For new athletes and those, who find themselves on the path
of growth in their athletic mastery, when training includes a primary focus on
the learning of the new and the improvement of the already internalized, we use
the term “teaching-training exercise”, and for this reason teaching and the act
of training
are two sides of the same training process. Athletes, who reach the level of
the highest sports mastery and that participate in competitions at the national
Russian level, as well as international, treat the training process on the
level of a professional preparation[51].
The weakest part of the technical preparation of a
powerlifter is the process of internalizing and improving sport technique,
since today there is a lack of vital and developed methodologies for this
process, due to the large quantity of blank spots in the understanding of the
nature of sport technique.
6.1 General
principles of teaching
An important goal of teaching is the acquiring of ability,
and then turning that ability into a strong skill. Motor skills are
characterized by awareness, an ability to automate the movement, strength,
mobility and a capability for variety. The strength of the motor skill is determined
by conditioned-reflex ties, strengthened in the process of thousands of
repetitions. Variety allows for the possibility of changing the form of
habitual movements on the fly. Variety also allows for the changing of psychophysical
factors and their subsequent manifestations. These factors and manifestations
will vary, influenced by the athlete’s general purpose in sport as well as
their specific goals.
The teaching of competition exercises in powerlifting is
associated with the solving of problems,
characterized by the learning of any motor movement. Training is built upon the
basis of primary principles of sport activities and depends on general
biological regularities, the forming of motor skills and general skill, having
but some specification when compared to teaching technique of other kind of
sport.
The improvement of athletic technique continues throughout the
entire training process of an athlete – this is an integral part of sports
mastery growth.
Didactic principles, which are the pedagogic basis for
teaching and training, express methodological regularities of the teaching
process and a big part of this are the required-during-implementation
educational problems.
These are the principles of awareness and activity, clarity, accessibility and
individualization, systematically and gradually increasing the demand on the
body as regards to maximum stress.
Principles of
awareness and activity. The performance of the pedagogic process in large
part is determined by how aware and active the students are. An understanding
of the basis of the assignments and an active approach will quicken the
learning process and will contribute toward the proper results of the completed
movements. For the realization of this principle, it is extremely important to
be interested in the subject, intelligibly explain the learned material, begin
to understand its point and assignments, intensify the process with
self-learning and self-disciplining. For learning, words have the greatest
meaning. Through words the principle of awareness is actualized.
The principle of
visual aids. Visual aids directly related to learning, as it quickens
whatever presentation of whatever fact and eases the process of mastering the
material. It expects the broad use of not only the visual, but of audio
analyzers as well. Visual perception is an important part of learning. It
creates an objective display of sports technique in the consciousness of
students. Important among the methods of demonstrating clarity are the actual
examples of movements given by either the instructor or a better student (for
example, the snatch, the proper placement of hand on barbell or the proper leg
position, and so on). The example is first realized in looking at the whole,
then by looking at the details, then again at the whole. Often, elements of
technique are better understood when posters, photos, drawings and other visual
aids are used. The further a student goes in studying the technique, the more
correct he or she will recreate it during practice. After the analysis of video
stills, for example, the athlete will be able to correctly draw the general
scheme of the motion he or she is studying.
In the process of teaching the competition exercises of
powerlifting, visual aids and example play an especially vital role, as the
activities of those that are interested in learning are mostly concerned with
practical applications of the information and because one of the specific goals
of this training is the all-around growth of organs in the nervous system.
Demonstrating the exercises with short explanations, video stills, schemas,
drawings, photos, posters or watching a video of European and worldwide
powerlifter champions are all important methods to ensure conformity to this
principle.
The principle of
accessibility and individualization. This principle reflects the proper
distribution of the material over the entire period of training in an even way
and is realized through the acquiring of new technical skills through specific
training or training stresses.
