The Practice Environment—How Coaches May Promote Athlete Learning

Larkin, Paul; Barkell, James; O’Connor, Donna

doi:10.3389/fspor.2022.957086

Cited by 8 publications

(6 citation statements)

References 42 publications

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“…However, conceptualizing coaches as mere “resource managers” akin to NPCs challenges this conventional paradigm, suggesting a shift towards a more collaborative and player-centered coaching philosophy ( 48 ). By relinquishing some control and empowering athletes to make their own choices, coaches can encourage athletes to take ownership of their development and decision-making processes ( 49 , 50 ).…”

Section: Npcs In Video Gamesmentioning

confidence: 99%

NPCs in video games: a reflective resource for sports coaches and participant engagement

Yin

2024

Front. Sports Act. Living

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This perspective article explores the potential of non-player characters (NPCs) in video games as a reflective tool for coaches to enhance participant engagement in sports. While coaches traditionally focus on movement skill instruction, their role extends to fostering young people's immersion in sports contexts and potentially contribute to the possibility of lifelong participation. However, challenges persist in translating coaching theory in coach education programs into practice, including the awareness of roles and how to make young people immersion in sports. Integrating elements from video games, where NPCs play pivotal roles in shaping player experiences, presents a possible avenue for re-thinking the role of coach, especially in participation. By drawing parallels between NPCs and coaches, this article advocates for a new reflection tool for coaching roles. Future research should investigate the effectiveness of leveraging NPCs to enhance athlete engagement and motivation, ultimately creating dynamic and inclusive coaching environments that cater to the evolving needs of participants.

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Section: Npcs In Video Gamesmentioning

confidence: 99%

NPCs in video games: a reflective resource for sports coaches and participant engagement

Yin

2024

Front. Sports Act. Living

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“…Programs for developing technical and tactical skills to reach peak athlete performance (Larkin et al, 2022). Sports coaching is now growing rapidly and is becoming professional, such as knowledge and accountability (Kjaer, 2019).…”

Section: Context Evaluationmentioning

confidence: 99%

Innovative Evaluation of Pencak Silat Program: Terate Bungo Heart Fraternity Study

Kurniawan¹,

Zarya²,

Donie³

et al. 2023

IJMRA

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One of the coaching processes that is planned, directed, systematic and continuous is a step to achieve peak athlete performance. The existence of fostering the Faithful Hati Terate Brotherhood, Bungo Nic.067 Branch as a forum for fostering and organizing athlete training to achieve achievements. . This study aims to evaluate which includes Context, Input, Process, Product from the Faithful Hati Terate Brotherhood Pencak Silat Development program, Bungo Nic.067 Branch.This program evaluation research uses the CIIP model (context, input, process, product). The subjects of this study include administrators, coaches, athletes. Data collection techniques through 3 ways, namely by 1) interviews, 2) observation, and 3) documentation. The data source studied was the development of the Setia Hati Terate Brotherhood, Bungo Nic.067 Branch. The analysis technique used is an interactive model. The results of the study concluded that: 1) Context, the context coaching program is very clear, has a good background and vision and mission of coaching as a forum for fostering pencak silat and creating athletes who can excel at the national level. 2) Input coaching program, recruiting coaches and athletes in good category based on criteri a. The infrastructure is quite good, funding for development comes from the ratification fund for new PSHT residents, Bungo Nic.067 branch. 3) The coaching process, the training process is still not good, the training is not in accordance with the p rogram that the management wants because there is no written training program. 4) Product, the results of PSHT athletes from the Bungo Nic.067 Branch are in the good category because there is an increase in achievement even though they have not reached the set targets.

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“…One particular way the quality of training in dance practice may be improved, relates to examining how information is transferred; or in other words, considering dance teachers’ use of instructions and feedback ( Ericsson et al, 1993 ; Williams and Hodges, 2005 ; Neenan, 2009 ; Badami et al, 2012 ; Abbas and North, 2018 ; Otte et al, 2020 ; Larkin et al, 2022 ). In dance, instructions provide the information about the execution of the skills whereas feedback functions as confirmation, motivation, and guidance for the correction of mistakes ( Wulf et al, 1998 ; Enghauser, 2003 ; Gibbons, 2004 ).…”

Section: Introductionmentioning

confidence: 99%

“…As briefly summarized above, research from across different performance domains, has shown that components of teachers’ instructions and feedback can have differential effects on learning and performing motor tasks ( Williams and Hodges, 2005 ; Neenan, 2009 ; Badami et al, 2012 ; Abbas and North, 2018 ; Otte et al, 2020 ; Larkin et al, 2022 ). However, relatively little is known about teachers’ use of instructions and feedback in dance specifically.…”

Section: Introductionmentioning

confidence: 99%

An analysis of teachers’ instructions and feedback at a contemporary dance university

et al. 2023

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BackgroundGiven the demands posed by excessive practice quantities in modern dance, physical and mental health can be compromised. Therefore, there is a need to consider how quality of practice may be improved and possibly even reduce training times. Sports literature has shown that instructions and feedback given by coaches can have an effect on the quality of training and influence self-regulation and the performance of athletes. However, currently little is known about the use of instructions and feedback by dance teachers. The aim of the current study was, therefore, to examine the type of instructions and feedback given by dance teachers during various dance classes.MethodsA total of six dance teachers participated in this study. Video and audio recordings were made of six dance classes and two rehearsals at a contemporary dance university. The dance teacher’s coaching behavior was analyzed using the modified Coach Analysis and Intervention System (CAIS). Additionally, feedback and instructions were also examined in terms of their corresponding focus of attention. Absolute numbers, as well as times per minute (TPM) rates were calculated for each behavior before, during, and after an exercise. Absolute numbers were also used to calculate ratios of positive-negative feedback and open-closed questions.ResultsMost feedback comments were given after an exercise (472 out of 986 total observed behaviors). Improvisation had the highest positive-negative feedback ratio (29) and open-closed questions ratio (1.56). Out of the focus of attention comments, internal focus of attention comments were used most frequently (572 out of 900).Discussion/conclusionThe results make clear that there is a large variability in instructions and feedback over teachers and classes. Overall, there is room for improvement toward a higher positive-negative feedback ratio, a higher open-closed question ratio and producing more comments eliciting an external focus of attention.

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The Practice Environment—How Coaches May Promote Athlete Learning

Cited by 8 publications

References 42 publications

NPCs in video games: a reflective resource for sports coaches and participant engagement

NPCs in video games: a reflective resource for sports coaches and participant engagement

Innovative Evaluation of Pencak Silat Program: Terate Bungo Heart Fraternity Study

An analysis of teachers’ instructions and feedback at a contemporary dance university

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