1 TÜRKİYE PROFESYONEL LİGLERİNDE GÖREV ... - Spor Bilim

All of the observed elite archers performed the same sequence of shooting techniques
with small inter-individual differences. After hearing the ready signal from the referee, all
of the subjects settled in the shooting line, which was in between two legs. Their legs
were about shoulder wide apart. Then, they nocked the arrow into their bows and handled
the bow with left hand from the grip of the bow and hold the string with three fingers of
right hand by creating a three-finger hook.
They started to draw bow until the string reached to nose and chin. Individual
differences mainly occurred during the drawing phase: Some of the archers placed their
hands on their face before reaching final position while others were drawing the bow
directly to their chin. By reaching final position in drawing or full draw position; archers
started to aim at the target. He/she released the string from the three-finger hook. They
did not loose the shooting position without hearing the hitting noise from the target.
2.5. Summary of Needs Assessment
The interviews with different subject groups, literature on sport archery, and elite archer
observations showed that archery has a stable shooting sequence. When we aimed at
organizing beginning archery course, we understood that all of the subjects look the topic
from their point of views. Students who are already taking beginning archery course
wanted to shoot from the beginning to the end of the semester. They do not care about the
history and rules of archery.
Experts aimed at teaching archery to their participants for the purpose of growing
successful sportsmen for the national teams. They do not also care about the other issues
like history and specific rules of archery at the beginning. Instructors seemed the most
organized group among the subjects in teaching beginning skills to new learners. They
had pre-determined objectives related mainly with the history, rules of archery
(competition and safety rules), equipment selection and care in archery, and shooting
techniques.
All of the participants used inductive teaching approaches in teaching beginning
archery skills except for a national archery team trainer. He acknowledged deductive
teaching approach as more useful than inductive one. He advised to nock the arrow at the
beginning of teaching archery skills and start shooting from the short distances. As we
mentioned earlier, students always want to shoot from the beginning to the end of the
semester. They do not care about other topics in archery course. Deductive approach in
teaching beginning archery skills is more suitable with the students’ interests.
3. PROPOSED COURSE DESIGN
Purpose
The following course design is proposed to provide the student with opportunities to
learn techniques and fundamentals of shooting, basic safety considerations, archery
equipment selection and care. The course is designed to help each student to attain through
practice, create, and promote interest in archery. Upon successful completion of this
course, the students will be able to participate archery as a lifetime leisure sport. The
course has been proposed on the basis of a) implications of the needs assessment, b)
literature review on teaching psychomotor abilities and especially archery techniques,
and c) researcher’s insight.