When considering this principle it is absolutely necessary
to build teaching and training methods with regards to the actual ability and
characteristics of the trainee, specifically their age and gender, level of
physical preparedness and mastery. The special importance of this principle is
due to the fact that powerlifting exhibits intense effects on bodily functions
necessary for life. Therefore it is absolutely necessary to divide up the
material to be learned, so that it can be learned in a sustainable fashion
without posing a health risk. The accessibility of physical exercises is
directly correlated with the coordination complexity required, the intensity,
the length of time effort needs to be exerted for, and so on. A complete
cooperation between possibilities and difficulties marks the optimal quantity
of accessibility.
Individualization, in this case, refers to the building of
the entire process of physical training, and the utilization of methods and
forms of exercises that realize within themselves an individual approach to the
students, as well as creating terms for the continued growth of their
abilities. Individualization does not exclude the availability of general
methods, appropriate for all athletes. For this reason, we will combine
individualization with the general requirements of the pedagogic process, and
it can be provided for during group training [50].
The principle of
systematic sequencing. The gist of this principle is in regularity,
progression and the interrelatedness of training and the system of alternation
of stresses with rest. It is obvious that regular training gives an
incomparably stronger effect than episodic
training. Even a short break can begin the process of the fading of conditioned
reflex connections, the lowering of the previously-attained levels of
functional possibility and even a regression of certain morphological
indicators. According to research, certain regressive changes begin to appear
even on the 5th through 7th days of a break (N. V Zimkin,
co-authors: D. L. Ferdman, O. I. Fainshmidt and others). According to many
experts, non-systematic and chaotic introduction of the material will create
difficulties and slow the process of learning. It is necessary to build
teacher-training knowledge so that the basics of competition exercise technique
are learned in the first stage, and then later it is necessary to teach the
rest of the elements, moving from more important assignments to less important.
This kind of system allows for the correct preparation of athletes for their
participation in competitions and generally raises their technical mastery.
The principle of
gradually increasing the requirements for maximum stress (the principle of
being dynamic).
This principle is the most important in the entire system of
sports preparation. It is based on the collection of quantitative changes,
which precede specific characteristic changes. If this principle of teaching is
followed, the use of maximum stresses goes by painlessly and in the end will
produce a positive result. The physical qualities of strength, speed and
endurance will undergo intense growth.
The experience of the best Russian trainers and masters
shows that without the use of large and maximal stresses, it is impossible to
achieve high levels of sport ability in today’s sports. If the loads are not to
the point where they cause overtraining and fatigue, then the larger the volume
of the loads, the more significantly and stronger the adaptations of
restructuring turn out. Intense loads contribute to the processes of recovery
and “super-recovery”.
This is experimentally shown, in part, in the example of restoring energy
resources of the muscles (L. I Yampolskaya, N. N. Yakovlev and others).
In this way, understanding the aforementioned principles of
teaching happens in the process of learning the theory, practical ability and
skills and it is part of a singular pedagogic process. Not one of the pointed
out principles can be realized in full if other principles are ignored. Only on
the basis of unity can the principles reach their individual full potential.
6.2 Methods of
Teaching
In the process of teaching practical experience and skills,
as well as sport technique in powerlifting, different methods are used, the
main point of which is the creation of correct and clear remembering of the
movement patterns of how to perform the exercises. Not one of the shown
methods, used in powerlifting, cannot by itself assure the fast and effective
teaching of sports technique.
The method of the
spoken word. During the teaching of sport technique, the spoken word is
used to offer help during the actual movement in the form of supplementary
clarification, instruction and commands, different forms of assignments,
auditory grading and questioning, discussion, as well as mutual clarification
and reports. Often, words are needed to explain the proper correlation between
different elements of the exercise, and to compare the performance of the
student with a factual
demonstration of some exercise. Analysis and deconstruction of the completion
of an assignment in the form of a chat allows the trainer to assess the results
of the teaching and prepare assignments for the next lesson. Words need to be
specific and clear. It is impossible for a lesson to take place without there
being some kind of explanation by the trainer or the teacher, and without
auditory comments on the topic of errors in technique. Reminders and hints
during the performance of the assignment helps make the movement more correct
not only in direction, but in amplitude, with a show of muscle strength, either
relaxing of tightening. Side by side with regular explanations the instructor
can use an example-centered explanation, using previously acquired skills.
