Motor Learning and Coaching

SELF - INSTRUCTION AND SELF - RESPONSIBILITY FOR LEARNING EXAMPLE [HOOKER]

-Almost eliminated on 4 occasions, only clearing the bar with his 3rd and final attempt - he almost did not win a medal of any colour. -With his coach in the stands and not able to pass on instructions, Hooker had to take responsibility for his own actions. He had to concentrate, analyse what was working and what was not working in his technique, select the most appropriate pole to use and make minor adjustments all under the pressure of the Olympic finals.Hooker went on to set a new Olympic record and win Australia's 1st track and field gold medal for 40 years.

ANALYSING PHYSICAL VERSUS MENTAL PERFORMANCE USING VIDEO AND CHECKLISTS

-Athletes can perform well at training /situations of little pressure. Under match pressure; players make errors and can't execute skills with same proficient and decisional errors. -Coaches can devise checklists to determine the mental strength of the athlete, to identify the circumstances which negatively affect the mental state of the athlete and the conditions under which the athlete is performs optimally. -Important to determine if a change is a result of physical or psychological factors

Transfer of learning and improved skill execution

-Athletes who have been exposed to a wide variety of movement experiences from a variety of sports benefit by being better able to; -Recognise and select relevant cues from the environment -Process information received faster and more accurately -Have more responses available to select from -Better execute the selected response. The greater the range of sports an athlete experiences, the greater the likelihood of there being positive transfer between the skills of each sport.

Theory to practice cont.

-Can also include developing specific strategies to deal with various game specific scenarios (e.g. the team is 1 score down, 10 minutes left to play in a "must win" game. Players are aware, before the situation arises, of what their individual responsibilities are when the strategy is implemented) -Can also include a coach illustrating a particular play or set piece move on a whiteboard and the players then practicing the play

Stage 3 - Planning For Improvement

-Coaches are players must be aware of latest advancements in strategies, tactics, techniques, training methods or won't perform at optimal level as they are using outdated methods. Can improve knowledge of current trends -Formally: coaching courses by governments [WACA run Level 0-2] -Informally: meet and speak with other coaches, players at workshops, after games, observation of other coaches. When planning for future improvement; newly acquired knowledge should be applied.

ANALYSING PHYSICAL VERSUS MENTAL PERFORMANCE USING VIDEO AND CHECKLISTS cont.

-Coaches need to be aware of weaknesses and the circumstances under which these weaknesses become apparent. [e.g. unforced errors due to scoreboard pressure? Miss/imagine cures? Distracted by external factors?] -Coaches must implement INDIVIDUALISED psychological skills to overcome problems

ANALYSING TECHNIQUE USING CHECKLISTS AND VIDEO: Checklist

-Determine technical and tactical ability -Identify key criteria for success. Athlete performs skills and info recorded -Player and coach use info to improve -CRITERIA/MET/CMNT (+ and -)

Reflection: reflective journals, mentoring, video, questionnaires

-Journal: records feeling&emotions, success, failures, suggests for improvement, what is achieved and possibilities for future, reviewed from time to time. -Mentoring: Significant other, assist by providing critical and constructive feedback to help them improve. Must be supporting throughout process [seniors mentor juniors] -Video: can re-play perf, closer analysis, compare current to past and against elite athletes. -Quest: Gather info about individuals, leadership group, potential leaders and coaching staff. Use to make changes and guide development of team, individual and it's leaders.

Scope and sequence: movement analysis

-Lab testing: Performance is analysed in laboratory conditions so that various factors can be varied or manipulated. Computerized analysis can be used. Cameras can be very close for better observation. -Field testing: An athlete's performance is analysed at training in normal surroundings e.g. the underwater observation of the "pull phase" in a swimming stroke can be observed during the course of a training session. Competition analysis: An athlete is analysed while performing during competition.

