
• Physical qualities
• Fitness and conditioning
• Physical backup for specific technical or
choreographic elements (analysis)
• Joint and group of muscles orientated
preparation exercises (analysis)
• Development methods based on objective
indicators

v.3.0

NOTES:

16
 Preparation factors - Psychological
Refers to:
• Commitment- self-confidence
• Motivation – goal setting
• Behaviour – healthy and unhealthy
• Communication
• Arousal – anxiety
• Stress and coping strategies

v.3.0

NOTES:

17
 Preparation factors - Choreographic
Refers to:
• Analytical and global development exercises for
shape and posture
• Methodical preparation for technical elements on
floor and beam
• Dance and other aesthetics issues involved in building
competition routines on floor and beam
• Theatrical issues, such as make-up, designing and
choosing leotards and adopted behaviour

v.3.0

NOTES:

18
 Performance Analysis of
videos (and physical prep
analysis) factors
Recent Analysis of
competition psych prep
results factors

Key competitions Analysis of

and rules and artistry prep
requirements factors

Benchmark Needs Coach/ gymnast

knowledge/
data
analysis input

v.3.0

NOTES:

19
 Tutor led example
Needs analysis

v.3.0

NOTES:

20
 Starting your needs analysis
• Now you have seen how a needs analysis might work, it is time for
you to have a go…
• Use all the information you brought on your case study
• Remember this will not be a full needs analysis, but it is a start

v.3.0

NOTES:

21
Needs analysis - preparation factor
Artistry Physical
• Is the gymnast’s posture, and movement well • Specific requirements to achieve technical and tactical
suited to the artistic excellence? outcomes?
Tactical Psychological
• What are the key comps? • What aspects require attention to develop
• What will you require to achieve desired result? training/competition performance?
(bench marking) Technical
• Analysis of score components
• What new skills are required?
• CoP and requirements?
• What skills/combinations need perfecting?
• Routine construction?
• What combinations need work?
• What technical changes would have the greatest impact?

v.3.0

NOTES:

22
 Explain your needs analysis to a partner
5 minutes, then swap

v.3.0

NOTES:

23
 Mid-point summary

Task 1a-c

v.3.0

NOTES:

24
In preparation for next session
• Can you find, or pull together a list of potential event dates for the
next 12 months?

• Consider using previous years events if you do not have your

calendar yet.

• What are you and you club planning to do?

v.3.0

NOTES:

25
 Annual planning

v.3.0

NOTES:

26
Planning - some interesting numbers
• Assuming no holidays, illness, school trips, exams or club closures for you and
your gymnast
• 52 weeks x 5 sessions/wk = 260 sessions
• 3 hours per session = 780 hours of training per year
• If 30 min per session for warm up (equalling 44 sessions), this would leave 650
hours (216 sessions)
• Work out your own numbers – training days and hours

v.3.0

NOTES:

27
 Calendar considerations
• Facility Closures/Bank Holidays
• Family Holidays
• County/Regional/National Squad Commitments
• Domestic Competitions & Trials
• International Events
• School Trips, School Exams

Q. What is the difference between a calendar of events and an annual plan?

v.3.0

NOTES:

28
 v.3.0

NOTES:

29
 v.3.0

NOTES:

30
 Other
Week
Week

Minor
Major

NOTES:
beginning

1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

31
 Fill in your calender of
events
Self-directed study (in
breakout rooms)

v.3.0

NOTES:

32
 Terminology - cycles
Macro Annual Plan

Meso Part year

Week

Micro

v.3.0

NOTES:

33
 Terminology - phases

Meso Part year

Transition
Phases Preparation Pre-Comp Comp /
Recovery

v.3.0

NOTES:

34
Terminology - cycles with phases
Macro Annual Plan

Meso Part year

Phases Prep

4 to 12
Micro week

v.3.0

NOTES:

35
Terminology - phases with cycles
Macro Annual Plan

Meso Part year

Phases Prep Pre-Comp

4 to
8 to 12
Micro 12
week weeks

v.3.0

NOTES:

36
Terminology - cycles with phases
Macro Annual Plan

Meso Part year

Phases Prep Pre-Comp Comp

4 to
8 to 12 2 to 3
Micro 12
week weeks weeks

v.3.0

NOTES:

37
Terminology - cycles with phases
Macro Annual Plan

Meso Part year

Note: Scheduling of phases is flexible

Phases Trans
Prep Pre-Comp Comp
and depends on many factors

4 to
weeks

8 to 12 2 to 3
Micro 12
2

week weeks weeks

v.3.0

NOTES:

