Metode Shaping dan chaining Hal 169-172 ( introduction to choaching

Methods of teaching simple technical skills

A simple sports skill is one that an individual can perform with very little practice, the ease of learning is usully a result of the simplicity of the technical skill. Sometimes it is because beginners have seen the skill performed many times by other people, either in person or on television. It is generally considered that 80% of learning takes place through what is seen. The coach should take care to label a skill as simple only when beginners acquire it quickly and easily. When what appears easy to you is hard for learners to master you should label that skill as complex in the eyes of those learners. Sometimes what appears to be a simple skill may be complicated by fear and nervousness and this is frequently seen with beginners in the hurdles, steeplechase and pole vault events. If there is any doubt whether a skill is simple or complex for the learners it should be taught as a complex skill.

There are two methods commonly used in teaching simple skill.

+The initation method

+The demonstration –practice –feedback method

The imitation method

Simple iminatation is often the best way for athletes to learn. It requires the athlete to focus on what is to be iminated or copied, “ watch this....would you like to try that, or would you like to see it again?.” It the imitation that the athlete makes of the movement is accurate this should be confimed, “ yes, That’s it . now remember and practice it.” When, minor corrections are required point them out in a clear way.

The demontration –practice –feedback method

This method is really a development of the imitation method and involves the following four steps.

+provide a deminstration

+allow time for practice, observe carefully

+Provide feedback which may be in the form of re-doing the demonstration

+allow furhter practice and maintain feedback

Methods of teaching complex technical skills

Complex technical skills are actions or movements that an individual cannot easily learn by the methods used for simpler skills. There are a variety of teaching complex skills and all in one way or another simplify the skill to make learning easier. To be an effective coach you need to be able to evaluate the beginner athlete and simplify the skill to their level and always remember.

“ what is asimple skill for one person may be a complex skill for another”.

There are two commonly used methods to teaching complex skills:

+shaping

+chaining

Let us take alook at how these two methods make learning a complex skill easier.

Shaping a complex skill –making the whole action simpler

Shaping is a word used to describe the way people learn to do a wide variety of things. It is similar to the way sculptoer begins with a shapeless lump of clay and gradually shapes it into a figure. The form of a skill takes shape gradually in the same way.

Shaping can be described as follows :

+ briefly explain and provide a demonstrantion of the complete skill to be learned.

+ use simplified or incomplete version of the whole skill that includes the most important actions and is something the learners can be successful at

+ allow practice of the simplified skill

+ gradually change the tasks so that the whole skill is shaped into a reasonable example of the finished product through practise.

+ encourage athletes who are having problems to try it in other, Simpler ways.

GAMBAR

Hurdling is usually seen as  a complex skill by learners because of the technical ruler of the event and the fear and apprehension beginners have about hitting the hurdles. The essential thing in hurdling is rhythmic sprinting. Shaping the hurdling technical skill should encourage this rhythmic sprinting, remove any fear factor and gradually introduce the technical elements.

Here is a possible sequence to shape this skill :

Stage 1

Athletes sprint from a line over 3-6 sticks placed flat on the track and across a lane, the sticks should be adjusted in  several lanes so that each athlete runs in a lane where they naturally have 3 strides between the sticks.

Stage2

The sticks are replaced by very low obstacles that offer no resistance if hit

Stage 3

Hurdles set at the lowest height and with no, or low, toppling  weights replace the low obstacles

Stage 4

Hurdle height is gradually increased to competition height and the hurdles are gradually moved towards the correct distance for the learner’s age group.

Chaining a complex skill – breaking a skill into simpler parts

Another way to approach the teaching of a complex technical skill is to have athletes chain it together. A complex skill is made up of a number of simple, distinct pars. Each part may be thought of as a link in a chain. The simple parts or links of the whole skill are a learnt using the methods of teaching simple skills. For chaining to be effective the pars should be put together as soon as possible to form the whole skill. In the intermediate stage of learning the athlete may practice parts of the skill but should always finish with the whole skill, putting the links back into the chain.

Here is a sample chaining of a technical skill – the shot. If the athlete views the technique of putting the shot as complex it can be broken down in to the following parts :

Link 1     holding the shot correctly in the hand and against the neck

Link 2     the putting action from the shoulder, elbow, wrist and fingers

Link 3     starting position at the rear of the circle

Link 4     the glide across the circle

Link 5     the power position

Link 6     delivery and release

Link 7     recovey

In chaining you can teach the parts in sequence, as in forward chaining links 1 to 7, or backward chaining links 7 to 1, chaining may also be used to teach the parts out of sequence to emphasise certain actions or to give the learners the satisfaction of early success. For these reasons the shot is frequently taught, links 1,2,3,4,5,6,7.

Shaping vs. Chaining

Chaining is quite different from shaping. Chaining each part is practised just as it is performed in the finished, whole technique. In shaping the first attempts of the athlete may be so rought that they hardly resemble the finished technical skill at all.

There are no rules to tell which method of teaching technical skills is best for a particular situation. Coaches find out through experience which method suits them and vecome moere able to decide whether the skill is simple or complex for a particular individual. Generally, it is best to teach a technicall skill as a simple, whole skill whenever the individual is capable of learning this way. Whichecer method of  teaching is used the coach has a very powerful role to play in creating an effective, enjoyable and motivating learning environment. If the coach effectively apllies the five basic skills of coaching to this area of teaching and coaching techniques each athlete will become able to act and decide with independence, be able to dermine their own success and be more likely to achive their potential.