Importance Of Training Stages for athletes

Consequences of training and the lack of training
      Every child begins at birth to expand their awareness of their environment. Each individual who comes into contact with a new born and developing infant contribute to the child's perception of their environment, including positive and/or negative interactions.

     How does the lack of ability, or low motivation factor into list of possible of low, poor, or under performance causes? How is the problem dealt with? It is natural to tend to want a quick fix to resolve the problem. Would a training course help? Or should the individual be encourage to change directions by seeking other opportunities to devote his/her energies and ambitions?

     Performance is a function of two factors:

Ability - is an assessment of a person's aptitude that is augmented by training and the available resources,

Motivation - Motivation is the product of desire and commitment

Performance = Ability x Motivation
      Minor performance deficiencies/difficulties can be reversed through appropriate training. However, major performance deficiencies/difficulties require considerable time and financial resources to "reinvent" the individual to the degree that they could have achieved if the correct technical and performance training had been in place earlier in development of their basis skills.

      Unfortunately when an individual has been promoted to another grade, skill level, or position - the demands can be too demanding for them to be successful. When transitioning from one position or level to another, the new opportunity may lack the technical, intellectual, or emotional support to allow them to meet the higher expected performance requirements.

Improving Motivation
        Poor performance can be related to "luck", negative energy, illness, or depression caused by death or illness. However, in most cases a poor performance is related to the lack of training an/or low or poor motivation. It is possible to create a positive motivating environment. There are three key interventions that may improve motivation:

Establishing realistic performance goals - Goal setting is a well-recognized aspect of performance improvement. Employees must understand what's expected of them and agree on what they need to do to improve.

Availability of performance enhancement assistance requires:

Regularly Assessment of progress with action taken immediately if it's deficient.
Providing Appropriate Training designed to target the specific problems.
Insuring the Necessary Resources are available.
A Support Team to adopt a plan designed to encourage and provide assistance.

Facilitating and monitoring of performance feedback - Everyone benefits from positive and objective observations about their efforts. They need to know where they stand in terms of current performance and long-term expectations. The following components are extremely important:

Timeliness – Feedback must be linked to the behavior. For this to occur, the evaluation must quickly follow, as soon as possible, to the occurrence of the behavior.
Openness and Honesty – Make sure the feedback is accurate. Avoid mixed messages or talking about the person rather than the performance. That said, provide both positive and negative feedback so that employees can begin to truly understand their strengths and weaknesses.
Personalized Rewards – A large part of feedback involves rewards and recognition. Make sure that your company has a system that acknowledges the successes of employees.

Designing A Performance Improvement Plan.
The first step to create a Performance Improvement Plan (PIP) is to first need to identify and evaluate the performance issue(s) that the individual is experiencing:

Discuss the issues with the person to discover what he or she feels are the sources of the problem.

Evaluate the individual's motivation system! What more can be done to recognize and reward his/her contributions?

Sometimes we rewarding the things that do not have a positive response of the specific areas that need changing!

Is there a regular procedure to establish/set, review, and assess if achievement of goals have been met?

How do you help the trainers to keep their skills current?

Any actions needed to close ability gaps require a high level of motivation on
the part of participants to be successful. The lack of ability and low motivation
are the basic causes that are inextricably intertwined in causing poor perform-
ance. Goal setting, feedback, and a positive supportive environment are require-
ments/conditions for improving both root causes.

The Effects of Training on Users' Performance The Effects of Training Methods on Users' Performance: A comparison of users capabilities using these methods.

PDF The Impact of Facilities on Training Effectiveness How do facilities impact the effectiveness of training programs? Implement of new procedures affected by a lack of a quality. modern, permanent training facility, and an elite coaching/training staff.

Methods of developing people - training, coaching, mentoring, training, and learning design.

      There is ample evidence that exposure at an early age to physical skill development activities as fun or sports activities encourages the child to continue to participate in these areas as part of the aging process.

      Socialization is a process that is bi-directional. For example - children's interactions with parents or parents interactions with children establish perceptions each have of the other. The actions elicits immediate and specific types of behavioral responses. If repeated over a period of time, the behavior becomes expected. This cycle can be positive or negative depending on your point of view.

      Infants and young child display a wide emotional range and distinct preferences to associating with specific people. Even infants can:

Recognize and Express several clearly differentiated emotions - pain, hunger, satisfaction, uncomfortable, etc.

Recognize and Express several clearly differentiated emotions - pain, hunger, satisfaction, uncomfortable, etc.

Distinguish specific individual - mothers, fathers, siblings, daycare providers, etc. from strangers.

Respond with distinctive body movements and sounds that signal pleasure, disappointment, discomfort, hunger, thirst, etc.

       Children gradually become more aware of themselves and their ability to make things happen. They express a wider range of emotions and are more likely to initiate interaction with other people. They observe and imitate the actions of others. They also begin to make verbal attempts to communicate their likes, dislikes, hunger, and personal discomfort. Even before they start walking, they begin to form a strong sense of self-awareness as displayed through assertiveness and get others to satisfy their needs.

      Learning to walk, becoming potty trained, feeding, and begin to assist in dressing and undressing themselves are major childhood milestones. Gradually their dexterity and self-help skills improve as they become more independent. As children start to become more aware of themselves as individuals they will start exploring interests in relationships with other children. This is a very important socialization phase of their development necessary to enter preschool and/or kindergarten.

Supporting Peer Interactions
      A parent is the first to have to assist their child in solving conflicts they are unable to resolve themselves. This may involve helping them to interpret another child or siblings actions in order to keep peace and order in the family. As they grow older they interact with unrelated children who do not welcome them into their group.

