Abstract
D.Ed. (Didactics)
Systematic teaching of motor skills is to a large extent neglected
in the coaching of team sports in the R.S.A. This conclusion has
been drawn from practical experience obtained from many years of
playing and coaching rugby at different levels. A survey of the
current practice of training and coaching reveals that coaching
consists mainly of fitness training, positional play,
and specific training for game situations.
The research undertaken in this study has focussed on the design
of a programme in which individual, unit and team motor skills
can effectively be taught. Naturally the first priority has been
to establish w,at constitutes a motor skill. The solution to this
problem has been obtained from observing and ana:izing the performance
of the skilful player as well as from scrutinizing the vast amount
of empirical research on motor skills that appear in representative
literature, as an additional source of knowledge.
The following criteria which have subsequently emanated constitute
the basis for the proposed coaching programme: norm orientation,
contextualization, adaptability, timing, decision making ability
and economy.
The next step has been the design of appropriate teaching principles
applicable to motor skills through analysis of the cognitive,
affective and motor aspects of the teaching of motor skills for
team sports. These principles appear to be: aims and goals,
self actualization, sosialization, mastering and application,
motivation, evaluation, structuring and contextualization.
Having devised these principles, the matter of implementing such
principles in a coaching programme received attention. This was
done by utilization of the techniques of verbal-interaction,
demonstration, instruction and active participation of the learner
in the learning situation, the last being the "sine qua non" for
the learning of motor skills.