Writing lessons

01.

Maslow's learning circle

02.

Didactic model

03.

Lesson preparation form

04.

SMART goals

Maslow's learning circle

Maslow's learning circle outlines the four stages individuals go through when mastering a new skill. It’s a straightforward way to explain how we progress from complete ignorance to automatic competence. Let’s explore each stage with simple explanations and practical examples.

1. Unconscious Incompetence

At this initial stage, you don’t know what you don’t know. You’re unaware of a skill you lack because you don’t recognize its existence or importance. This is the "unconscious incompetence" phase.

Example: Imagine you want to learn tennis. At this stage, you might think tennis is just about hitting the ball. You’re unaware of the techniques involved, such as proper posture or timing your swing. You don’t know what you’re incapable of yet.

2. Conscious Incompetence

In this stage, you become aware of your lack of knowledge or skills. You realize you’re not good at something, but you don’t yet know how to improve. This awareness can sometimes feel frustrating, as you now see how much work lies ahead.

Example: After your first tennis lesson, you notice you often miss the ball or hit it incorrectly. You realize you need to learn how to grip the racket, position your feet, and time your shots. You’re now consciously aware of your incompetence.

3. Conscious Competence

At this stage, you start to develop the skill, but it still requires effort and focus. You can perform the task, but it takes deliberate thought. This phase involves a lot of practice and learning from mistakes, but you also begin to see progress.

Example: After several tennis lessons, you can hit the ball correctly, but it requires your full attention. Every stroke involves thinking about your posture, grip, and movements. You can do it now, but it’s not yet second nature.

4. Unconscious Competence

This final stage is when you master the skill and can perform it without thinking. The actions have become automatic, and you no longer need to consciously process each step. This is the stage of true competence.

Example: After a lot of practice, you no longer think about each tennis stroke. Your body automatically executes the movements. Now, you can focus on strategy and enjoy the game without overthinking each action.

Why This Model Matters for Sports Trainers

Understanding the stages of learning helps sports trainers tailor their coaching methods to their athletes’ current level of development.

Unconscious Incompetence: Help athletes recognize what they need to learn. Clearly explain the basic principles and their importance.
Conscious Incompetence: Be patient and provide motivating feedback. Athletes may feel frustrated as they become aware of their mistakes but aren’t sure how to fix them.
Conscious Competence: Focus on practice and guidance. Athletes need consistent training to refine their skills, and you can assist them with targeted tips and encouragement.
Unconscious Competence: At this stage, athletes perform independently but still benefit from new challenges to further develop their skills.

Didactic model

Leading a session as a trainer is quite different from participating in a training session yourself. To prepare an effective lesson, you can use a didactic model. This model helps you work systematically and ensures your objectives are clear. Here are the six steps of the didactic model, explained simply:

1. Task Definition

What will I do? Determine the focus of your session.
What do I want the athletes to learn? Identify the main learning objective, such as improving a specific technique.
Personal goals: What do you want to improve as a trainer? This helps you grow and develop your skills.

2. Information and Resources

Gather useful information and materials to support your session. This could include videos, books, or drills that align with your goals.

3. Selecting Exercises

Choose exercises that match the learning objectives and are suitable for your athletes’ skill levels. This keeps the session both engaging and challenging.

4. Lesson Preparation Form (LPF)

Document everything you need for the session on a lesson preparation form. This form helps you stay organized and ensures nothing is overlooked. If working with other trainers, each can use their own form.

5. Executing the Session

Deliver the session according to your preparation. Be mindful of your athletes’ needs and skill levels, and adapt the session if necessary. Remember to provide regular feedback and encouragement.

6. Evaluation

After the session, evaluate how it went. Reflect on your preparation and execution. Discuss what went well and what could be improved. Note areas for improvement for future sessions to ensure continuous development.

Application in Sports Practice
By following the didactic model, you can deliver structured and effective lessons as a trainer. It helps you clarify objectives, select appropriate exercises, and create an enjoyable and educational experience for your athletes. Using a lesson preparation form makes planning easier, and consistent evaluation ensures you keep improving as a trainer.

