Using the model Being deliberate
We hope that the model enables coaches to consider how deliberate they are being with their actions. We have spent significant time using the approach in practice based on coaches setting intentions for different chunks of sessions using the taxonomy. It is not necessary for whole sessions to be dedicated to a particular interaction( for example, exploring), though this may be perfectly appropriate. It should also be clear that we reject the determinacy of learning outcomes such as:‘ by the end of this session, athletes will be able to do XXX’. Instead, setting intentions for desired error, frames intuitive coaching action on the pitch / field / court / meeting room. It also means that the suggested error rates should be treated as rules of thumb and not absolutes.
Non-linearity
The taxonomy should not be used as a linear staged model to progress through. Instead, as a tool to consider desirable interaction with coaching episodes. Much like existing skill periodisation models, we suggest a consideration of how far away‘ best performance’ in competition is. Seeing the potential for‘ training through’ competition as is typical in endurance sport, however, the closer an athlete is to needing to perform, greater stability of movement solution is desirable. This also means that the labelled error rates should not be considered prescriptions, but rule of thumb guidance for coach observation.
Planning for groups
Regardless of performance level, the need to plan for and cater to a range of athlete needs within groups is a particular problem. To counter this, we suggest that coaches should identify a particular target group of athletes for an activity. This acknowledges that in the group setting it is impractical to plan for every individual need. However, by planning like this, it enables the coach to adapt in action and intuitively monitor as a coaching episode progresses.
Contextual understanding
Abraham and Collins( 2011a) proposed the need for athletes to understand why they are doing what they are doing, taking advantage of athlete expectancy, especially when working toward the longer-term. Coaches also need to be cautious of deviating significantly from what is socioculturally acceptable. Coaches
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