Democratic (co-operative) coach

-Maintain open communication with players, player involved in decision making, players feel they have degree of ownership of team, positive and negative feedback used to re-enforce and promote learning, good for inexperience players, enjoyment is important, iced by player, may not provide enough motivation for some. -Characteristics: very flexible, create atmosphere of mutual respect, concerned for the welfare of players

Gneral trends in leadership

-Males tend to prefer autocratic-Females prefer democratic more than males -Individual sports tend to prefer democratic -At high level when main aim is to win- authoritarian -Focus is fun and enjoyment- casual -Want to help athletes develop their potential & enjoy themselves-democratic -Different cultural backgrounds expect different styles

Increasing Performance Levels and Reflective Learning

-Must gather info about perf, identity strengths and weakness of perf, determine factors limited the perf. -Determine actions to improve, gide athlete to ideal level [analysing game on video] -Method of self-analysis and planning for improvement=reflective learning. -4 steps: reflection, recognition of AOI, planning for improvement, action. -Reflective learners solve problems through self-evaluation and reflection. Only meaningful when the athlete can use it to make change.

Skill to skill

-Occurs when a skill developed in one sport has a positive (promotes learning) or negative (inhibits learning) influence on a skill in another sport. -Proactive Transfer: Previously learnt skill affects the skill currently being learnt (e.g. a player learning to throw a baseball would pick up the skill faster if he already knew how to throw a cricket ball) -Retroactive Transfer: Learning a new skill affects a previously learned skill (e.g. a netballer with poor footwork spends time working on a "fast - feet" ladder and her footwork in netball then improves)

Effects of transfer of learning (+)

-Occurs when skills and / or information gained from a previous learning experience helps with the learning of a new skill. -The two skills are often similar in some way e.g. free throw in basketball and netball goal shooting.

Effects of transfer of learning (-)

-Occurs when the learning from a previously learned skill negatively impacts on the learning of a new skill. -The skills can seemingly have a similar action but there are critical differences in technique e.g. squash and tennis are both racquet sports but with critical differences; -Shot making in squash involves wrist movement -Shot making in tennis does not involve wrist movement -A squash player learning to play tennis might have difficulty eliminating the wrist movement when playing a tennis shot which would negatively affect performance.

Zero transfer of learning

-Occurs when the learning of a new skill is not affected either positively or negatively by previously learned skills. -E.g golf to football

Training to competition

-Refers to the transfer of skills developed in training into a competition situation. Coaches must plan and implement training sessions which replicate the demands of the game. This includes the development of appropriate skills, energy systems and the decision making process. -Players should be exposed to game specific situations at training to allow them to develop their information processing and decision making mechanism. This increases the likelihood of players making the correct decisions when under game pressure

Casual (Laissez Faire)

-Relaxed and easy going who establishes informal learning environ, no pressure on players to perform, less organised&prepared, best with experience players who can make their own decisions, offers guidance and advice when asked, limited improvement, inexperience players unsure of what to do, serious players ofter find this coaching style unsatisfactory. -Characteristics: little instruction and minimal guidance in organising activities, relaxed atmosphere, leak of general direction, coach exerts little influence on players

Combining coaching styles

-SOME Coaches can change their coaching styles depending on the needs of the team, the situation they are facing, the stage of the season, and the type of player they are dealing with. CASUAL: briefly in pre-season, see who steps up&shows leadership, off season. AUTOCRATIC: pre-season to establish authority and control. DEMOCRATIC: in-season&finals to incorporate team in decision making (coach has final say)

COACHING/LEADERSHIP STYLES: Authoritarian

-Tends to make all decisions, very strict, he has the knowledge&experience to impart on players, players attend to, and responds, to coaches demands, less confident players intimidated, effective when team is winning, less effective when losing. -Characteristics: intense energy, well organise, demands attention to detail by players, punish those who make mistakes, winning is the only goal, confrontational when challenged, better in big groups

Theory to practice

-Transfer of theoretical skills into practice. -Coaches devise game plans, tactics and strategies for opposing teams and individual players -This can involve analysing their own strengths and weaknesses and those of their opposition before coming up with a plan, which in theory, will maximise their chances of success. -Players apply the devised theories/plans into the game situation.