38
 Other
Week
Week

Minor
Major

NOTES:
beginning

1
30/03/2015

H
06/04/2015

H
13/04/2015

4
20/04/2015
5
27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

39
 Cycle
Other
Week
Week

Minor
Major

NOTES:
beginning

1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

40
 Prep
Cycle
Other
Week
Week

Comp
Minor
Major

NOTES:
Pre‐comp
beginning

Tran / Rec
1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

41
 Fill in your phases for the year
Self-directed study (in breakout rooms)

v.3.0

NOTES:

42
 Changes in preparation
factors across phases

v.3.0

NOTES:

43
 Technical preparation

v.3.0

NOTES:

44
 Psych Prep Physical Preparation Technical Preparation

CV

PPR
LME
Prep
Cycle

Skill(s)
Preps
Other
Week
Week

Comp
Minor
Major

Speed

Power

Self‐talk
Individual

Imagery
Strength
Routines
Comb'ns

NOTES:
Flexibility
Pre‐comp
beginning

Tran / Rec

Part routines

Goal setting
1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

45
 Psych Prep Physical Preparation Technical Preparation

CV

PPR
LME
Prep
Cycle

Skill(s)
Preps
Other
Week
Week

Comp
Minor
Major

Speed

Power

Self‐talk
Individual

Imagery
Strength
Routines
Comb'ns

NOTES:
Flexibility
Pre‐comp
beginning

Tran / Rec

Part routines

Goal setting
1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

46
 Fill in technical preparation for
one meso-cycle
Self-directed study (in breakout rooms)

v.3.0

NOTES:

47
Effort indicators
Volume:
• Overall number of repetitions of skills, part and full routines
• Amount of work done overall
Intensity:
• Number of skills, part and full routines per unit of time (e.g., per minute, rotation or session)
• How hard you train in a given amount of time
Density:
• Number of skills per go or routine

Consider how these change across phases

v.3.0

NOTES:

48
Effort indicators
Week Mon Tues Wed Thurs Fri Sat Sun Total
190 327 292 308 410 283 1810
1 Day off
2hr10 4hr55 5hr25 2hr30 5hr5 3hr50 23hr55
Control
434 469 446 Weight 205 2048
2 494 Day off
5hr20 5hr30 5hr25 1hr 5hr50
3hr 26hr5

463 445 499 Stretch 469 393 2269

3 Day off
5hr40 5hr10 5hr55 1hr 5hr30 3hr55 27hr10
592 586 534 190 227 559 2688
4 Day off
5hr 4hr30 4hr30 1hr35 2hr 4hr 21hr45
656 597 376 236 298 301 2464
5 Day off
4hr45 4hr30 3hr10 1hr40 2hr20 2hr25 17hr50

v.3.0

NOTES:

49
 Physical preparation

v.3.0

NOTES:

50
 Speed Power

Flexibility Strength

Muscular Quality
Local
Muscular
Endurance

Coordination Endurance

v.3.0

NOTES:

51
 Psych Prep Physical Preparation Technical Preparation

CV

PPR
LME
Prep
Cycle

Skill(s)
Preps
Other
Week
Week

Comp
Minor
Major

Speed

Power

Self‐talk
Individual

Imagery
Strength
Routines
Comb'ns

NOTES:
Flexibility
Pre‐comp
beginning

Tran / Rec

Part routines

Goal setting
1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

52
 Fill in physical preparation for
the same meso-cycle

Self-directed study (in breakout rooms)

v.3.0

NOTES:

53
 Psychological preparation

v.3.0

NOTES:

54
Psychological skills and strategies
Psychological skills: Strategies:
• Motivation • Goal setting
• Confidence • Imagery
• Anxiety management – Skill/ Routine/ Emotion-based
• Arousal management • Self-talk
• Attentional Control – Cue words
– Positive affirmations
• Pre Performance Routines

v.3.0

NOTES:

55
 Psych Prep Physical Preparation Technical Preparation

CV

PPR
LME
Prep
Cycle

Skill(s)
Preps
Other
Week
Week

Comp
Minor
Major

Speed

Power

Self‐talk
Individual

Imagery
Strength
Routines
Comb'ns

NOTES:
Flexibility
Pre‐comp
beginning

Tran / Rec

Part routines

Goal setting
1
30/03/2015

H
06/04/2015

H
13/04/2015

4
5 20/04/2015

27/04/2015
6

04/05/2015
7

11/05/2015
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

v.3.0
21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

56
 Fill in when you will work on
psychological strategies within
your case study
Self-directed study (in breakout rooms)

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Evaluating the gymnasts progress
• What will you evaluate?
• Consider all preparation factors
• When will you evaluate?
• How will you evaluate?
• What methods are best suited?

