Netball Practices and Training E-Book

Anita Navin

• Herausgeber: Crowood
• Kategorie: Lebensstil
• Sprache: Englisch

Veröffentlichungsjahr: 2013

Beschreibung

Netball Practices and Training offers a comprehensive guide to planning netball training sessions with an emphasis on decision-making. Ensuring a player is equipped with the technical and tactical skills should not be the only focus of a coach, and by integrating practices that incorporate decision-making, a coach is successfully preparing a player for the demands of competition. The book outlines a range of practices for integrating game principles, skills and tactics for all units of the court. The book includes:180 practices with progressions for decision training; Sections addressing warm-up activities, movement skills, attack, defence and shooting; A section showing how a coach can integrate sport psychology into their practices; Information boxes containing key points; Detailed analyses of the movement and individual skills in netball; Reviews of the tactical aspects and game principles in attack and defence; Supporting information on differentiating a practice for players of different levels of ability. A comprehensive guide to planning netball training sessions with an emphasis on decision-making, that will provide a key resource for all netball coaches and teams. Includes 180 practices with progressions for decision training and gives details on warm-up activities, movement skills, attack, defence and shooting. Superbly illustrated with 20 colour photographs and 180 diagrams. Anita Navin is a highly experienced coach and coach educator has been involved with England Netball for over twenty five years.

Leseprobe

Netball Practices and Training

A Practical Guide for Players and Coaches

Anita Navin

Copyright

First published in 2012 by The Crowood Press Ltd Ramsbury, Marlborough Wiltshire SN8 2HR

www.crowood.com

This e-book first published in 2013

© Anita Navin 2012

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publishers.

British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library.

ISBN 978 1 84797 584 3

Dedication In memory of Julia Egan, a passionate sports fan and supporter of England Netball.

Acknowledgements The author and publishers would like to thank the following for their help in the production of this book: Denise Egan for her expertise and knowledge in designing the chapter on Defending; Jane Lomax for her knowledge of Sport Psychology and the completion of Chapter 6; to Into Sport and Northumbria University for the photographs. Thanks also to the Into Sport Group for provision of practice diagrams, www.intosportgroup.com.

CONTENTS

Title PageCopyrightIntroductionKey to the Diagrams1 Decision-Training Practices for Use in the Warm-Up2 Decision-Training Practices for Coaching Ball Skills3 Decision-Training Practices for Coaching Attacking Skills4 Decision-Training Practices for Coaching Shooting5 Decision-Training Practices for Coaching Defending Skills6 Practices That Integrate Psychological SkillsGlossary of Netball-Specific TermsIndex of DrillsThe Author and Contributors

INTRODUCTION

The implementation of decision-training by a coach will ensure that a performer can cope with the pressure of competition because they will have experienced a range of practice scenarios that simulate the competitive environment. Decision-training will build confidence and enhance the cognitive processes of a performer by developing attention, problem-solving skills and anticipatory components. Through a decision-training approach, the player will learn to make decisions under the many conditions encountered in the sport.

The Benefits of Decision-Training Practices

* Develop a capacity to anticipate forthcoming events.

* Attend to critical cues.

* Practice in selecting the best response from memory.

* Develop selective attention and learn to focus on the correct cues.

* Make effective decisions in pressure situations.

Decision-training practices provide the opportunity for physical and cognitive capacities to be developed, which will ultimately result in greater performance gains when compared to traditional closed practices.

Skilled performance is often measured by the consistency in the response demonstrated by a performer. Skilled performance will display the following features:

* Task-orientated and goal-directed.

* Involve some neurological activity and cognitive processes.

* Is dependent upon practice and learning.

* Can be modified and regulated to adapt to varying contexts.

Skilled performance therefore has a specific objective and purpose, incorporates decision-making, requires a commitment to practice and can be modified to suit internal conditions (such as effort) and external ones (such as opponents).

In every sport an individual will be forced to make a range of decisions prior to the execution of a pass, for example: When and where to pass the ball? What weight of pass is required? What type of pass to execute? The decisions requiring attention relate closely to what are called ‘perceptual factors’. For example, an attacking player in any invasion game (such games have three common aims, which are to gain and regain possession, create space to move into another teams half and finally to score more points than the other team to win the game) would consider the following factors prior to executing a movement in order to free themselves from an opponent:

* The free space and where to move.

* Timing: when to move and when to break free.

* Speed and pace required to free oneself.

* Direction and angle of the movement.

This processing of information can be broken down into stages and this is outlined below:

The stages of processing relating to the decision-making between the input (individual receives environmental information) and output (final action) are identified as: Stimulus Identification, Response Selection and Response Programming. Within the Stimulus identification stage an individual will analyse the environmental information using their senses, that is, auditory, vision and kinaesthetic. At this stage the performer will assimilate the information and detect movement, speed and direction of any objects or opponents. At the conclusion of this initial stage, the performer will have a clear overview of the information presented for the second stage of Response Selection.

Given that the nature of the environment has been determined, the performer must make a decision as to what, if any, action is required. If a response is required, the individual must now select an appropriate movement from a range stored in memory from previous experiences. For example, a basketball player may have a choice to pass or dribble; given enough space in front and no approaching defender, the player would choose the latter.

Once this decision has been made, the information is passed through to the Response Programming stage. Here, the plan of action is formed and through a range of cognitive processes the muscles are directed to contract in a correct sequence, with appropriate force and timing. The output stage represents the end result of information processing.

Decision-making is governed by a performer’s reaction time and this is best defined as the time gap between the presentation of the stimulus and the start of the response. Reaction time can therefore serve as a time measure of the three stages outlined above. The shortest reaction time appears when there is only one stimulus and one response (Simple Reaction Time). However, when numerous stimuli are presented with several possible responses (Choice Reaction Time), this increases the time taken to react. Thus a performer should aim to deceive their opponent by increasing the number of actions, for example, using a variety of shots in badminton with similar preparatory stages would effectively delay the opponent’s information processing.

A coach must therefore apply this notion of information processing to ensure that the practices planned for a session incorporate opportunities to make decisions in environments offering a range of stimuli at the input stage. Vickers (1996) accounts for two distinct methods of coaching. The first method, known as the Traditional or Technical method of coaching, is outlined as possessing the following features:

* Technical and physical emphasis.

* Progressing from simple to complex practices.

* Large amounts of coach feedback.

* Repetitive (blocked) practice.

* Low levels of questioning.

* Low levels of athlete detection and correction of errors.

* Low levels of performer cognitive effort.

A coach utilizing this method would only implement competitive situations as the season progressed, therefore the result would be to produce a well-drilled and successful performer early in practice but one who would fail under the pressure of competition.

The second method is the decision-making approach, in which the following features are identified by Vickers:

* High levels of cognitive effort.

* Combined skill (random) practice.

* Competition scenarios.

* High levels of questioning.

* Reduced and delayed feedback.

* Athlete detection and correction of errors.

* Use of video feedback.

* High variability in activities.

A coach employing this method will witness an increased amount of error in the early stages of practice, but the performer will retain information more effectively and perform to a higher level later in the season or phase. The performer is equipped to cope when novel and challenging situations are presented in competition as a result of the independence advocated in this coaching method. It is therefore essential that a coach constantly reflects upon the methods employed within their coaching programmes. Coaching sessions should be planned to allow a performer to experience:

* Game contexts providing the ‘big picture’ and game scenarios.

* Modified, simulated and real contexts.