PROVIDING FEEDBACK FROM VIDEO AND CHECKLISTS

-Used to recognise areas of improvement and strengths. -Improved technology=more accurate and used for comparisons. -"pausing" for closer analysis. -Coach develops drills to address areas of deficiency. -Kept to determine change in performance over time

KNUDSEN - MORRISON MODEL OF QUALITATIVE ANALYSIS

1) preparation, 2) observation, 3) evaluation, 4) intervention, 5) re-evaluation (4-->2)

Stage 2 - Recognition of Things To Improve

As a result of self-reflection, athletes can determine what aspects could be improved. Gathering data more accurate from technology. [placement of serves in tennis] [how many putts, fairways off tee, greens hit]

Video analysis

Can slow movements for accuracy. Observe perf broken down into fractions to observe strengths and weaknesses. Combination of verbal feedback supported by visual is best. Slow motion/freeze shows when and where errors occur and can then make changes

Preparation phase:

Coach is concerned with the process of developing a prerequisite knowledge base about the particular skill. -The coach must know the points of technique required to produce the skill correctly. A checklist could be made up outlining key points of technique prior to analysis: Prep, execution, follow through

Training to competition cont

Correct decision making is critical to successful performance and must be developed using game - like drills and simulations at training. Specific practice can result in significant improvement in game performance

Chaining

Demonstration, break skill into components (no progression until previous part perfect), perform simple drill in each component, once perfect, put all components back together, increase speed and add opponents, integrate skill into small game play. E.g. cricket: Grip, stance, backswing, forward swing, contact, follow through.

SELF - INSTRUCTION AND SELF - RESPONSIBILITY FOR LEARNING

Enables players when faced with stressful situation, to provide themselves with specific strategies to improve concentration and problem solving skills which improve performance. Athletes need to learn to function independently and take responsibility for their performance before, during & after.

Evaluation phase

Identify the strengths and weaknesses of the performer. Identify methods which can be used to improve the performance. -List the weaknesses in order of priority for correction - which ones need immediate attention and which ones are less critical - which ones affect performance and which ones do not. Large changes- off season. Technical flaws that don't affect performance- not always addressed.

Basic coaching: Coaches mostly use methods between two ends of each continuum.

Introduce skill: get attention, make sure they hear and see, explain how and when skill used. Demonstrate skill: demonstrate, 2-3 key points, do they understand? Practice: ASAP, fun & motivating, appropriate to skill level Correct errors/feedback: provide feedback, practice more and incorporate feedback

Intervention phase

Involves providing feedback and corrections to the performer, usually under practice conditions, to improve performance. Key functions: -motivate performers: continue to strive for improvement or reassure progress is occurring, REALISTIC. -change performance: aimed to change level of performance, what needs to be changed, positive and encouragement included -reinforce learning: re - in force learning/perf which increases the chances of the behaviour being repeated

USING CHECKLISTS AND VIDEO FOR ERROR CORRECTION

Keep record of checklists and videos to motor improvement. Reference point to compare changes. by comparing can identify is areas identified need more work etc. Overlaying/split screen with elite level can highlight areas needing correction. [Swinger/silicon coach]

Teaching simple skills: Imitation, Demonstration

Learnt quickly and easily, two ways: -Imitation method: coach demonstrate, learner copies. Minor adjustments, learnt by observation. -Demonstration / explanation/ practice / correction method: demonstrates and explains, learners practice, feedback&correction, more practice, more feedback and correction

SELF - INSTRUCTION AND SELF - RESPONSIBILITY FOR LEARNING EXAMPLE [CRICKET]

Many forms of cricket prohibit any input from the coach except at designated breaks in the game. There may be an hour between inputs from the coach.During this time, the fielding team makes decisions about who bowls, from which end and for how long, where to position the fielders, what to do if the game plan is not working. This is primarily the responsibility of the captain with some input from senior players. The batting team need to make decisions about run - rates, when to attack, when to consolidate.