     Sometimes a child has not learned how to share and/or fails to understand the "unstated rules" of playing fair and respecting the rights of other children. This is a crucial stage of development that must be acquired prior to entering school. This is sometimes refereed to as acquiring social skills. Teachers may attempt to assist children in how to enter play activities by the use of scaffolding, modeling, giving children desirable props, suggesting roles, or entering into the play activities with the children.

Play Partners
      A mother raising her first child, as a necessity, will spend time with her child as a play partner during the early formative years. In some cases this responsibility will be shifted to a day care provider. It is important to follow the child’s lead while engaging in a positive give and take environment that helps develop communication skills. It may sound cute, but baby talk doesn't provide a good role model for developing language skills. Children should begin school with their speaking vocabulary of 1,000 plus words. They may recognize, but not understand the meaning of a much larger vocabulary.

      Always demonstrate a sincere interest in what the child is doing by documenting and displaying examples of their artistic activities. Make a real effort to not engage in negative statements, but rather make a conscience effort to encourage the child’s effort by providing comments that are supportive of the child’s efforts. Such encouragement can boost a child’s self-confidence and reward their persistence;

      Don't put them in front of a TV to provide some respite from the constant attention they require. Spend quality time by reading to them and later to have them read to you. In families with two languages, encourage both English and the second language.

Techniques involved in the learning process
      To understand the process of learning in children requires parents and teachers to use various techniques such as:

Observing - Observation is critical in determining a child's interests, development potential, dispositions/personality, and how they tend to respond to suggestions/instructions. Close observation will assist you in determining how to go about building relationships with the child, as well as choosing relevant materials and planning activities. By observing a child at play, it is possible strategies how to develop a personalized set of goals for the child.

Scaffolding Learning - Includes modeling, asking open-ended questions, introducing new words into their working language skills, presenting additional information as necessary, providing additional related instructional materials, and through the use of role playing. Try to avoid inadvertently interrupting or redirecting their play activities unless they stray from the objective of learning component.

Supporting Peer Interactions - Some children find it difficult to become a part of a play group or sustaining their participation in the group. Assign children to specific groups. Do not pick team captains and allow them to self the rest of their teams. It can be very helpful if parents or teachers meet with team leaders to discuss the activity for the play period. Ideally attempt to offer the team leaders with a choice of activities that have high appeal so its actually is a play period with each child having fun through their participation. The play environment should not overwhelm any of the children.

Acknowledging the children as learners - demonstrate that the child's ideas and efforts are taken seriously helps enhance a child's self image.

Assist them in following the rules - Reminding children of rules helps them understand what is expected and how poor behavior will be dealt with. You will often need to remind them of interaction rules.

Providing a safe learning environment - Always have an adult present to proactive in intervening if it seems likely that children may hurting each other physically or emotionally. You must also make sure that children are not engaging in behaviors like bullying.

Document learning milestones - anecdotal records that include brief, focused descriptions of a situation, candid photos, recordings of interviews/conversations using cell phone video/audio recordings, samples of their work, etc.

Reading Resources:

PDF Teachers of young children (3-5 years old) and their interaction with pupils: approaching positive classroom management by Frini Paraskevopoulou.

By Leaps and Bounds: Physical Development - PBS Throughout the early years, a child's physical skills are developing at an astonishing rate. Preschoolers need many opportunities to practice their new skills.

Understanding Physical Development in Young Children Muscles and Motor Skills. The growth of a young child's physical abilities is truly amazing. Think of all the physical abilities a child must develop to adjust to their environment.

Skill Development Cognitive phase - Identification and development of the component parts of the skill. The learning of physical skills requires the relevant movements to be objectively assessed.

How A Child Develops - Develop Skills What is child development and what skills do children develop at different ages. These include speech pathologists, occupational and physical therapists.

Developing physical skills: doing, playing and coordination Alongside intellectual and emotional growth, your child will develop physical skills: doing, playing and coordination. Part three in a series on the theories of educationalist Benjamin Bloom.

Participation in Play activities
Failure to learn how to throw a baseball or football will discourage an individual from participating in these sports. The same applies to hitting a tennis ball or swimming - the inability to perform basis skills discourages an individual's interest in participating in these sports. This is especially true as the basic skill gap widens as we age. No one wants to stand out in a crowd, especially if they are experiencing negative attitudes from others.

Children who do not develop the appropriate physical skills get left out of unsupervised play activities on the school grounds or in their neighborhood with their friends. This is considered the start of a trend of avoiding physical activities were an individual's performance can result in embarrassing "gaffs". Eventually this can result in a person being physically inactive throughout their lifetime.

Children, who do not learn how to throw, catch, jump, and kick as youngsters, will not
possess the skills required as an adult to participate in physical activities. Unfortunately
this will cause most to not get the appropriate amounts of physical activity to be fit

Source - The Importance of Developing Fundamental Motor Skills - PBS

Types of Evaluation
Evaluation is the essential part of every training program. This is the test to evaluate if the training was successful or if not, where and how it missed the mark. Evaluation is classified as:

Formative evaluation - involves the collection of relevant and useful data in real time as the training program is being conducted. This information can identify the drawbacks and unintended outcomes and is helpful in revising the plan and structure of training programs to suit the needs of the situation.

Summative evaluation - is done at the end of the program and requires determining an overall assessment of the effectiveness of the training in relation to achieving the objectives and goals.

Individual potential
The abilities of every individual are the result of a combination of multiple factors that influence the physical, mental, and emotional development from the cradle to the grave:

Genetic - Dominate and Recessive traits
Environmental -

Parents and siblings
School
Work
Community

Resources -

Facilities
Economic support
Emotional support

Training -

General preparation -
Specific preparation -