The method of using
visual aids. Visual education and the sensation of visual movement give a
more or less objective display of sport technique in the consciousness of the
student. This includes the display of video stills, demonstrations of
to-be-practiced skills of athletes of a higher skill level, the use of visual
aids, which include the use of drawings, schemas, photographs that reproduce a
specific characteristic of movement and the rules for its completion, separate
phases of motor activities.
The method of
exercising allows the affecting of (most importantly) on the motor sphere
of the trainees. During this there slowly forms a movement image of the
exercise, movement ability and finally the skill itself. This method is always
used in conjunction with other highlighted methods. Correctly combining them
allows the instructor to quicker teach the exercise.
The method of exercising is used in whole movements and partial
completion of the exercises.
The method of
holistic exercise. Learning the movements through a holistic (whole) method
while isolating details. This method can be used for the teaching of
non-complicated movements and exercises that need to be learned first. This can
also be used while training athletes who possess a good grasp of movement
coordination.
The method of partial
exercises. This method is used in the process of learning movement patterns
in the separated form followed by the unifying of parts in a whole. For
example, the movement is split into parts or phases. Then, the athlete masters
each part of the movement separately, and only then the whole exercise. This
method is used not only in the process of teaching, but in training, when it is
necessary to fix or better a certain part of an exercise.
It is common to isolate two main parts of the partial
exercise:
a) A
proper partials method with regards to using relatively large movement
assignments, that encompass one part of a couple phases of the to-be-learned
exercise.
b) The
method of solving narrow movement assignments (problems), used to focus on the
performance of specific movements and phases of the exercise, posture, the
strengthening of joints, the moment of the amount of movement, and the methods
of fixing errors in movements.
Choosing
one method or the other depends on the abilities and preparedness of the trainee,
qualifications of the teacher and their creative activity.
The combination method. The use of this
method gives the possibility of more flexibly regulating loads and rest,
expedient the direction of growth of vital characteristics and skills. It is used
to uphold enough of a physical work capacity and positive emotions, and also to
create vital psychological background for the betterment of the technique of
the performed exercise. This is an effective method, as it unifies the method
of partial exercises and the method of whole exercise.
The method of programmed teaching. The
training of the students occurs over the optimal programming, spanning and
periodizing monthly, weekly and lesson-by-lesson plans for training with
strictly programmed contents of exercises and accurate regulated loads of size
and direction. It allows for the show of the highest requirements in terms of
functional possibilities of the organism and correlates to their greater
growth. This method has great meaning for the growth and discipline of
purposefulness, determination, perseverance, self-control, and the ability to
overcome obstacles.
The method of using technical methods.
This method provides for the methodical organization of showing the actual
exercises, rules and guidelines for their doing. There are, in general, three
kinds of information applied: visual, audial, tactile. The most valuable
apparatus for quick information, for example, the use of a video camera will
give the athlete a distant look at his or her technique during an exercise. One
of the important qualities this method has it the possibility for
reconstructing a movement in a dynamic form, or in a slower tempo, carving out
individual phases for analysis (what we would call “video stills”).
The conjugate method. This method is
characterized by the simultaneous solving of training problems in different
categories of preparation (for example, the growth of physical qualities and
movement skills).
Varieties
of the conjugate method depend on the combination of different ways of
preparation, for example:
-
Physical + technical preparation;
-
Physical + tactical preparation;
-
Physical + technical + tactical preparation;
-
Technical + tactical preparation, and so on.
Varieties
of the conjugate method stand out due to their diversity and depend on training
assignments. By depending on the specific variety this method has quite an
impact on different forms of physical characteristics and forms of preparation.
