Page 9 - Jim Stone Book Beginner

Educational psychologist, Paul Kirschner talked about the duties of the instructor, ―don‘t just do but
think about and understand what you‘re doing. It‘s more important to know and understand why and
when and in what situations things may work or not work than just being taught what to do. You
want teachers and researchers to be reflective practitioners; to think about ,
1. What and why they‘re going to do something?

2. Why what they‘ve done worked out in a certain way?
3. How they can or should do it the next time to be more effective and/or efficient?
Learning is a result of processing that which you encounter. The goal of good learning and
instruction is to optimize this information processing. This involves, among other things,
1. Knowing how to prepare learners for learning (e.g., prior knowledge, feed-forward).

2. Knowing how to facilitate that process (e.g., via dual coding, scaffolding, mathemagenic
behaviors, cognitive load theory, employing study strategies such as spaced practice, retrieval
practice, and/or variability of practice).
3. Knowing how to follow-up the learning experience (e.g., feedback, feed-forward, assessment for
learning).
Creating a proper context for learning (e.g., situated cognition, social learning, cognitive
apprenticeship).

And a bonus third, related to the second is a quote from Ernst Rothkopf: ―You can lead a horse to
water, but the only water that reaches his stomach is what he drinks.‖ Create learning situations that
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get your students to drink!‖

I believe the knowledge-based system of instruction is the best way for players to learn about the
game. Coaches are responsible for being experts in their field. The expertise will allow for
presenting accurate and relevant information about skill development and team systems. The
players will be responsible for understanding the essential aspects of the skills. Players possessing
knowledge of skill development and team systems components will have an advantage over players
with playing experience but lacking knowledge. There is no question that volleyball is a very
"random" activity with many situations the player must process. The player with a foundation of
knowledge and skill will deal with the sport's vagaries more successfully.

The checklist I have started will examine the different parts of the skills and team systems. The
checklist teaching format, which is knowledge-based, will be a tool to organize the presentation of
volleyball skills. My intent is for this checklist to be a living document that can be modified to meet
the coach's needs.

Like the surgeon or the pilot who identifies the keys to a successful operation or flight, coaches need
to identify the critical components of skill development and pattern instruction to address these
components. We want to proceed in a step-by-step manner in each skill and build a foundation of
movements, skills, and visual keys to assist the athlete and the coach. I hope that we use checklists
to help coaches develop training plans to organize their practice sessions. The checklist can be
communicated to players and parents and be a tool to evaluate skill development and monitor
progress.