Sport Coaching Pedagogy Assignment u3036692

1. -Coaching and Motor Control
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2. Presentation
 Define the topic
 Brief background
 Previous research
 Findings
 Conclusion
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3. Main Research
 Dr. Gabriele Wulf
 Schmidt & Wrisberg
 Stephan Swinnen
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4. Background & Definition
 Large amount of interest since 20th
century
 Critical for learning motor skills
 Definition
 Information produced from the various
sensors within the body (Schmidt)
 Knowledge of results of any behaviour
considered as influencing further behaviour
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5. Feedback – Overview
 Internal Feedback
 Feedback from the sensory cortex
○ Eg. sight or kinesthesis
 External Feedback
 Augmented information
 External to the sensory cortex of the
performer
 Adds to the intrinsic information
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6. Knowledge
of Results
(KR)
•Extrinsic
•Augmented
•Success of movement with
respect to the goal
•Can be redundant
Former Collingwood Coach Mick Malthouse addressing his players at
3qtr time of grand final.1 2011
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7. Knowledge
of
Performanc
e (KP)
•Extrinsic
•Augmented
•Assesses quality of
movement rather than result
•Supplements the
A picture of dartfish software assessing a countermovement jump
knowledge of the performer
•Kinematic feedback
• v, t, a, etc.
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8. Feedback and Learning
literature
 Thorndike’s line drawing test
 1931 (foundation research)
 Participants who did not receive feedback
did not improve post test
 Established mind set for further research
 Thorndike’s study still confirmed
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9. Modern Research
 Place greater emphasis on extrinsic
feedback than previously
 Encourage learner to improve personal
error detection abilities
 Prevent learner dependency on
feedback
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10. No Feedback - Evidence
 Mostly nonhuman subjects (birds)
 Bird songs specific to species
 Birds raised in captivity
 Motor learning independent of feedback
 Limited studies on human subjects
 Gymnasts
 Great amount of redundant feedback
 Frustrating to receive redundant feedback
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11. Research by Dr. Wulf (2007)
 Motivation linked to feedback when performer has
achieved positive results
 Examined effects of feedback on motivation
 Found that learners responded to feedback post
positive results achieved
 Motivation is a function of feedback
AIS high performance track cycling coach speaks to Anna
u3036692 Meares ahead of the world championships Melbourne 2012

12. Motivation and Feedback
 Goal setting enhanced motivation
 Coaches and teachers must encourage
goal achievement through feedback
 Learners try harder, are happier and
practice for longer
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13. Reinforcement
 Positive reinforcement
 Response to increase likelihood
of repeated movement
 Negative reinforcement
 Response to remove aversive
condition to increase likelihood
of repeated movement
Long time Russian national women’s volleyball coach Nikolai Karpol
employing negative reinforcement to improve performance
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14. Weinberg et. al
 Reinforcement
 Quantify positive reinforcement effect on
endurance performance
 Hypothesised that positive reinforcement
increase endurance performance
 Results indicated no significant difference in
either study
 Positive reinforcement has not effect on
endurance performance
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15. Reinforcement Literature
 Limited literature surrounding
reinforcement
 Poses difficult experimental design problems
 Researchers failed to sample groups to
expose correct experimental behaviours
 Nil feedback, all positive or all negative
proved to challenging to implicate in studies
 Experiments lacked internal validity
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16. Intermittent Reinforcement
 Reinforcement only provided occasionally
 Improves athletes error detection
 Improves self motivation and reinforcement
 Great reinforcement effects once reinforcement
has been removed
 Overexposure if reinforcement occurs after every
trial
Rugby League coach Wayne Bennet speaks
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17. Practical Applications
 Utilise intermittent reinforcement
and feedback
 Use intrinsic feedback of the
athlete
 Prompt discussion
 Use questions
 Develop athletes error correction
 Do not overexpose performers
to feedback (loses effect)
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18. Practical Applications cont.
 Consider task
complexity
 experience
feedback
 Empower athlete
decision making
 Encourage discussion
regarding performance
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19. Future Research
 Research ‘real-world’ sporting context
 Study outside of lab
 Create experiments that employ more
externally valid concepts
 Greater research on intrinsic feedback
rather than extrinsic
 Study more effective extrinsic feedback
specific to the individual’s needs
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20. The End – Thank you
 Please feel free to visit the wikiversity page
for Sport Coaching Pedagogy
 http://en.wikiversity.org/wiki/SportCoachingPedago
gy
 or visit my blog
 http://paulfellowsspc12.blogspot.com.au/2012/02/s
port-coaching-pedagogy-2012.html
 Or Follow me on Twitter
 www.twitter.com/pfellows12 (#SCP12)
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21. References
Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2007). Feedback
after good trials enhances intrinsic motivation. Research Quarterly for Exercise
and Sport.
Schimdt, R., and Wrisberg, C., (2008) Motor Learning and Performance Human
Kinetics 286-299
Schmidt , R., Zelaznik, H., Hawkins, B., and Spring (1980) Feedback influences
on reaction time Journal of Motor Behaviour 12:239-261
Swinnen, S., and Zelaznik, H., (2002) Information Feedbck for Motor Skill
Learning: A Review Advances in Motor Learning and Control 3:37-42
Weinberg, R., Garland, H., Bruya, I., and Jackson, A., (1993) Effect of Positive
Reinforcement on Endurance Performance Journal of Sport and Exercise
Psychology 12:141-156
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