The big feature of the conjugate method is the complex (conjugate) solving of
training assignments [31].
The game method. This is characterized
by the availability of a game scenario without the limits of rules or at least
with simplifies rules. It is used in the process of physical disciplining, not
only in training beginners in the movements, but for the growth of different
abilities
and the complex realization of movement activities in difficult conditions. It
allows for the practice of qualities and abilities like agility, the speed of
orientation (getting oriented), independence, initiative and even increases the
emotionality of the training. The most important thing to keep in mind for this
method is that when switching between focuses of movement and motivation.
Competition method – this involves
doing the exercise under circumstances imitating that of a competition. It is
used for the disciplining of moral qualities,
physical characteristics of the athletes, for tactical preparation and upcoming
meets. It is characterized by the full or part modeling of competition
activities.
Variants
of the competition method are as follows:
-
Training games or competition (with a stronger
or weaker rival, or with an unusual one – for example with a left-handed
person, in non-standard conditions, for example on a shortened platform, and so
on.);
-
Competition with the use of an allowance
(handicap);
-
Controlled starts.
The
secret to the competition method lies in the realization of different sides of
preparation [31].
The method of checking knowledge, ability
and skills. This is used in the process of estimates, competitions, tests,
exams and everyday observations.
6.3. The forming of movement knowledge and
skills.
Movement
skills play an important role in the life of every person. The founder of domestic
pedagogy K. D. Ushinskiy (1867), said on this subject: that if a person did not
have an aptitude for a particular skill, then they could not move a single step
in their growth. Movement skills have a great educational value, since in
training them it is important to have active, creative thinking, aimed at the
analysis and synthesis of movement. Having ability and having the specific
skill differs from one another primarily in the degree of their mastery, that
is their confidence in the movement from the perspective of the person’s
knowledge.
Movement ability – this is a level of
mastery of movement actions in which the movement is realized during active
thinking [201].
The
role of movement ability in physical education can be different. In some cases,
ability leads to skills, if it is necessary to achieve perfect wielding of
technical movement activities. In other cases movement ability can be produced
without ever turning the ability into a true skill. In this case they are
auxiliary [219]. In the forming of motor actions, there appears an original
movement ability. The understanding of “motor ability”, just like the
understanding of “motor skill”, predominantly depends on the technical side of
the athlete’s ability to complete motor actions. Skills serve as the base for
new abilities. Motor activity can be successful if it is based on varied,
solidly formed skills. The larger the stock of skills, the more versatile and
effective will the [motor] skills be. In sport, this largely determines the mastery
of the athlete [202]. This is why movement ability and movement skills depend
first and foremost on the level of wielded action.
Movement skill – this is a level of
wielded action, during which the directing of the movement happens
automatically, that is it does not require specific direction or attention
[201].
In
the teaching of sports exercises the end goal is the maturation of movement
skills or movement ability, developed by habit, in the process of targeted activities
in which composite parts are done automatically, without specific direction and
attention, but under the control of the consciousness. The knowledge of
consistent natural patterns, connections with which form movement ability and
skills, give the possibility of effective building of the training process. By
the definition of L. P. Matveev (1976), “movement ability is one of the typical
forms of realization of movement possibilities of the human being, and it is
expressed in the ability to realize movement actions on the basis of non-automated
(or not yet brought to a significant level of automation) targeted operations.”
[202] The range of movement of a movement skill is limited to a certain range
and is not the same in different exercises. It is enough to forget some kind of
detail, and the correctness of the movement is ruined, and during a break of
several weeks ability can completely disappear. This is why the quality of
skills depends on the capabilities of the trainees and on the conditions in
which those movement skills are formed. In the beginning of the teaching of a
movement skill, the suddenness of new stimulus must be limited, that is
stereotypic and constant conditions must be created. Solidity in the teaching
of a movement skill is achieved by repetition and vital reinforcement – the
evaluation of precise performance of the movement. Essential conditions include
a sequencing of phases, autonomic
functions of the organism, providing the possibility for the competition of
essential movements.