Massed and Distributed Practice

Massed: Skill practised continually until it's developed, without any noticeable breaks. E.g. short pass in soccer. Distributed: training is broken up to allow intervention from coaches or relieve boredom. Skill is developed gradually, particularly if it is difficult, for example, volleyball player trying to learn a jump spike serve.

Dynamic Drills

Moving, environ less predictable (open), increase decision making, drills more game related and difficult, used to extend skill development [E.g. water polo players passing the ball in a game specific environment]

Observation phase:

Observation involves the systematic gathering information about the performance or movement. -Decide on best way to observe and gather information about the skill; best angle, direct or video, how close?

Re-evaluation

Observe performer implement changes in similar context to initial observation. DIFFERENCE/FURTHER INTERVENTION?

Stage 4 - Action

Product of reflective process. Sets short term goals to address AOI. Achieving these motivates performer and assists in achieving long-term goals.

Two methods of movement analysis: Qualitative

Qualitative analysis refers to a description of the movement without using numbers (subjective- based on opinion). To work successfully, it needs to follow a systematic approach involving 5 stages - this is known as the Knudsen - Morrison Model of skill analysis. (e.g good, short, poor, heavy)

Two methods of movement analysis: Quantitative

Quantitative analysis - uses numbers/objective measurements - body skin folds, blood lactate levels, angle and speed of release, instantaneous velocity, acceleration rate etc. Quantitative analysis is objective (based on fact). (e.g. metres (distance), seconds (time), Metres/second (speed)

Teaching complex skills: Shaping & Chaining. SHAPING.

SHAPING: demonstration, perform a simple/incomplete version of skill, error correction of simple version, add components to increase complexity, focus on accuracy and increasing speed, perform entire skill and refine, integrate skill into game play. Process of simplifying complex skill into its main component and then adding the missing pieces. Eg basketball lay up; 1)step lay up, 2) step lay up, 3)Dribble to lay up, 4)Run at basket, receive pass and lay up, 5)Run at basket, receive pass, step defender, lay up.

Types of practice: Simple&Complex.

SIMPLE: straightforwards, little practice, little cognitive ability, limited number of components, limited decision making, taught as whole COMPLEX: more difficult, "opposite"

Static Drills

Static: practice stationary, concentrates on technique without attending to other factors, limited decision making, predictable (closed) environ, beneficial for new skills.[E.g water polo players passing the ball forward and backward to each other]

Other methods of information gathering

The more info a coach has about her team and the upcoming opposition, the better she can prepare. 1) Fitness requirements: GPS- data of distance covered. This influences fitness training program as requirements of game may vary for players. 2) Intensity of work: HR monitor: 3) Performance criteria: [key perf. indicators; inside 50's, tackles made, centre clearances]. 4) "live" feedback: know who is having an impact on game, see which opposition are dominating and make changes to team structure to counteract them. 5) Analysing tactics: analyse patterns and set plays [study videos/forward scouts]. Players provided info. Beneficial in minimising impact of their key players and effectiveness of their strategies, more likely to counteract them.

Cause-effect. Eval phase.

This cover drive has gone in the air and has been caught. The evaluation of the shot requires a coach to determine the cause or problem will repeat. Coach would analyse; -Foot position, point of contact in relation to body, grip etc.

Transfer of Learning

Transfer of learning is the effect that past experiences have on the learning of a new skill

Cues for intervention: Verbal, Visual, Proprioceptive

VISUAL: demonstrate correct technique, 3-4 key points to concentrate, may include videos, what they are doing/need to do. VERBAL: Single words/phrases to focus on aspect of skill, (e.g. putting "low and slow"). too much info can confuse=decreased perf. PROP: physically moves the performer through the desired movement patterns to make them aware of how the movement should feel (e.g. rotates shoulders in serve)

Variable and Fixed Practice

Variable: Skill is practied variety of situations that could be experience in game or competition; foe example, defender in AFL learning how to read a specific attacking play. Fixed: Drill in which a specific movement is practised repeatedly; for example, a golfer hitting drives distance and accuracy. Other descriptions of types of training may include: training for accuracy, mental vs. physical training, training for speed.