Coaching Science Theory into Practice

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9780470010983 | 0470010983
Cover: Paperback
Copyright: 9/22/2006

Buy New

Print on Demand: 2-4 Weeks. This item cannot be cancelled or returned.

$82.95

Coaching Science: Theory into Practice bridges the gap between theoretical sport science texts and practical coaching books. It is the first interdisciplinary coaching science textbook to integrate both theory and practice and, most importantly, to show how theory informs practice. The book examines the interaction between the coach, the performer and the task and provides the reader with the necessary science to conduct practice sessions, get athletes fit and prepare them for competition. Covers both theory and practice and shows how theory informs practice. Takes a multi-disciplinary and integrated approach. Includes a variety of examples and problems with learning objectives and recommended further reading. Written by authors with many years teaching, research and practical coaching experience Coaching Science will prove invaluable to students in sport science, coaching science and physical education taking a first course in coaching science and/or coaching studies. This is the latest title to appear in the series, Wiley SportTexts, which aims to provide textbooks covering the key disciplines within the academic study of sport. Book jacket.

Series Preface

Preface

xiii

I. SOCIO-PSYCHOLOGICAL FACTORS

(66)

Introduction

(1)

Additional reading

(2)

Motivation

(10)

Learning objectives

(1)

Motivational theories

(1)

Achievement motivation theory

(1)

Achievement goal theory

(1)

Summary

(1)

Practical implications

(3)

Summary

(1)

Key points

(2)

Leadership and Cohesion

(20)

Learning objectives

(4)

Leadership

(1)

Theories of developing cohesion

(1)

Coach-individual athlete interaction

(1)

Ethics

(1)

Ethical issues in sport

(2)

Summary

(1)

Practical implications

(4)

Key points

(5)

Anxiety, Arousal and Performance

(22)

Learning objectives

(2)

Arousal-performance theories

(1)

Easterbrook's cue utilization theory

(1)

Drive theory

(2)

Allocable resource theories

(1)

Anxiety-arousal-performance theories

(1)

Catastrophe theory

(1)

Processing efficiency theory

(1)

Practical implications

(1)

Assessing anxiety

(3)

Preventing anxiety

(1)

Goal setting

(1)

Performance profiling

(2)

The pre-competition speech

(1)

Mental rehearsal

(1)

Working with a sports psychologist

(1)

Setting arousal levels

(1)

Maintaining optimal arousal

(1)

Summary

(1)

Key points

(3)

Coaching and Learning Styles

(12)

Learning objectives

(1)

Coaching styles

(1)

Coaching styles based on Mosston's teaching styles

(3)

Learning styles

(1)

Practical implications

(3)

Summary

(1)

Key points

(2)

II. SKILL ACQUISITION

(86)

Introduction

(1)

Additional reading

(1)

Learning

(28)

Learning objectives

(1)

Types of learning

(1)

Measuring learning

(4)

Cognitive approaches to learning

(1)

Information processing theory

(2)

Motor programs

(2)

Cognitive theories of learning

(1)

The three stage theory of Fitts and Posner

(1)

Schmidt's schema theory

(2)

Adaptive control of thought (ACT) theory

(1)

Observational learning theory

(1)

Summary

(1)

Dynamical systems theory and learning

(2)

Practical implications

(1)

Instruction/demonstration

(5)

Shaping skills

(1)

Key points

(5)

Practice

(28)

Learning objectives

(1)

Information processing theory and practice

(1)

Types of practice

(1)

Whole and part practice

(2)

Variability of practice

101

(1)

Blocked, random and serial practice

101

(2)

Deliberate practice

103

(1)

Transfer of training

104

(1)

Transfer theories

105

(1)

Dynamical systems theory and practice

106

(2)

Freezing and unfreezing degrees of freedom

108

(1)

Practical implications

108

(2)

Socio-psychological factors

110

(1)

Developmental factors

111

(2)

Practice organization

113

(1)

Task considerations

113

(2)

Coach considerations

115

(1)

The learner

115

(1)

Variability and contextual interference

116

(1)

Transfer

116

(4)

Pragmatic considerations

120

(1)

Summary

121

(1)

Key points

122

(2)

Dynamical systems theory and practice

124

(1)

Practical implications

124

(1)

Observation and Feedback

125

(28)

Learning objectives

125

(1)

Observation

126

(1)

Motor learning approach

126

(2)

Biomechanical approach

128

(2)

Mechanical aids to observation

130

(1)

Notational analysis

131

(1)

Summary

132

(1)

Feedback

133

(1)

Timing and precision of feedback

133

(4)

Summary

137

(1)

Practical implications

137

(2)

Observation

139

(4)

Providing feedback

143

(1)

Using feedback as a motivational tool

144

(1)

Precision of feedback

145

(1)

Using visual aids

146

(2)

Biomechanical modelling

148

(2)

