Chapter 2 Foundatinal Principles

Question 1

What Are the 6 Models?

Answer 1

Model 1: Variability

Model 2: The Invariant Representation of Memory and Archetypes

Model 3: Asymmetry

Model 4: Jacksonian Dissolution

Model 5: Unconscious Incompetence to Unconscious Competence

Model 6: We Must Be Able to Climb Up and Down the Evolutionary Ladder

Question 2

In summary what is the Model of Variability

Answer 2

How do we gain movement variability?

First, the subject needs to demonstrate movement poten- tial. That is, the demonstration that the joints can move through acceptable human norms in joint range of motion tests

The second part of bringing about movement variability entails learning the funda- mentals of body control and mechanics for the training and competition movements of interest. In other words, passing the joint range of mo- tion standardized table tests gives one clear- ance to enter motor learning 101

Question 3

Example of movement Variability

Answer 3

Children help us understand movement variability well. A healthy five year old will most likely demonstrate acceptable range of mo-
tion in all joints, but will most likely be unable
to consistently shoot a basketball into a hoop. The child may employ any number of strategies to achieve this task. On one shot, they may throw a granny style scoop shot, followed by throwing it like a baseball, followed by a throw used in soccer, etc. These strategies can be described as chaotic, stemming from the fact that the subject hasn’t learned the fundamentals of properly shooting a basketball. Because the child passed all the range of motion tests, he
or she has the potential to be coached to learn how to properly shoot a basketball, but, until this motor pattern is learned and engrained, he or she does not possess movement variability for this task

Question 4

What Dose the Model 2: The Invariant Representation of Memory and Archetypes represet?

Answer 4

Drilling an exercise over and over will build and engrain its pattern in
the brain, making it possible to execute almost autonomically, and identically.

All memories, including motor memories, are based on relationships. These relationships are powerfully rooted in the relative position
of body parts with each other, particularly the relationship of the axial skeleton with the ap- pendicular skeleton.

Once the memory of what to do with your axial skeleton is ingrained in your brain, you will be able to make fast associ- ations to similar exercises, and improve the rate of mastering the relevant drills that will help you move towards your goals.

Question 5

What tell is the Model 5: Unconscious Incompetence to Unconscious Competence

Answer 5

It explains how Good coaches give you just the right amount of information, so that it feels like you are cooperatively arriving at the improvement, rather than being dictated or talked down to. And

Another quality of a great coach is the ability to hold off teaching a particular lesson,
if the student doesn’t appear ready for it.

To minimize the chances of this, it’s often best to work on no more than one flawed skill at a time, and make sure that the skills you choose are only those that you believe the athlete can in fact improve with practice.

Question 6

What Are the 4 Stanges from unconsciously Inkompetent to unconsciously competent

Answer 6

Stage 1: Unconsciously incompetent ○ Because the student is unaware
of the flaw, at this stage, the coach has the difficult job of point- ing it out to him or her

Stage 2: Consciously incompetent
○ Having had the flaw brought to his
or her attention, here, the student knows they’re doing something wrong, but doesn’t yet know how to fix it. Needless to say, good coaches don’t leave their students in this stage.

Stage 3: Consciously competent
○ With the coach’s help, the stu-
dent can move to this stage with
a strategy in hand for mastering competence over the task in question. It’s here that the ath- lete understands what he or she should be doing differently and can practice to achieve desired technique. Only if the athlete executes the movement over and over competently with conscious intent, at some point, this new, competent strategy, will become the dominant response for execut- ing the movement.

Stage 4: Unconsciously competent
○ Here, the competent execution of
the task becomes the student’s default, finally graduating him or her into unconscious competence for said task.

Question 7

What Tell us Model 6: We Must Be Able to Climb Up and Down the Evolutionary Ladder and Why is it important ? And List all the Energy Winning Systems?

Answer 7

As your stress level rises, the older ener- gy systems may come into play. As we become progressively more expe- rienced at training and higher stress levels are introduced, we fall back on our older systems. In fact, the more we toggle back and forth be- tween the old and new, the greater our ability
to rise up to the challenges of the high-stress modern world, and allow ourselves to rest and recover after each stressor subsides.

1) The Krebs Cycle is a grinding wheel that feeds the high energy com- pounds
2) the Glycolytic system is responsible for Glycolysis, the ten step process of taking a glucose molecule and breaking it down into two pyruvate
3) The phosphagen system has all the signs and symptoms of being the oldest energy system out there. Glycolysis is ten enzymatic steps, and has the ability to yield two to three net ATP