Volume 3(1): September, 1997

LEARNING IN SPORTS

This first issue of Volume 3 of Coaching Science Abstracts reviews articles concerned with learning in sporting and physical activity settings. It embraces the field of sport pedagogy, primarily focusing on skill learning but also includes instructing general sporting behaviors. It is divided into seven sections:

  1. The nature of skill learning.
  2. The content of sports instruction.
  3. Styles of instruction.
  4. Forward shaping/chaining.
  5. Examples of forward shaping/chaining/progressions.
  6. Backward shaping/chaining.
  7. Examples of backward shaping/chaining/progressions.
  8. Teaching general behavior control.

The content of the items is divided between traditional abstracts, the hallmark of this web site, and reproduced or extracted elements of resources which provide a more in-depth treatment of topics. Some of the content is dated but is as relevant today as it was when first published. By including those items, this editor is making an obvious statement that in sport pedagogy as it is disseminated in today's popular coaching outlets, the history of this rich area of research and its many valuable lessons for practical implementation have been either lost or discarded.

A coach cannot assume that good-intentioned instruction will be done well or will be optimally effective for athletes. There are valid and effective models of instruction which need to be followed to reliably alter athletes' skills and general behaviors. Without implementing those models coaching will largely be ineffective.

A return to a rigor of instruction and a demonstration of pedagogical skill is warranted among the coaching ranks.

    TABLE OF CONTENTS

    THE NATURE OF SKILL LEARNING

  1. PHYSIOLOGY OF MOTOR LEARNING

    Hellebrandt, F. A. (1972). The physiology of motor learning. In R. N. Singer (Ed.), Readings in motor learning (pp. 397-409). Philadelphia, PA: Lea & Febiger .

  2. SKILL LEARNING CHARACTERISTICS

    Bartlett, F. (1972). The experimental study of skill. In R. N. Singer (Ed.), Readings in motor learning (pp. 12-19). Philadelphia: Lea & Febiger .

  3. DETERMINANTS OF SKILL TRANSFER FROM TRAINING TO COMPETING

    Christina, R. W. (1996). Major determinants of the transfer of training: Implications for enhancing sport performance. In K-W. Kim (Ed.) Human performance determinants in sport (pp. 25-52). Seoul, Korea: Korean Society of Sport Psychology.

  4. SPECIFICITY OF TRAINING - TRANSFER OF TRAINING EFFECTS FOR SKILLS RARELY OCCUR

    Brent S. Rushall, in answer to questions from Dr. Larry Weisenthal (1997).

  5. CORRECT PRACTICE

    Ashy, M. H., Landin, D. K., & Lee, A. M. (1988). Relationship of practice using correct technique to achievement in a motor skill. Journal of Teaching in Physical Education, 7, 115-120.

  6. MASTERY LEARNING

    Blakemore, C. L., Hilton, H. G., Harrison, J. M., Pellett, T. L., & Gresh, J. (1992). Comparison of students taught basketball skills using mastery and nonmastery learning methods. Journal of Teaching in Physical Education, 11, 235-247.

  7. VARIED MOTOR SKILL PRACTICE IS BENEFICIAL FOR BEGINNERS

    Kerr, R., & Booth, B. (1978). Specific and varied practice of motor skill. Perceptual and Motor Skills, 46, 395-401.

  8. FACTORS IN LEARNING SKILLED BEHAVIORS

    Abernethy, B. (1991). Acquisition of motor skills. In F. S. Pyke (Ed.), Better Coaching (pp. 69-98), Canberra, Australia: Australian Coaching Council .

  9. GOALS SHOULD BE SET AT A PARTICULAR STAGE OF THE LEARNING EXPERIENCE

    Mone, M. A., & Baker, D. D. (1989). Stage of task learning as a moderator of the goal-performance relationship. Human Performance, 2, 85-99.

  10. BETWEEN TRIALS ACTIVITY

    Magill, R., & Lee, T. D. (1984, October). Interference during the post-KR interval can enhance learning motor skills. Paper presented at the Annual Conference of the Canadian Society of Psychomotor Learning and Sport Psychology, Kingston, ON.

  11. EARLY LEARNING/TRAINING IS NOT NECESSARILY THE BEST

    Scott, J. P. (1962). Critical periods in behavioral development. Science, 138, 949-958.

    THE CONTENT OF SPORTS INSTRUCTION

  12. PERFORMANCE INFORMATION FEEDBACK - A NECESSARY INGREDIENT FOR SKILL LEARNING

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 55-63).

  13. FEEDBACK AND REINFORCEMENT

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 204-207).

  14. RESPONSE AND MOVEMENT QUICKNESS CAN BE TAUGHT

    Singer, R. N., & Cauraugh, J. H. (1994). Training mental quickness in beginning and intermediate tennis players. The Sport Psychologist, 8, 305-318.