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 Psych Prep Physical Preparation Technical Preparation

CV
Eval

PPR
LME
Prep
Cycle

Skill(s)
Preps
Other
Week
Week

Comp
Minor
Major

Speed

Power

Self‐talk
Individual

Imagery
Strength
Routines
Comb'ns

NOTES:
Flexibility
Pre‐comp
beginning

Tran / Rec

Part routines

Goal setting
1
30/03/2015

H
06/04/2015

H
13/04/2015

4
20/04/2015
5
27/04/2015
6

04/05/2015
7

11/05/2015

Phy
8

18/05/2015
C
9

25/05/2015

01/06/2015
10

08/06/2015
11

15/06/2015
12

22/06/2015
13

29/06/2015
14

T&P

06/07/2015
15

13/07/2015
16

20/07/2015
17

Meso‐cycle 1

27/07/2015
18

Phy
H

03/08/2015
19

10/08/2015
20

17/08/2015
21

24/08/2015
22

31/08/2015
23

07/09/2015
24

14/09/2015
25

Con

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21/09/2015
26

28/09/2015
BT
27

05/10/2015
28

T&P

12/10/2015
29

19/10/2015
30

26/10/2015
31

02/11/2015
32

09/11/2015
33

16/11/2015
34

23/11/2015
35

30/11/2015
36

07/12/2015
37

14/12/2015
38

21/12/2015
39

28/12/2015
40

04/01/2016
41

11/01/2016
42

Meso‐Cycle 2

18/01/2016
43

25/01/2016
44

01/02/2016
45

08/02/2016
46

15/02/2016
47

22/02/2016
48

29/02/2016
49

Con

07/03/2016
50

14/03/2016
BC
51

21/03/2016
52

5 minutes to fill in your plan

59
 Mid-point summary

Task 1a-c Task 2a-c

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 Weekly planning

Task 3a-b

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 Tutor led example
Week planning

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Week planning activity
Choose one training session from your week plan, then design:
1. A training session schedule
• Apparatus, times, rotations and activities
2. Additional planning resources
• What you do on each apparatus: reps, progressions, focus, loads, etc.
Do this for the same session in a different phase, to show how it changes
across the phases
• Be prepared to discuss this

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 Discuss how your weekly plans
change across the phases
In pairs, in breakout rooms

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Week planning Task 3a-b summary

Task 3a-b

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 Implementation

Task 4a-b

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 Looking closer at phases
Working backwards:
Successfully
compete a skill
Develop the physical &
Develop & refine technical components
the skill specific to the skill

End point – Essential during Preparation and Pre-Competition Phases

Competition Phase

• Skill development and refinement occurs through all phases

• Key to successful execution skills in competition
• Product of your careful and ongoing analysis and planning

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 Stage 3
Skill development

Stage 2
Pre-requisites and Preparations

Stage 1
Physical Preparation

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 Context
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 v.3.0

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 v.3.0

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 Step 1
In Step 4 you should: In Step 1 you should:
Know the
• Select appropriate • Identify key phases
skill to be
physical and technical • Develop and use an
developed
preparation activities ideal technical model

Step 4 Step 2
Develop Analysis of
the skill movement

In Step 3 you should: In Step 2 you should:

• Identify key muscle • Identify the types of
Step 3 movement using
group(s), joint complex(es)
Muscles and anatomical knowledge
and types of contractions
actions • Use underpinning
involved
mechanical principles

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 v.3.0

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Skill Analysis
Task 4a:
• Analyse a skill you are planning to teach the gymnast
• Refer to your needs analysis
• Complete Steps1-4 on the previous diagram

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 Step 1
In Step 4 you should: In Step 1 you should:
Know the
• Select appropriate • Identify key phases
skill to be
physical and technical • Develop and use an
developed
preparation activities ideal technical model

Step 4 Step 2
Develop Analysis of
the skill movement

In Step 3 you should: In Step 2 you should:

• Identify key muscle • Identify the types of
Step 3 movement using
group(s), joint complex(es)
Muscles and anatomical knowledge
and types of contractions
actions • Use underpinning
involved
mechanical principles

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Skill acquisition: how will you do it?
• Stages of Learning (Fitts & Posner, 1967)
• Cognitive & behavioural characteristics at each stage

• Match skill acquisition strategies to the stage of learning:

• Demonstrations
• Instructions
• Feedback
• Practice

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 Key points for strategies...
Strategy Key points...

