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    Mel Harbour
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    3a-2

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    3 views2 pages

    3a 2

    Uploaded by

    Mel Harbour

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 2
    oaching as Teaching. aching rowing fsa job with few fexrinsic rewards other than the saniles of the athletes after a particularly _gpod row. Junior programs are often ‘coached by parents because there tant anyone else to keep the program going. and many rowers find themselves coaching 2 variety of programs because they want 10 put something back into the sport that was so important to them, So off they gp into the launch with late or no guidance other than meir oxn roscing expensence and/or enthusiasm Life on the other side of the megaphone is very diferent, as all new coaches quickly team, and frustration arises when you try to-cearty explain things you either never nad to do (in the case of the parent) or dic automatically as a seaconed rower. While there isa good suppk of information available on the tangible side of coaching such as rigging. rowing technique and training principles. t seems that new ‘coaches have (o find their own way when i upils todo ‘comes to actually petting their what they are beityt tight. While all students wil learn differently there are certain genecal pattems of motor skill leaming that can be expected. andl ceetait steps the coach can take to opimize ber ccumstancs: ‘Coaches employ a variety of sles ant have fnundreds of things ther would Eke (0 ‘accomplish. but there are three basic objectives of coaching that we should all ‘share. These objectives are: 1) Teach a ‘skIL 2) Use oar influence to reinforce and cendiance our athletes’ performance. an 3) Produce results. This article wil deal primar with how to teach stills Stages of Leaming All motor (pltysica) stills take athletes through three stages. Understanding and expecting them can save sou and your rowers a fot of frastration. “The first, or cognitive stage. = inaroxtuctors. The athletes are figuring out what they're supposed todo. start trying to do it. Diferent strategies for causing aSj0r how to attack are attempxee inconsisicncics that, when resolved, produce tant perforreusce gins. This i a goad time to 1s eo o¢ frequent demonstration of proper technique to give alhletes a reference of correctness. W's itiportane to remember thea everstiets learns differently. and a a differcat re. By Bebe Bryans" “Those able to think about the stil, 10 conceptualize it, have aa advantage in the beginning and will eam faster, but this wil ‘even out with practice. Ceca kidd ree ra Ce Lt iebeaad ‘them responded to, before you give them. The athletes don’t know, for Fe actbcaheaoniel eta eid er eet aks es pesto career In the second, stage. theath- eves Rave figured ‘na the moat effective way to try. zo they can stant tuning their performance Performance ‘gains at this stage ‘are more gradual ‘but more consis tent because the rower’ sirateny thas been selected and is being re- fined. I's import- ant the rowers tundlerstand the deve phase of the stroke by this point, (0 minimize theie risk of injury as they begin pulling harder. In the third, or autonomous stage the il has become mostly automatic and doesnt take as much conscious thought. At this e rower can accept moe inptit and make fine changes while performing. “The roncer can acrept external staal such, as race strategy, compensating for water ‘conditions, being asked to pull hander, etc ssithout sl oss. As the rowers sil level increases, the magnitude of improvement decreases. I's important that they (and you) earn to accept small changes as big a sites eee lacdsusoaenad ES eked coled eed ree) tes Po setlsal Petrone ‘Structuring the Practice for Success — Before Launching Before hitting the water there are a fese things a conch can hot increase the effectiveness ofthe practice lovee the practice, expbninet shat drills and poncer work £0 expe, and the purpase. This weil allie the Towers to formulate error

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