Movement
ability and skills in some meaning mutually flow into one another. For this
reason it would be untrue to absolutely differentiate them. With that, it’s
also important to keep in mind their particular qualities, their irreducibility
to one another and their unequal importance in everyday life, and in physical
training. Movement skill, the highest step of wielding motor actions, has an
exclusively bigger meaning in physical culture-sport practice.
6.4 Structure of teaching motor actions
The
biggest goal of teaching motor actions depends on the characteristics and
features of the actions, and also on the specific physical qualities and
required level of their manifestation. Movement ability and movement skills
appear both in the process and in the result of slowly mastering movement
actions. Since movement actions, formed on the path of multiple repetitions and
taken to a level of automation, turns into a movement skill, the central
nervous system undergoes three flow phases of nervous processes (excitation and
braking).
In
the first phase there is a unification of different elements of movement of a
holistic movement. During the first attempts of completing a new movement
action, the core of the brain-head (brain) undergoes an excitation in the
nervous centers, providing the completion of the given movement, and
neighboring centers that don’t participate in the work.
The
second phase is characterized by the concentration of excitation, the bettering
of coordination and the elimination of unnecessary movement. Here you can begin
to talk about the formation of movement ability.
The
third phase is characterized by stabilization, a high degree of coordination
and automation of the movement. Factually, here in full appear all the signs of
a movement skill.
In
the teaching of movement actions there is a significant meaning attached to the
interaction and transfer of skills that were developed earlier or were formed
in parallel. In physical teaching and sport there appears a positive and
negative transfer of skills.
Positive transfer – this is an
interaction of skills, when earlier formed skills promotes, eases and quickens
the process of forming the next skill. The main condition for a positive
transfer of skills is the availability of structural similarities in the main
phases (separate links) of these movement actions.
Negative transfer – this is an
interaction of skills, when, opposite of a positive transfer, the already
existing skill makes the process of forming a new movement skill more
difficult. This happens when there is a similarity in the preparation phases of
two movements but an eventual lack of similarity is present during the actual
movement.
The
transfer of a skill can have a varied character.
One-way transfer. This happens in those
instances, when the forming of one skill promotes the learning of another, but
a backwards effect is not found.
Mutual transfer. This is the transfer of
skills from one movement action to another, and back.
Indirect transfer. This is a form of
transfer, in which earlier formed skills create only favorable conditions for
the acquiring of a new one.
The
teaching of movement skills and their wielding is an important part of the
preparation of an athlete. This happens in a specific methodical progression
through several milestones/phases. The work at all levels is characterized by
specific and distinctive traits, which find reflection in the features of the
obstacles of learning, as well as in the used means and methods.
Limited (part) transfer. This happens in
the instances when the structure of the to-be-learned exercises have a great
similarity. In this case the transfer of skills occurs in a very narrow range.
The principle of structural similarity of the most important phases of the
to-be-learned movement is planned in a progression and the continuity of
training assignments and the entire system of so-called progression
exercises.
The
process of teaching can be subdivided into relatively independent and
simultaneously interrelated and interdependent links. V. N. Platonov (2004) has
identified three milestones of technical preparation of the athlete.
The first milestone – the beginning of
learning. In this process there is created a general representation of the
motor action and there forms a base level for learning to wield them. The
important mechanisms of the movement are studied, there forms a rhythmical
structure, base errors are warned against and eliminated.
The second milestone – a deeper
learning. The understanding of the regularities of a motor action are detailed,
the structure of coordination for the elements of movement are improved, dynamic
and kinetic characteristics appear, improved as well is the rhythmic structure,
provided their conformity to the individual features of the trainees.