Key points

150

(3)

III. PHYSIOLOGICAL FACTORS

153

(88)

Introduction

153

(1)

Additional reading

154

(1)

Physiological Demands of Track Athletics

155

(38)

Learning objectives

155

(1)

The physiology of elite sprinting

156

(4)

Sources of energy for muscle contraction

160

(2)

The phosphagen cycle

162

(1)

Glycogenolysis

163

(4)

The physiology of the 400 m

167

(2)

Lactic acid

169

(1)

Acids and bases

170

(1)

Structure and function of skeletal muscle

171

(2)

The physiology of the 10 000 m

173

(1)

Aerobic metabolism

173

(3)

Aerobic metabolism and steady-state running

176

(1)

Aerobic glycogenolysis

176

(1)

The Krebs or tricarboxylic acid (TCA) cycle

177

(3)

The electron transfer chain (ETC)

180

(1)

The physiology of the marathon

181

(2)

Sources of fuel

183

(1)

Non-running sports

184

(1)

Activities other than steady-state running

185

(1)

Practical implications

186

(2)

Nutrition

188

(1)

Key points

189

(2)

Sources of fuel

191

(2)

Factors that Limit Performance

193

(26)

Learning objectives

193

(1)

Muscle fibre types

194

(1)

100 m

195

(1)

400 m

195

(1)

Long-distance events

196

(1)

Maximal oxygen uptake and long-distance running

196

(3)

Glycogen depletion

199

(1)

Heat stress and dehydration

200

(2)

Factors limiting anaerobic performance

202

(1)

Creatine supplementation

203

(1)

Bicarbonate loading

204

(1)

Factors limiting strength, power and flexibility

205

(1)

Motor units and gradation of force

205

(4)

Neuromuscular facilitation

209

(1)

Factors limiting flexibility

210

(2)

Practical implications

212

(1)

Key points

213

(6)

Principles of Physical Training

219

(22)

Learning objectives

219

(1)

Progressive overload

220

(1)

Specificity

221

(1)

Training specificity

222

(1)

Athlete specificity

223

(1)

Maximal oxygen uptake

224

(2)

The anaerobic threshold

226

(2)

Ergometer specificity

228

(1)

Test specificity

228

(4)

Specificity of field tests

232

(2)

Recovery and rest

234

(2)

Detraining

236

(1)

Practical implications

236

(2)

Key points

238

(3)

IV. DEVELOPMENTAL FACTORS

241

(40)

Introduction

241

(1)

Additional reading

241

(2)

Cognitive and Social Development

243

(20)

Learning objectives

243

(1)

Piagetian theory

244

(1)

Mental space theory

245

(1)

Domain-specificity theories

245

(1)

Information processing theory and cognitive development

246

(1)

Ecological psychology theories and cognitive development

247

(1)

A comparison of the different approaches to cognitive development

248

(1)

Social development

249

(1)

Moral development

250

(1)

Ageing

251

(1)

Practical implications

251

(1)

Skilled performance

252

(1)

Optimal periods of learning

253

(1)

Practice

253

(4)

Motivation

257

(1)

Playing in the spirit of the game

257

(1)

Summary

258

(1)

Key points

259

(1)

Cognitive development

259

(2)

Social development

261

(1)

Practical implications

261

(2)

Physiological and Motor Development

263

(18)

Learning objectives

263

(1)

Physiological development

264

(1)

Late childhood

264

(1)

Adolescence

265

(1)

Ageing

265

(1)

Motor development

266

(1)

Theories of motor development

267

(1)

Gallahue's life span model of motor development

268

(1)

Ecological psychology and motor development

269

(1)

Development of motor skills

270

(2)

Practical implications

272

(1)

Mini-games

273

(1)

Conditioned games

274

(1)

Gender issues

275

(1)

Physical training

276

(2)

Key points

278

(3)

V. INTEGRATED FACTORS

281

(40)

Introduction

281

(2)

Developing Annual Programmes

283

(12)

Learning objectives

283

(3)

Macro-cycles

286

(3)

Micro-cycles

289

(1)

Summary

290

(2)

Key points

292

(3)

Integrated Warm-Up

295

(10)

Learning objectives

295

(1)

Warm-up

295

(6)

Warm-up and anxiety

301

(1)

Substitutes warming up

302

(1)

Summary

303

(1)

Key points

303

(2)

Integrating Practice and Training

305

(16)

Learning objectives

305

(1)

Skill-fitness practice

306

(7)

Skill-perceptual training

313

(1)

Performing skills when fatigued

314

(3)

Practising skills under stress

317

(1)

Rehabilitation and tactical practice

317

(1)

Summary

318

(1)

Key points

319

(2)

References

321

(6)

Index

327

Please wait while the item is added to your bag...

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Coaching Science Theory into Practice

Summary

Author Biography

Table of Contents

Supplemental Materials