Explain how a coach should modify teaching approaches at each stage of skill acquisition when teaching a volleyball spike. (5 marks)
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*Language highlighting the cause-effect relationship is bolded in the answer below.
- During the cognitive stage, coaches should break the volleyball spike into parts because learners cannot process complex movements. Use clear demonstrations and standing spikes to reduce cognitive overload.
- Teaching in the associative stage focuses on refining timing as basic movements are understood. Structured repetition with predictable sets allows players to make technique consistent, which leads to smoother execution.
- For autonomous learners, coaches create game-like scenarios with defensive pressure since skills are automatic. Players decide spike direction while maintaining technique. This develops decision-making that enables match performance.
- Feedback approaches change as learners progress. Immediate guidance in cognitive stage because beginners cannot self-correct. Delayed, question-based feedback in autonomous stage promotes self-assessment, thereby creating independent learners.
- Practice activities increase in complexity due to growing competence. Begin with isolated drills in cognitive stage. Progress to pattern practice in associative stage, then competitive simulations in autonomous stage which prepares players for real games.
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*Language highlighting the cause-effect relationship is bolded in the answer below.
- During the cognitive stage, coaches should break the volleyball spike into parts because learners cannot process complex movements. Use clear demonstrations and standing spikes to reduce cognitive overload.
- Teaching in the associative stage focuses on refining timing as basic movements are understood. Structured repetition with predictable sets allows players to make technique consistent, which leads to smoother execution.
- For autonomous learners, coaches create game-like scenarios with defensive pressure since skills are automatic. Players decide spike direction while maintaining technique. This develops decision-making that enables match performance.
- Feedback approaches change as learners progress. Immediate guidance in cognitive stage because beginners cannot self-correct. Delayed, question-based feedback in autonomous stage promotes self-assessment, thereby creating independent learners.
- Practice activities increase in complexity due to growing competence. Begin with isolated drills in cognitive stage. Progress to pattern practice in associative stage, then competitive simulations in autonomous stage which prepares players for real games.