The third milestone – the locking in
and further improvement. The skill stabilizes and the variety of suitable
movement appropriate to the individual characteristics of the athletes is
improved, conditions begin to differ, even during maximal manifestations of
movement qualities [147].
G.
Shtark (1971), Shnabel (1982) recommend dividing the process of technical
preparation into five stages.
1.
The
stage of creating the first idea about the movement action and creating
installations in order to train it.
The use of verbal and visual methods, under the use of which form
installations and new paths of mastering technique. The attention of the
athlete is concentrated on the main parts of movement actions and the methods
of actually completing them.
2. The stage of forming the beginnings of
ability, coinciding with the first stage of developing the action.
During this stage, the ability to perform the main structure of the
movement develops, as well as the slow grasp of technique and the general
rhythm of the action. The main way to learn the movement is the method of
splitting the exercise into parts, which assumes the division of the exercise
into independent parts (phases) and the isolated learning of each consecutive
phase in order to unify them.
3. The stage of forming a complete movement of
the exercise.
The pedagogic process is aimed at the study of the pieces of an exercise.
Attention is paid to methods, based on the perception of the exercise. In this
stage, the rational kinetic and dynamic structure of the movement is formed.
4. The stage of the stabilization of the skill
matches the phase of locking in the movement action. Based on how the rational
system of movements is locked in, the characteristics of the skill are
determined and the automation and stabilization of the exercise occurs. The
pedagogic riddle concerns itself with the stabilization of the movement and the
improving of the individual pieces. This stage of technical improvement is
linked with the process of developing movement qualities, with both tactical
and psychological preparation.
5. The stage of achieving a state of variable
skill and its manifestation covers an entire period.
Thanks to the application of this stage in different conditions and
functional states of the organism, the variable skill is developed [147].
Since in the majority of cases, it
is impossible to complete a complex movement on the first try, it is absolutely
necessary to use a method of partial exercise. However, the given method is
only used in the case that it is possible to distinguish relatively independent
parts of the movement on the basis of a qualified analysis of the exercise.
This analysis can often be done with the use of customized
exercise-assignments. The partials method during the first stages of training
will help overcome the psychological barrier (to learning new lifting
movements), minimizes stress on the body, and also allows the trainee to avoid
locking in significant movement errors. These errors (according to the
classifications of V. V. Belinovicha, 1991) include:
1. Errors
in specific movements and general errors (bad posture, etc.).
2. Individual
errors and complex ones (the appearance of one error invites after it a whole
host of others).
3. Non-automated
errors and automated.
4. Significant
errors (rough) and non-significant ones (small), that is, errors that don’t
disrupt the structure of the movement.
5. Typical
errors (characteristic of everyone) and not typical (individual). The earlier
possible mistakes are described and explained, the easier it will be to
identify the causes of their origin. Most typical causes are connected to the
following:
a. an
incorrect understanding of the given assignment;
b. a
lack of physical preparation;
c. a
lack of confidence in personal strength, indecision;
d. a
negative influence from previously-learned movements;
e. discrepancies
in the training location, inventory and equipment;
f. the
disruption of training demands and organization, which leads, in part, to
premature fatigue.
There
exist some rules for the fixing of errors:
1. The
error must be correctly explained.
2. Errors
are fixed in the right order, by the degree of their significance.
3. The
directions for fixing errors must be appropriate for the abilities of the
trainee in the given movement.
4. Upon
the appearance of errors, that have already been paid attention to before, it
is vital to use the same exercises that helped eliminate the error before.
5. It
is clearly unacceptable to visually imitate the errors made by the trainee. To
create a more clear presentation of the error, it is useful to imitate it in
comparison with the correct movement [202].
Only after the understanding of the parts of the movement
and the warning against errors, does it become vital to transfer to the method
of learning the entire movement.
Characteristic errors
during the completion of exercises.
