KEY FACTOR ANALYSIS Coaches Course Level 1 Techniques Charts: • Fundamental Skills • Basic Acrobatics • Wrestling Techniques V 1.0.0 1 Rue du Château, 6, 1804 Corsier-sur-Vevey, Switzerland T. 0041 21 312 84 26 F. 0041 21 312 84 27 unitedworldwrestling.org 2 INDEX CONTENT PAGES CONTENT PAGES 1. USEFUL INFORMATION FOR COACHES 3. ACROBATICS 1.1 What is Key Factor Analysis (KFA)?.......3 3.1 Forward roll……………………………………………..21 1.2 Discovery games for the teaching of 3.2 Backwards roll…………….………………………….…22 fundamental skills…………………………….……4 3.3 Shoulder roll………………………………………………23 1.3 Teaching basic acrobatics………………………5 3.4 Cartwheel……………………………………………….…24 1.4 How to use KFA charts of wrestling 3.5 Head stand……..…………………………………………25 technique?....................................6 4. STANDING WRESTLING TECHNIQUES 2. FUNDAMENTAL SKILLS 4.1 Snap …………………………………………….………....28 2.1 Standing Stance & Motion….……….………..…11 4.2 Double leg…………..………………………………….…30 2.2 Breaking the Stance………………….…………....12 4.3 Arm drag….……………………….……………….……..32 2.3 Changing Levels……………………………………..…13 4.4 Single leg………….………………………………….……34 2.4 Penetration……………………………...............15 4.5 Duck Under………………………………………………..36 2.5 Lifting……….……………………………………………..15 2.6 Par-Terre positions………………………….….…..16 5. PAR-TERRE WRESTLING TECHNIQUES 2.7 Go behind.………………………………………………..17 5.1 Half Nelson………………………………………….….…40 2.8 Sprawl, Whizzer, Evade…………………………….18 5.2 Far Arm turn………………………………………………42 2.9 Danger position Control ……..…………….…..19 5.3 Front Head with underhook, turn……….……44 2.10 Back arch and bridge………………………………20 5.4 Arm & Body Lock Gutwrench …………………….46 5.5 Front Head Lock, go behind……………………….48 3 1.1 What KEY FACTOR ANALYSIS (KFA) is? The Key Factor Analysis (KFA) it’s a tool used nowadays for relationship between the bodies of the fighters, a combat obtaining the key aspects situation, etc. It also contrasts with videos where the most important that action was not successful, establishing whether the determine the success of a common factor was absent, suggesting that this is a key tactic or a technique in factor. opposition sports, from ball 3. List of the key factors. Common aspects in successful sports to combat sports. cases, and absent in unsuccessful cases are listed and Being considered essential described for each action studied. for the effective execution of 4. Creation of working documents, that summarize the plays and technical findings of the KFA, same as have two main applications: movements, the main application of the results of a) Technical charts, listing the factors as keywords that the KFA is the use of the key help simplify the intervention of the coaches with their factors in the teaching-learning process and even in high students to spend less time in the instructions and performance training. feedback to students, increasing their effectiveness to be as close as possible to the real situation in The KFA involves a process of 4 phases: competition. b) Check lists, useful in evaluating athletes during the 1. Determination of "action models" to study. It is execution of movements, ideal for the use of video movements and actions used in competition. A library of analysis as a tool for tracking the athletes themselves video is created with several examples of the same and even for the analysis of the strengths and successful action, executed by different athletes. weaknesses of potential opponents (scouting). Statistical analysis is the main tool to determine the movements to study. The technical charts contained in this document for the technical 2. Video-Analysis. The action sequence described, looking program Coaches Course Level 1 of the United World Wrestling for common factors among the different versions of the were made by implementing the steps described above. same technique, for example, a position, a particular 4 1.2 DISCOVERY GAMES Discovery Games are based on a modern teaching model for sports The initial step is the very first approach to the game, which involves known as “Teaching Games for Understanding” (“TGfU”). In this model, a wrestling related situation. The coach asks learners to meet a target games are used for facilitate and guide the apprentice thinking. The without guide them how, a trial. Once the apprentice has experienced Discovery Games approach implies three steps as follows: the task, the second step implies that the coach pauses to help students analyze what happened and, through questions, get students approach the technical solution. Immediately apprentices play again (step c.), •Organize the game (keep safety) now with technical guidance from the analysis. a. PLAY A GAME, •Introduce the goal of the game FIRST TIME •Provide as less information as possible As wrestling is a sport where the competitor must be able to make about how to succeed the game decisions in fractions of a second, this methodological