Fundamental Motor Learning Concepts for Coaches
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In this presentation, Mike discusses some of the fundamental concepts that all coaches and physical educators should understand to enhance the skill acquisition of their athletes.
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Fundamental Motor Learning Concepts for Coaches
- 1. Mike Young, PhD Athletic Lab MOTOR LEARNING FOR COACHES @MIKEYOUNG @MIKEYOUNGPHD
- 2. Complex processes in the brain occur in response to practice or experience of a specific skill which result in changes in the central nervous system that allow for production of a new motor skill
- 3. •Introduction •Motor Learning Basics •Feedback •Cueing Strategies •Practice Design •Take Home Points
- 4. Performance in EVERY sport is influenced by technique AND Physical Capacity
- 5. To Optimize performance athletes must be competent at sport skills AND have the physical capacities necessary to meet the demands of their sport
- 7. Expression of speed & power have both physical & mechanical constraints
- 8. Sprinting is an extremely complex motor task involving repeated rapid ‘switching on and off’ of practically every muscle in the body
- 11. Motor Learning
- 14. TRUE learning is assessed by retention
- 16. The REAL goal of practice is to prepare us for the test, assessment or competition
- 17. “Practice does not make perfect. Perfect practice makes perfect” ~Vince Lombardi
- 18. “Practice does not make perfect. Perfect practice makes perfect” ~Vince Lombardi
- 19. The notion of “perfect practice” is flawed because mistakes are an important part of learning
- 20. THE OTHER PROBLEM WITH “PERFECT PRACTICE” ISTHAT IT IGNORESTHE REALITY OF PERFORMANCE (GAMES, TESTS, ETC)
- 21. FOCUSING ON “PERFECT PRACTICE” IS SOLELY TECHNIQUE ORIENTED
- 22. Read. Plan. Do.
- 28. BASIC GUIDELINES FOR ENHANCING LEARNING
- 31. Embrace Ugliness
- 33. Things to Consider Intrinsic vs. Augmented feedback Knowledge of results vs. Knowledge of performance Novice vs. Expert
- 36. •Less frequent feedback may be beneficial •Frequent feedback may generate maladaptive short-term corrections •May create dependence on feedback
- 40. Less can be more
- 45. X X
- 47. Good Feedback is like Triage… Don’t fix a hangnail before a heart attack
- 48. CUEING
- 49. Internal vs External Focus of Attention
- 50. •External cues improve 20m performance •External focused cues are superior for sprinting performance in low skilled sprinters
- 51. •External cues improve 10m sprint time in collegiate athletes •Experienced athletes may benefit from external & internal
- 52. •External cueing improves performance in jumping tasks
- 53. •External focus may improve stretch-shortening cycle
- 54. •Internal cues may decrease performance in strength •External focus improves performance in strength
- 55. •External focus improves weightlifting technique •Use cues focused on movement outcome not action
- 56. Desired Outcome Internal Cue External Cue Hip Hinge (RDL) Flex hips at your waist Push your butt to to the back wall First Step (Acceleration) Straighten your back leg Push the ground away Posterior Pelvic Tilt (Posture) Rotate your pelvis upwards Point your belt buckle to the ceiling Triple Extension (Olympic Lift) Extend your ankle, knee & hip joint Jump the bar and make it float Vertical Jump (Test) Explode Touch the ceiling
- 58. •Using analogies assists motor skill acquisition •Analogy learning produces pressure resistant learning
- 60. Accelerate like a plane taking off
- 61. Elbow the short person
- 62. Hit the ground like a sledge hammer
- 63. You’re running like a hamster in a spinning wheel
- 64. Make your legs like pistons
- 66. Incorporating Practice Schedule & Movement Variability
- 67. Creating a learning environment Try to coach without “coaching” by creating an environment that facilitates motor learning Create contextual interference by varying trial type & order
- 68. Creating a learning environment Try to coach without “coaching” by creating an environment that facilitates motor learning Create contextual interference by varying trial type & order Tools & specific environments can make motor patterns idiot proof
- 70. Increase Contextual Interference to Enhance Skill Acquisition
- 71. Set Monday Wednesday Friday 1 Hang Clean Clean Pull Power Clean 2 Hang Clean Clean Pull Power Clean 3 Hang Clean Clean Pull Power Clean 4 Hang Clean Clean Pull Power Clean 5 Hang Clean Clean Pull Power Clean 6 Hang Clean Clean Pull Power Clean 7 Hang Clean Clean Pull Power Clean 8 Hang Clean Clean Pull Power Clean 9 Hang Clean Clean Pull Power Clean Typical Programming Lacks Contextual Interference
- 72. Set Monday Wednesday Friday 1 Hang Clean Clean Pull Power Clean 2 Hang Clean Clean Pull Power Clean 3 Hang Clean Clean Pull Power Clean 4 Clean Pull Power Clean Hang Clean 5 Clean Pull Power Clean Hang Clean 6 Clean Pull Power Clean Hang Clean 7 Power Clean Hang Clean Clean Pull 8 Power Clean Hang Clean Clean Pull 9 Power Clean Hang Clean Clean Pull Semi-Blocked - Challenging - Moderate Skilled
- 73. Set Monday Wednesday Friday 1 Hang Clean Clean Pull Power Clean 2 Clean Pull Power Clean Hang Clean 3 Power Clean Hang Clean Clean Pull 4 Hang Clean Clean Pull Power Clean 5 Clean Pull Power Clean Hang Clean 6 Power Clean Hang Clean Clean Pull 7 Hang Clean Clean Pull Power Clean 8 Clean Pull Power Clean Hang Clean 9 Power Clean Hang Clean Clean Pull Serial - More Challenging - Intermediate Skilled
- 74. Set Monday Wednesday Friday 1 Hang Clean Clean Pull Power Clean 2 Hang Clean Power Clean Hang Clean 3 Power Clean Hang Clean Clean Pull 4 Clean Pull Hang Clean Clean Pull 5 Clean Pull Clean Pull Power Clean 6 Power Clean Hang Clean Hang Clean 7 Hang Clean Clean Pull Power Clean 8 Clean Pull Power Clean Hang Clean 9 Power Clean Power Clean Clean Pull Random - Most Challenging - High Skilled
- 76. Practice Variability? Increasing Variability Enhances Learning
- 77. Speed of movement Variable resistance Stance width Load position Practice Variability? Increasing Variability Enhances Learning
- 78. Surface Shoe type Foot position Start method Alone or with partner
- 79. Use Tools And environments that facilitate learning
- 80. Use Tools And environments that facilitate learning
- 81. FRAMEWORK FOR SKILL ACQUISITION Contextual Interference Movement & Task Variability Low Practice Variability Beginners Experts Intermediate High Practice Variability Low Contextual Interference High Contextual Interference Wu, 2008
- 82. SKILLS CAN BE LEARNED ALMOST ALL MOVEMENT INVOLVES A DEGREE OF SKILL BETTER PRACTICE DESIGN IMPROVES SKILL ACQUISITION WHICH ALLOWS MOVEMENT TO BE AUTOMATIC, REFLEXIVE & EFFICIENT THE WAY A MESSAGE IS DELIVERED IS JUST AS IMPORTANT AS THE MESSAGE UNDERSTAND THE BASICS OF MOTOR LEARNING BEST PRACTICES