Demonstrations Full speed before slow motion, finish back at full speed
Correct or learning demonstrations for 'learning'
Expert demonstrations for 'motivation'
Repetition before & during
Video
Draw out key points & use questions early
Instructions Avoid highly technical instructions
Chunk instructions
Develop key words (that can transfer into feedback)
Feedback Try to 'fade' your feedback as early as possible
Use methods to develop learner's intrinsic system
Silence, Delayed feedback, Questioning
Practice Blocked practice early on
Serial practice to increase cognitive challenge
Random practice when skills are acquired for engagement

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 Video Task
Watch the videos:

• What do you see?

• How do the strategies change?
• Be prepared to feedback after

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 Key points for strategies...
Strategy Key points...

Demonstrations Full speed before slow motion, finish back at full speed
Correct or learning demonstrations for 'learning'
Expert demonstrations for 'motivation'
Repetition before & during
Video
Draw out key points & use questions early
Instructions Avoid highly technical instructions
Chunk instructions
Develop key words (that can transfer into feedback)
Feedback Try to 'fade' your feedback as early as possible
Use methods to develop learner's intrinsic system
Silence, Delayed feedback, Questioning
Practice Blocked practice early on
Serial practice to increase cognitive challenge
Random practice when skills are acquired for engagement

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 Task 4b
• Using the skill and progressions you came up within Task 4a
• Describe how you would utilise and alter your skill acquisition
strategies when teaching the skill

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 Example Task 4b
Skill Strategy
Progression Demonstrations Instructions Feedback Practice

Video of full skill Draw out key points:

full speed x 2 -turn into cue words

Coach-led initially
Roll on to mat Use cues then fade and Blocked
question
Coach-led initially
¾ somersault Ask questions to
then fade and Blocked
to back draw out cues question

Ask questions to Coach-led initially

Blocked
Roll out Video learner draw out cues then fade and
Serial of all above
question

Blocked
Ask questions to Coach-led initially
Serial of all above
Full somersault Video learner draw out cues then fade and
Random with
question
different skills

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 Summary task
• What has this session made you consider in relation to how you
analyse and teach skills?

• Identify three key action points to take forwards…

• 2-minutes individual thinking, then share your

points in the chat

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 Task 3, 4 and 5 clarification

Task 3a-b Task 4a-b Task 5

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 Let's get real

Task 6

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 Questions
1. What benefits would your gymnast (and you) experience if you were able to
implement the plan you are in the process of creating?
2. What barriers and constraints might impact your ability to put the plan in
operation?

Breakout room discussions

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 Discussion point 1
Learning is a complex, non-linear process

What does this mean for us?

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Version History
Consider the following:
• The plan is a means to guide practice, not an end in itself
• The plan will need to be modified often; be flexible
• Consider how you will keep it current, but without creating undue workload
• How will you manage expectations when things
don’t go to plan?

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 Discussion point 2
Coaching is a social activity, with many stakeholders who
will create inevitable problems and challenges

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 Social power
• “The capacity to produce, or contribute to, outcomes
by significantly affecting another or others” (Lukes, 1993, p. 504)
• Permeates every aspect of social life in ways that can be productive as well
as repressive (McDonald & Birrell, 1999)

A plan is just that; we need to have enough influence to get others to do it!

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Placing yourself in the hierarchy
• Draw a diagram which identifies the hierarchy and power
relationships in your club and your place within it
• Indicate on the diagram the degree of influence you currently have
with the featured stakeholders
• Identify actions you could engage in to develop more influence with
the key stakeholders who might influence your capacity to deliver
your plan
• Explain your diagram to a partner

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 Discussion point 3
The coach-gymnast relationship

• What is it & why is it important

• How might it impact how you implement your plan

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The essence of coaching
What do top-level coaches say?
• “Coaching is about man (person)-management… it’s about managing the
individual within the collective”
• “Coaching is about the social things… knowing how hard you can push
players… knowing them as individuals. They have to respect you”
• “Coaching is about holding the respect of athletes... to influence them… to
get them to want to work hard for you” (Jones et al., 2003; 2004)

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 Discussion point 3 continued
• If the gymnast who is your case study was interviewed, what
would they say about you?

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 Strategies to overcome barriers
• Based on the barriers we have identified, what strategies can we use?

• What do you need to go and do in your gym?

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 Lastly

Task 7

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 Process & assessment summary

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 Summary tasks
• What has been your light bulb moment?

• What are you most looking forwards to putting into

practice?

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 Thank you for your time & effort,
and all the best
Remember if you have any questions about
the completion of your portfolio you can
send these to your tutor.

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