  15. AGE-GROUP SKILL DEVELOPMENT

    Numminen, P., & Saakslahti, A. (1996, October). Gender differences - Are they dominant already in the early years? AIESEP Newsletter, 53, 4.

  16. TIME TO START LEARNING TO SWIM

    Blanksby, B. A., Parker, H. E., Bradley, S., & Ong, S. (1995). Children's readiness for learning front crawl swimming. The Australian Journal of Science and Medicine in Sport, 27(2), 34-37.

  17. PRACTICING FOR SPORTS - MIND IS MORE IMPORTANT THAN MATTER

    Brent S. Rushall (1997), a response to a question posed by Mr. Alan Roaf, Executive-director, Rowing Canada.

  18. DRILLS WITH AND WITHOUT EQUIPMENT FOR SERIOUS ATHLETES - A STEP BACKWARD

    Brent S. Rushall, February, 1997. Reply to question asking what are the best drills to be used to promote swimming excellence .

    STYLES OF INSTRUCTION

  19. STYLES OF INSTRUCTION

    Boyce, B. A. (1992). The effects of three styles of teaching on university students' motor performance. Journal of Teaching in Physical Education, 11, 389-401.

  20. MAJOR INSTRUCTIONAL COMPONENTS

    Silverman, S. (1996). A pedagogical model of human performance determinants in sports. In Proceedings of the Pre-Congress Symposium of the 1996 Seoul International Sport Science Congress (pp. 32-41). Seoul, Korea: Korean Alliance for Health, Physical Education, Recreation and Dance.

  21. EFFECTIVE LEARNING STRATEGY CONTENT

    Dirienzo, G. M. (1989). The effects of learning versus performance strategies on the acquisition of putting skill. Dissertation Abstracts International, A50/5, 1250.

    FORWARD SHAPING/CHAINING

  22. THE BASIC ELEMENTS OF SHAPING: THE STRATEGY FOR DEVELOPING AND MODIFYING SPORTING BEHAVIORS

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 137-147).

  23. SHAPING MODEL 1: TEACHING A NEW SKILL/BEHAVIOR

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 147-148).

  24. SHAPING MODEL 2: CHANGING A SKILLED BEHAVIOR

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 148-152).

  25. GENERAL FEATURES OF THE SHAPING PROCEDURE

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 152-155).

    EXAMPLES OF FORWARD PROGRESSIONS/SHAPING/CHAINING

  26. SHAPING BASEBALL SKILLS IN CHILDREN

    Simek, T. C., & O'Brien, R. M. (1982, May). A chaining-mastery, discrimination training program to teach Little Leaguers to hit a baseball: An unintentional between groups, multiple baseline study. Paper presented at the Annual Meeting of the Association for Behavior Analysis, Milwaukee, Wisconsin.

    BACKWARD SHAPING/CHAINING

  27. REVERSE TEACHING PROGRESSIONS

    Extracted from Rushall, B. S. (1996). Some practical applications of psychology in physical activity settings. In K-W Kim (Ed.), The pursuit of sport excellence Vol. 2 (pp. 638-656). Seoul, Korea: Korean Alliance for Health, Physical Education, Recreation and Dance.

  28. TEACHING BACKWARDS - AN ALTERNATIVE SKILL INSTRUCTION PROGRESSION

    Modified version of Rushall, B. S., & Ford, D. (1982). Teaching backwards - An alternate skill instruction progression. CAHPER Journal, 48(5), 16-20.

  29. ALTERING AND IMPROVING SWIMMING TECHNIQUE USING A REVERSE TEACHING PROGRESSION

    An abridged version of Sherman, C. A., & Rushall, B. S. (1993). Improving swimming stroke using reverse teaching: a case study. In W. K. Simpson, A. D. LeUnes, & J. S. Picou, (Eds.), Applied research in coaching and athletics annual 1993. Boston, MA: American Press.

    EXAMPLES OF BACKWARD PROGRESSIONS/SHAPING/CHAINING

  30. A BACKWARD SHAPING PROGRESSION

    An Example from Wrestling #1.

  31. A BACKWARD SHAPING PROGRESSION

    An Example from Wrestling #2.

  32. A BACKWARD SHAPING PROGRESSION

    An Example from Rowing.
    Rushall, B. S. (1984). Applied rowing research report III: A sequential approach to teaching rowing technique - backward shaping. Research report, Wintario, Ministry of Tourism and Recreation, Government of Ontario    .

  33. A BACKWARD SHAPING PROGRESSION

    An Example from Golf .

  34. A BACKWARD SHAPING PROGRESSION

    Throwing a Javelin.
    Lynne E. Evans, United Kingdom    .

    TEACHING GENERAL BEHAVIOR CONTROL

  35. MODEL 3: THE CONTROL OF BEHAVIOR

    Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 156-168).

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