Coaching Science Book

Series Preface     xi
Preface     xiii
Socio-Psychological Factors     1
Introduction     1
Additional reading     1
Motivation     3
Learning objectives     3
Motivational theories     4
Achievement motivation theory     5
Achievement goal theory     5
Summary     7
Practical implications     7
Summary     10
Key points     11
Leadership and Cohesion     13
Learning objectives     13
Leadership     17
Theories of developing cohesion     18
Coach-individual athlete interaction     19
Ethics     20
Ethical issues in sport     21
Summary     23
Practical implications     24
Key points     28
Anxiety, Arousal and Performance     33
Learning objectives     33
Arousal-performance theories     35
Easterbrook's cue utilization theory     36
Drive theory     36
Allocable resource theories     38
Anxiety-arousal-performance theories     38
Catastrophe theory     39
Processing efficiency theory     39
Practical implications     40
Assessing anxiety     40
Preventing anxiety     43
Goal setting     44
Performance profiling     45
The pre-competition speech     47
Mental rehearsal     47
Working with a sports psychologist     48
Setting arousal levels     49
Maintaining optimal arousal     50
Summary     51
Key points     52
Coaching and Learning Styles     55
Learning objectives     55
Coaching styles     56
Coaching styles based on Mosston's teaching styles     57
Learning styles     60
Practical implications     61
Summary     64
Key points     65
Skill Acquisition     67
Introduction     67
Additional reading     68
Learning     69
Learning objectives     69
Types of learning     70
Measuring learning     71
Cognitive approaches to learning     75
Information processing theory      75
Motor programs     77
Cognitive theories of learning     79
The three stage theory of Fitts and Posner     80
Schmidt's schema theory     80
Adaptive control of thought (ACT) theory     82
Observational learning theory     83
Summary     83
Dynamical systems theory and learning     84
Practical implications     86
Instruction/demonstration     87
Shaping skills     92
Key points     92
Practice     97
Learning objectives     97
Information processing theory and practice     98
Types of practice     98
Whole and part practice     99
Variability of practice     101
Blocked, random and serial practice     101
Deliberate practice     103
Transfer of training     104
Transfer theories     105
Dynamical systems theory and practice     106
Freezing and unfreezing degrees of freedom     108
Practical implications     108
Socio-psychological factors     110
Developmental factors     111
Practice organization     113
Task considerations     113
Coach considerations     115
The learner     115
Variability and contextual interference     116
Transfer     116
Pragmatic considerations     120
Summary     121
Key points     122
Dynamical systems theory and practice     124
Practical implications     124
Observation and Feedback     125
Learning objectives     125
Observation     126
Motor learning approach     126
Biomechanical approach     128
Mechanical aids to observation     130
Notational analysis     131
Summary     132
Feedback     133
Timing and precision of feedback     133
Summary     137
Practical implications     137
Observation     139
Providing feedback     143
Using feedback as a motivational tool     144
Precision of feedback     145
Using visual aids     146
Biomechanical modelling     148
Key points     150
Physiological Factors     153
Introduction      153
Additional reading     154
Physiological Demands of Track Athletics     155
Learning objectives     155
The physiology of elite sprinting     156
Sources of energy for muscle contraction     160
The phosphagen cycle     162
Glycogenolysis     163
The physiology of the 400 m     167
Lactic acid     169
Acids and bases     170
Structure and function of skeletal muscle     171
The physiology of the 10 000 m     173
Aerobic metabolism     173
Aerobic metabolism and steady-state running     176
Aerobic glycogenolysis     176
The Krebs or tricarboxylic acid (TCA) cycle     177
The electron transfer chain (ETC)     180
The physiology of the marathon     181
Sources of fuel     183
Non-running sports     184
Activities other than steady-state running     185
Practical implications     186
Nutrition     188
Key points     189
Sources of fuel     191
Factors that Limit Performance     193
Learning objectives     193
Muscle fibre types      194
100 m     195
400 m     195
Long-distance events     196
Maximal oxygen uptake and long-distance running     196
Glycogen depletion     199
Heat stress and dehydration     200
Factors limiting anaerobic performance     202
Creatine supplementation     203
Bicarbonate loading     204
Factors limiting strength, power and flexibility     205
Motor units and gradation of force     205
Neuromuscular facilitation     209
Factors limiting flexibility     210
Practical implications     212
Key points     213
Principles of Physical Training     219
Learning objectives     219
Progressive overload     220
Specificity     221
Training specificity     222
Athlete specificity     223
Maximal oxygen uptake     224
The anaerobic threshold     226
Ergometer specificity     228
Test specificity     228
Specificity of field tests     232
Recovery and rest     234
Detraining     236
Practical implications      236
Key points     238
Developmental Factors     241
Introduction     241
Additional reading     241
Cognitive and Social Development     243
Learning objectives     243
Piagetian theory     244
Mental space theory     245
Domain-specificity theories     245
Information processing theory and cognitive development     246
Ecological psychology theories and cognitive development     247
A comparison of the different approaches to cognitive development     248
Social development     249
Moral development     250
Ageing     251
Practical implications     251
Skilled performance     252
Optimal periods of learning     253
Practice     253
Motivation     257
Playing in the spirit of the game     257
Summary     258
Key points     259
Cognitive development     259
Social development     261
Practical implications     261
Physiological and Motor Development     263
Learning objectives     263
Physiological development      264
Late childhood     264
Adolescence     265
Ageing     265
Motor development     266
Theories of motor development     267
Gallahue's life span model of motor development     268
Ecological psychology and motor development     269
Development of motor skills     270
Practical implications     272
Mini-games     273
Conditioned games     274
Gender issues     275
Physical training     276
Key points     278
Integrated Factors     281
Introduction     281
Developing Annual Programmes     283
Learning objectives     283
Macro-cycles     286
Micro-cycles     289
Summary     290
Key points     292
Integrated Warm-Up     295
Learning objectives     295
Warm-up     295
Warm-up and anxiety     301
Substitutes warming up     302
Summary     303
Key points     393
Integrating Practice and Training     305
Learning objectives      305
Skill-fitness practice     306
Skill-perceptual training     313
Performing skills when fatigued     314
Practising skills under stress     317
Rehabilitation and tactical practice     317
Summary     318
Key points     319
References     321
Index     327