The Coach as Teacher
What this domain tests
This domain tests instructional design: writing objectives, demonstrating, structuring practice, giving feedback, and assessing learning in all three domains.
Planning and objectives
- Write observable objectives: 'By the end of practice, athletes will execute a three-step layup with correct footwork in 8 of 10 trials.'
- Name the domain: psychomotor (skill), cognitive (rules and strategy), affective (teamwork and effort).
Teaching sequence
- Demonstrate correctly and briefly; give two or three cue words; check understanding.
- Use progressions: whole–part–whole, simple to complex, slow to fast.
- Design practice for high repetitions and quick transitions; choose massed or distributed practice and blocked or random practice deliberately.
- Give specific, timely feedback; distinguish knowledge of results from knowledge of performance.
Assessment
- Use formative checks during practice and summative skill tests or rubrics at the end.
- Align the assessment with the objective and with what was actually practiced.
Worked example
Teaching a basketball layup. Reasoning: demonstrate at game speed, then break down footwork (part), practice with a cue such as 'ball up, knee up,' then reintegrate into a live drill (whole). Feedback targets footwork, not 'try harder.' A rubric-approach, gather, takeoff, finish-supplies evidence. The objective, practice, and assessment now match.
Traps that cost marks
Talking too long; no objective; drills that do not match the game; vague feedback; grading only effort; ignoring cognitive and affective goals.