Motor Learning And Coaching Flashcards
Muscular involvement (fine/gross)
size of the muscles and movements involved when performing the skill. Does the performance of the skill require small movements or larger muscles and body segments
Continuity (discrete/serial/continuous)
the ability to recognise a distinctive start and finish point of the skill performance and the length of time the skill takes to perform.
Leaves of Difficulty (simple/complex)
how much information needs to be processed in order to perform the skill? Level of movement, precision and accuracy required to perform the skill? Time available to perform the skill
Visual Cues
demonstration (athlete watches demo)
visual aids (athlete watches self video)
Enhance visual environment (placements of targets)
Verbal cues
short, concise phrase that directs attention to the most important feature(s) in the performance environment.
Prompts the performer to attend to the key components of the skill
Must be appropriate for the learner
Teacher or coach needs to be aware that individuals can only absorb limited
Proprioceptive cues
provide the athlete with internal sensory information about joints, muscles and the orientation of a body in space.
Learning styles
visual
Aural (verbal)
Read/write
Kinaesthetic
Environmental Influence (open/closed)
how much of the timing of the performance of the skill is controlled by the performer? Is the ability to perform the skill predictable? Is the environment the skill is to be performed in stable
Phases of motor learning
Cognitive
Associative
Autonomous
Cognitive
athlete tries to gain an understanding of ‘what to do’
Large number of errors occurring at this stage
Athlete has little capacity to correct own errors
Instructions and feedback from a coach is beneficial
Associative
the athlete is able to preform the basic skill
The athlete is better able to adjust to the environment when performing motor skill
Errors become less in number and magnitude
The athlete begins to detect and correct their own errors and encouraged to use their own feedback.
Autonomous
the athlete does not need to continuously think about the specific movement characteristic of the skill
The athlete has the ability to perform other tasks at the same time
Low performance variability
Able to detect own errors and make adjustments to correct them
Cognitive phase - example
After being told and shown how to serve a volleyball, the player practices several times and eventually hits the ball into the correct area.
The performer has no idea how this occurred, and has no real feel for what just happened.
Skill not easily repeated at this stage of learning.
Associative phase - example
The volleyball player has learnt about the throw height, feeling of the swing pattern and timing the strike.
They understand how to make minor adjustments and how to segment body movements.
The player may be beginning to understand how to vary speed and direction of the serve, although only with minimal control and accuracy.
Autonomous phase - example
At this stage the volleyball player can focus on the positions of the other players and even the opponents strengths and weaknesses.
The server does not need to think about the serving action, but focuses on where to serve and may change the decision at the last millisecond if an opponent was to move slightly.
Information processing - phase 1
Perception
sensing and identifying a stimulus
The individual analyses the environment for content
Variety of sources (audible, visual, touch, smell etc.)
Information processing - phase 2
Decision
this phase begins once the performer has enough specific information from phase 1
The decision of “what” response is to be made
Information processing - phase 3
Action
this phase begins once the performer has decided what movement is to be made at phase 2
Preparing and organising the desired movement (muscle system)
After information processing is complete
after completing information processing a movement is initiated OUTCOME
FEEDBACK assessed during and after the movement is processed and used to improve subsequent performances.
Intrinsic feedback
Feedback athletes receive internally as a natural consequence of their performance.
Eg. Kinaesthetic feedback arising from the sensory receptors in muscles, tendons and joints, which provides performers with information about their movements.
Extrinsic feedback
the feedback athletes receive from outside the performer; usually from a coach teammates or spectators
Eg. Following a tennis forehand that goes long over the baseline a player may look to the coach and see the coach signalling ‘more top spin needed’
Types of extrinsic feedback
knowledge of results
Knowledge of performance
Knowledge of results
This feedback is about the movement outcome, relative to the task goal.
Eg. As a breaststroker comes up for a breath the coach may yell out times.
This informs the athlete about the outcome of the swim NOT about technique
Knowledge of performance
feedback to the athlete about the movement pattern produced while performing
eg. As the breaststroker comes up for a breath the coach yells ‘pull’ or ‘glide’ movement specific instruction.
allows athlete to correct movements of error for improved performance outcomes.
Timing of feedback - terminal
presented after the performance
should not be long after the performance
Another performance practice should be possible soon after feedback
Timing of feedback - concurrent
presented during the performance
Types of feedback - non-verbal
Real-time cameras
Mirrors
View replay
Types of feedback - verbal
Qualitative - best for early stage of learning
Quantitative - best used for later stage of learning
Descriptive - identifies the errors
Prescriptive - identifies errors and a means to fix them
Purpose of feedback
Reinforcement
Motivation
Performance
Individual differences effecting feedback
characteristics of the individual (age, Skill level, Fitness level, Injury)
characteristics of the task (Type of activity which is also impacted by the individual difference variables as well as motivation, concentration, arousal, group dynamic)
environment (training session or competition, Type/level of competition, Controlled environment)
Types of intrinsic feedback
Visual
Auditory
Proprioceptive