Lesson preparation form

A lesson preparation form is a practical tool for sports trainers to plan and organize their training sessions effectively. It helps you reflect on your objectives for the session and ensures you don’t forget anything important. By having a clear structure, you can teach more effectively and better meet the needs of your athletes.

Structure of a Training Session

A well-structured training session typically consists of four key components: Warm-Up, Main Part 1, Main Part 2, and Cool-Down/Closing. Here’s a simple explanation of each:

1. Warm-Up

Purpose: Prepares the body for physical activity, reduces the risk of injury, and ensures athletes feel comfortable.
Activities: Light cardio exercises (e.g., jogging or cycling), stretching, and specific drills targeting the muscles used in the session.
Tips: Keep the warm-up engaging and dynamic to motivate the athletes.

2. Main Part 1

Purpose: The core section where the focus is on learning or improving key skills and techniques.
Activities: Technical drills or tactical exercises, depending on the sport. This is the time to practice new skills or strategies.
Tips: Use the lesson preparation form to outline exercises clearly. Plan how to adapt them for different skill levels among the athletes.

3. Main Part 2

Purpose: Apply learned skills in practical settings, often through games or match simulations.
Activities: Let athletes practice skills in a game or competition-like environment.
Tips: Provide feedback during this phase to help athletes learn and improve.

4. Cool-Down/Closing

Purpose: Helps athletes recover after the session and promotes physical recovery.
Activities: Gentle movements like walking, stretching, or breathing exercises.
Tips: Use this time to reflect on the session with the athletes, offering compliments and reinforcing team spirit and motivation.

Why Use a Lesson Preparation Form?

Structure: It ensures a clear structure for your session, helping you stay organized and efficient.
Focus: By planning your objectives in advance, you can train more purposefully and achieve better results.
Adaptability: The form makes it easier to tailor sessions to meet the needs of your athletes.

Example Lesson Preparation Form

SMART goals

The SMART principle is a practical method for sports coaches to establish structured, achievable, and results-oriented goals. By using SMART criteria, you can tailor training sessions to the needs of athletes, measure progress, and celebrate successes.

Explaining the SMART Criteria

S - Specific

What is it? Ensure the goal is clear and precise so everyone understands what needs to be achieved.
Example:
- Instead of: "We want to improve our technique."
- Use: "We want each player to improve their backhand technique by focusing on maintaining a correct wrist position."

M - Measurable

What is it? Make sure you can track progress and measure the success of the goal.
Example:
- Instead of: "We want to get fitter."
- Use: "Each player must be able to run 5 laps within 10 minutes within two weeks."

A - Achievable (or acceptable)

What is it? The goal should be realistic and within the capabilities of the athletes.
Example:
- Instead of: "Everyone must master the perfect jumping technique within a month."
- Use: "Everyone should be able to perform 80% of the jumps correctly within a month."

R - Realistic

What is it? Consider the resources, skills, and time available to the athletes.
Example:
- Instead of: "Everyone must play at a professional level by the end of the season."
- Use: "By the end of the season, everyone should be able to play a match using proper basic techniques."

T - Time-bound

What is it? Set a clear deadline for the goal to create focus and urgency.
Example:
- Instead of: "We want to improve teamwork."
- Use: "Within four weeks, we want the team to communicate more effectively during match situations."

Applying SMART to Sports Training

Set Clear Goals:
Start each training session or period with a specific SMART goal. For example: "Within six weeks, all players will improve their sprint time by 10%."
Involve the Athletes:
Encourage athletes to set their own goals using the SMART framework. This boosts their engagement and motivation.
Evaluate Regularly:
Check progress during and after training sessions. Adjust the goals if they turn out to be unachievable or are reached faster than expected.
Celebrate Success:
Recognize achievements, no matter how small. Celebrating accomplished goals motivates athletes and adds a positive boost to their training experience.

Conclusion

SMART goals help make training sessions more effective and focused. They provide structure and motivation for both the coach and the athletes. By regularly evaluating and celebrating what goes well, you create an environment where everyone can continue to improve.