approach is optimal for learners to become actively involved in their own learning of the fundamentals of wrestling, as well as enriching the game itself •Using questions to get the players with the addition of questions, which promote the participation and b. PAUSE FOR inferring the key factors to succeed GUIDED the game integration of the student to the group. DISCOVERY •Ask players to play again using what they discovered c. PLAY THE SAME •Players have to solve the game with GAME, SECOND better technical skills TIME 5 1.3 TEACHING OF BASIC ACROBATICS (Pages 20 to 24) In this document, there have been added charts for the teaching of 5 basic acrobatic elements. Teaching acrobatics with proper technique, in a progressive way and taking care the safety of the participants is also a key point in the United World Wrestling programs, such as Wrestle Right, therefore it has huge importance in this document. The teaching steps are progressive methodological proposals. The coach can also use other resources (equipment or other exercises) based on his/her experience and availability of equipment. However for the Level 1 Course Evaluation, participants will be requested to use at least the suggested steps, being able to implement alternative steps. Each chart has the following elements: 1) Name of the movement 2) Pictures of the key points 3) List of the key points 4) Listed exercises of the teaching progression During United World Wrestling Level 1 Courses, coaches will be asked to develop as many teaching steps as possible of a single movement in a Micro-Teaching format lasting around 4 to 10 minutes. However, in real practice, it is evident that coaches shall teach this steps along several training sessions even weeks. 6 1.4 HOW TO USE KEY FACTOR ANALYSIS CHARTS OF WRESTLING TECHNIQUE (pages 25 to 36) The wrestling techniques in this document are explained in three phases: SET-UP, ATTACK and FINAL/TRANSITION. Each chart of this document contains specific information to help Level 1 Coaches achieving the following three tasks: TASK 1: Provide simple explanations to the learners. Using Key Points that have been illustrated through pictures, signs and arrows, with a specific list in each column. Each Key Point has a Key Phrase that summarizes several of the technical details. The pdf version of this document has a link in the title of each chart that gives access to a video at Dartfish.tv TASK 2: Check comprehension through questioning. Suggested questions and possible answers have been listed (see the table on top of the next page as reference). 7 ○ Mention the Key Phrase of the point that the coach The coach asks: (Q.) What ties am I using to make CONTACT? wants to explain. The Key Point and the Key Phrase Answer from the learners (A.) Head and elbow tie indicate “what to do” (e.g. “The first Key Point is CONTACT AND PRESSURE”), showing all the elements Q. Which is the height of my stance when I make PRESSURE? surrounding the Key point (e.g. Collar and elbow tie, A. Medium stance medium stance, right foot steps forward, head to head contact) without giving details of all of those. Q. Which must be the position of the feet when making PRESSURE? ○ A. Staggered, one forward and one back Emphasize the technical details and link them to the Key Phrase: The technical details indicate “how to do Q. ¿Why is that useful? it”. It is recommended to make this through the use of A. To stay in balance when making PRESSURE question. Examples: This first two tasks are closely linked to achieve the INTRODUCTION OF A NEW TECHNIQUE in a brief and clear Repeat procedure c) with the next Key point, and so on. way that promotes active thinking of the learners. d) Summarize and Review Key Points by the use of The following are examples steps of the procedure: questions (once the whole explantion ended): ○ a) Name the technique (e.g. “I am going to show you the Ask for the Key Point (e.g.. Q. “Wich was the fisrt Key Snap”). Point?” A. “Contact and pressure”). ○ b) Demonstrate the complete movement (it is the coach who Ask for the details using the Word “HOW” (e.g.. Q. decides how many times and from how many different angles “How we make this CONTACT?” Allow several learners he/she is going to show in order to get one general image of to answer: A. “With collar and elbow tie, medium the movement) stance, one foot steps forward so we don´t loose balance when pushing”. c) Break down the technique into Key Points: 8 TASK 3: Use positive feedback when detecting technical mistakes while learners try new techniques or parts of them. Two columns have been set on the right side of each chart, this will help coaches change the way they deliver information when they detect a technical “mistake”. The two columns are used in sequence as follows: a) Observe learner’s technical execution to detect technical Mistakes, based on Key points and their details.