Significant deviation or a distortion of the actual
structure of an entire movement, or the individual parts from the given example
are called errors in the process of performing the exercise. Besides, this
deviation negatively impacts the effectiveness of performing the exercise due
to difficulties that appear, which get in the way of realizing the movement
possibilities and physical qualities of the athlete. Distortion of the movement
structure of the exercise are caught by the trainer, judge and athlete, by
detecting the change in the body of the athlete, his or her different parts and
the barbell during the lift. These changes are characterized by kinetic
components: amplitude, speed, acceleration, rhythm and so on. In other words,
we see the kinematics of the movement, which is as follows from the interaction
of the strength of the athlete and with the always-acting forces of weight,
inertia, resistance, strain and friction. The completing of competition
exercises in powerlifting is a clear example of the fact that dynamics are the
cause of kinematics. And since the cause lies in dynamics, then the trainer and
athlete should, first and primarily, review and understand the strength
structure of the movement. Rational lifting technique, as it is known,
highlights how vital it is to pay close attention to the details of doing the lifts
[202].
To complete a movement correctly from the first try, without
errors in normal circumstances, as a rule, is not possible. This event greatly
complicates the process of learning the movement. Some errors are due to the
laws, forming the movement skill, others are connected to the lack of visual
examples, third – with not following the given conditions, and so on. Success
in learning a lift in great part depends on how correctly the causes of
occurring errors are identified and how well the methods of fixing the error
correspond to the true causes of the error’s appearance. The most common errors
typically fall into the following categories:
·
The addition into the movement act of extra,
unneeded movements;
·
The learning or locking-in of movements that are
incompatible with muscle strength;
·
The unnecessary involvement of additional muscle
groups;
·
A deviation from the correct direction or
amplitude of a movement;
·
The distortion of the general rhythm of the
movement;
·
The completion of the movement at a
not-fast-enough speed.
To heighten the effectiveness of learning movements and to
prevent errors, it is important to mind the regulations in their performance.
The main parameters in these regulations are the number of repetitions and the
intervals of rest between them. The concrete characteristics can be themselves
different, since they are determined by many factors (the difficulty of the
movement, the stage of learning/development, the individual capabilities of the
athlete, and so on). In all cases it is recommended to remember and follow the
following general rules:
·
The number of repetitions of a new movement is
determined by the capability of the trainee to improve with every new attempt;
·
A second performance with the same errors is a
signal to break for a rest and to think on your actions;
·
Intervals of rest should provide the optimal
readiness for the completion of another attempt – physically and
psychologically.
·
To continue learning a movement under severe
fatigue is to no purpose and even harmful;
·
Breaks between training must be as short as
possible, so that the trainee does not lose already-acquired abilities and
skills.
Factors contributing
to the development of movement errors.
Most of the errors that are found in the completion of
movement assignments (problems?) carry a natural character, that is are due to
natural laws of the beginnings of forming a movement action. But another reason
could be in the lack of methodical teaching. The success of teaching in large
part depends on how correctly the sources of errors are identified and how well
paths of prevention and fixing work.
The main causes of
distortion and deviations of a movement action are typically:
1. An
incorrect or incomplete full visualization of the structure and movement parts
of the lift being trained;
2. An
incorrect or incomplete full understanding of the movement assignment;
3. A
lack of movement experience of the trainee;
4. A
lack of physical preparation.
5. Being
unsure of yourself, fear, feeling fatigued, etc.;
6. An
incorrect organization of the process of learning a movement.
In
this way, a variety of movement actions form in the course of a person’s life under
the influence of many factors, and the process of their forming can obtain
different characteristics. Optimization of this process is achieved in the
conditions of rationally constructed training. The inner logic of the teaching
process and the realization of movement actions in such conditions is typically
schematically presented as a linear transformation from knowledge and visualization
of the movement to an ability to perform it, and finally – from an ability to a
skill.
To
organize the first teaching attempt of movement skills for a professional, it
is vital to create a correct and full basis of orientation, which provides the
possibility for completing all actions undertaken by the athlete without error.
