HPE †Tennis Research Assignment Essay

By utilise my k promptlyledge and understanding of skill acquisition principles, psychology of learning and biomechanics, I have produced a 6-week lawn tennis training program. Incorporated in this composition are the types of feedback used, the research laboratories carried go forth, and the design, analysis and evaluation of my coach program.Research Laboratories deuce-ace research laboratories (See Appendices A, B and C) were carried out to assist in the development of my coaching program. These laboratories were on divergent types of feedback, the importance of accurate feedback and the use of feedback in genial rehearsal. The results from these labs provided me with a guide as to which type and the amount of feedback needed for a successful coaching program.Background OverviewTypes of FeedbackThere are many different types of feedback that can be used to enhance ones performance. Generally, the more than finespun the feedback, the more accurate the performance will be come. (Amezdroz, G., Davis, D., Dickens, S., Hosford, G., 1999, 2001. Queensland Senior tangible Education, Macmillan Education Australia, South Yarra, Australia.) The types of feedback used in my coaching program were friendship of performance-general performance this was used for the early stage of my coaching program when I needed a clear picture in my head to discriminate my actual performance with, eg. correct stance when serving. This type of feedback was provided to me by the coach, teacher and/or fel number 1 participants in my program. I also watched my performances on characterisation so I actually saw where I was going legal injury and could therefore work on my motor skills.Positive feedback this was given when I successfully completed a task. Positive feedback encouraged me to try over again and persevere with the learning. This was used throughout the whole duration of the coaching program. intimacy of performance-specific this was used in the later stage of my program. When I completed death penalty a movement or skill I was told on what I was doing wrong, and what to do to improve on my performance, eg. my ball toss was too low and I would therefore rush to hit the ball or evidently miss it. By throwing the ball higher I give myself robust time to raise the racquet to hit the ball. Knowledge of performance gave me more detailed technical information to improve my skills.Concurrent (continuous) feedback this was, as the summon states, a continuous form of feedback given throughout the coaching and utilisation sessions.Augmented (external) feedback this type of feedback was provided both visually and verbally. I viewed a image of my performance and analysed what I was doing in/correct.Design and Analysis of Coaching classAt the beginning of my training I was at the late cognitive stage of learning. I had little experience and knowledge of the game of tennis. During the six weeks of training I learnt and began to understand the s kills needed and the rules of the game. I have now progressed through to the early Associative stage as demonstrated by my ability to effectively serve in both courts.The coaching program was based on distributive practice. This is where I would have short, practice sessions of a skill followed by a short break. For example, after doing 10 serves in both right and left court I was given a 2 minute break. During the break I would visualise in my head, the skills I had just learnt, and then the correct way to execute it. After the residue interval I would then carry out the skills. Improvements could be seen by me placing 50% of first serves and 75% of second serves in court.Whole-part learning was compound into the coaching program. This is when I would learn the whole skill at once, then break it down and concentrate on certain components that I was having problem with. Eg., learning to serve in tennis1. An explanation and demonstration on how to serve the ball was given2. I carr ied out the serve homogeneous I had been shown3. The serve was broken down into each skill associated with it that I was having problems with. Ie, stance, ball toss.4. Each skill was then learnt and completed with success5. altogether skills were then put together and a full serve was killMental rehearsal was also a very important calculate in improving my tennis performance. By zoning out onward a training session I would allow myself to block out all factors including spectators, noises, etc., and concentrate fully on the task at hand. An example of one of the main mental rehearsal activities I undertook was bouncing the tennis ball 2-4 times before serving. The research laboratories carried out gave an indication on why the types of practice and feedback I incorporated in my program would be more useful than any others. For example, a lab indicated that the more precise feedback we were given, the greater improvement we made on our performances.