BigWeekendPres(Dr GavLawrenceEffective Coaching)
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“The Institute for Psychology of Elite Performance (IPEP) is housed within the School of Sport, Health and Exercise Sciences, Bangor University. IPEP was established in 2000 and its mission is to develop excellence within business, sport and the military.” http://ipep.bangor.ac.uk/
School of Sport, Health & Exercise Sciences Institute for the Psychology of Elite Performance (IPEP)
Effective Coaching Structuring Practice & Delivering Feedback Dr. Gavin Lawrence
Effective Coaching Skill acquisition/coaching process
Conveying information
Demonstrations Verbal instructions
Structuring practice
Variability of practice, Contextual interference
Providing feedback
Precision, Frequency, Timing, assistance
Figure 1. The skill acquisition/coaching process (adapted from Lavelle et al., 2003)
How do we learn and store skills? Schema Theory (Schmidt, 1975)
2. Parameters/commands assigned to the movement program (movement force & timing) 3. Feedback about the movement outcome 4. Sensory consequences of the movement (proprioception, audition, visual)
Individual movement
Movement commands
1. Initial conditions (body position, wind strength, rig, boat class)
Movement outcome
Schema for different skills
Structuring Practice What is contextual interference? What is variability of practice? How do they work? How and when should we prescribe them? Practice makes Perfect?
Development of skill is generally and positively related to practice Perfect Practice makes Perfect? Optimisation of performance during practice will lead to the best memory of what has been ‘learned’
Time constraints require the teaching/re-learning of more than one skill (actions from different skills; tacking, Gybing, sail setting, heeling)
How do we schedule the practice session to get the best learning? Blocked
Random
Repeated rehearsal of one task before moving on to another
Repeated rehearsal of one task is avoided
1hr session – 3 skills
1hr session – 3 skills
20 mins on skill 1, 20 mins on skill 2, then 20 mins on skill 3
Skill 1, 2 and 3 are practiced in an assorted/intermingled fashion
Good performance
Poor performance
Poor learning
Good learning
How do we schedule the practice session to get the best learning?
Contextual Interference Structure conditions that lead to poor practice performance often lead to better learning
Why? ACTION PLAN RECONSTRUCTION (Lee & Magill, 1985)
ELABORATION HYPOTHESIS (Shea & Zimny, 1983)
RETROACTIVE INHIBITION (Dey, 1969)
Must be: Different Skills Greater the difference, greater the effect Challenging the performer
How do we schedule the practice session to get the best learning?
Variability of Practice Movements from the same class of actions (Same skill)
Variable Constant Initial conditions
Repeated rehearsal of one criterion outcome of a single action (same direction and distance)
Good performance Poor learning
Variable Rehearsal of a variety of movement outcomes with the same action (different directions and distances) Poor performance Good learning
Movement commands
Constant
Movement outcome
How to effectively structure practice? Contextual interference vs.. variable practice? Skills from different classes of movements (different skills)
Modifications of the same skill
Low CI
High CI
Blocked
Random
Novice
Intermediate/Experienced
Children
Adults Early stages of learning – need to understand ‘what’ is required (Gentile, 1972, 2000) engage in complex cognitive tasks (Fitts and Posner, 1964) constrain multiple joints to act together (Bernstein, 1967)
Random
High
Structuring Practice
Constant Low
Children
Experienced/ Experts Practice
Variable High
Contextual
Variability of
Interference
Adults
Children Novices
Blocked
Low
Novices
Effective Coaching Skill acquisition/coaching process
Conveying information
Demonstrations Verbal instructions
Structuring practice
Variability of practice, Contextual interference
Providing feedback
Precision, Frequency, Timing, assistance
Figure 1. The skill acquisition/coaching process (adapted from Lavelle et al., 2003)
Providing Feedback
Performance/predicted success
Nominal task difficulty: difficulty regardless of performance Functional task difficulty: how challenging the task is relative to the skill level
Expert Skilled Intermediate Novice
low
Nominal task difficulty
high
Feedback and Task Difficulty Optimal Challenge points.
1. 2. 3.
No learning without information/feedback Learning reduced with too much information Learning achievement depends on optimal amount of information which differs as a function of skill level.
Considerable
Optimal challenge points
Minimal
low
high functional task difficulty
Performance decrease
Potential available feedback
Expert Skilled Intermediate Novice
Feedback and Task Difficulty high Potential learning benefit (dashed line)
Performance in practice (solid line)
high
Optimal challenge point Potential learning benefit
low
low low
high functional task difficulty
Feedback and Task Difficulty expert
novice
high Potential learning benefit (dashed line)
Performance in practice (solid line)
high
Optimal challenge point
low
low low
high functional task difficulty
Feedback and Task Difficulty Do we need to provide it? How much should we provide? When should we provide it?
How precise should it be? FREQUENCY, PRECISION, AND TIMING.
Feedback and Task Difficulty Structuring practice and optimal learning point – CHALLENGING THE LEARNER.
Feedback – often too much, too precise and too soon
‘misty coaching world’ Bandwidth Summary Self Selected
Appropriate Focus of Attention
Feedback Specifics
Sensory FB
Is the learner experienced?
no
Is the no task simple?
yes
Does the learner comprehend the fundamental motion/movement pattern?
no
Provide fundamental movement FB
yes Provide movement parameter FB yes Provide more precise FB
Provide less frequent FB
Intrinsic FB sufficient Provide FB when requested
Review Nov 13
Feedback and Focus of Attention Internal focus Attention is directed to performers own body External focus Attention is directed at the effects that the performers movements have on the environment What type of instructions do you give? Instructions and feedback – typically given about the movement pattern or technique Coordination; order, form, timing etc. Ineffective when compared to external focus of attention!!!
Feedback and Focus of Attention Cognitive/novice Internal focus; performers consciously control their actions, constrain the motor system and intervene with automatic control processes
Forces learners to the cognitive end of the continuum
Autonomous/expert External focus; allows unconscious, fast, reflexive processes to control actions; outcome is achieved as a ‘byproduct’. Forces learners to the autonomous end of the continuum
Constrained action hypothesis (Wulf & colleagues (2001,2001,2003)
“The Institute for Psychology of Elite Performance (IPEP) is housed within the School of Sport, Health and Exercise Sciences, Bangor University. IPEP was established in 2000 and its mission is to develop excellence within business, sport and the military.” http://ipep.bangor.ac.uk/
School of Sport, Health & Exercise Sciences Institute for the Psychology of Elite Performance (IPEP)
Effective Coaching THANK YOU FOR LISTENING!! Dr. Gavin Lawrence
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