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Motor Learning and Coaching - Coggle Diagram
Motor Learning and Coaching
Classification of motor skills
Open
Occurs in dynamic environment
Movements need to be adapted to meet demands of task
No defined beginning and ending
Decision made during performance
Externally paced
Example = Block in volleyball
Closed
Fixed environment
Not affected by environment
Defined beginning and end
Decision made prior to performance
Skills are self paced
Example = Free throw in basketball
Gross
Large amount of force
Large muscle groups
Whole body movements
Examples = Running
Fine
Small amount of force
Small muscle groups
Precise movements
Examples = Writing
Serial
Made of number of discrete skills put together to form an integrated movement
Example = Triple jump
Discrete
Clear beginning and end
Can be repeated but must be started again from beginning
Single, specific skill
Example = Penalty kick in soccer
Continuous
No obvious beginning or end
Same movement is repeated in a cycle over and over again
Example = Swimming
Fitts and posner stages of learning
Cognitive
Learn nature and demand of task
Trial and error
What to do not how to do it
Start to develop motor patterns for task
Little cue recognition
Demonstration and immediate feedback is vital
Instructions must be kept simple
associative
Athletes associate environmental cues with actions
Parts of skill become automatically controlled
Consistency improves
Size and frequency of errors decrease
External feedback is important but athlete also begins to understand and use internal feedback
Feedback is more specific
Autonomous
Movements are fluent, well coordinated and seemingly effortless
Increased speed and accuracy of response
Selective attention is high
Able to detect and self-correct errors
Skills are almost automated
Little attention to technique, more attention to decision making and strategies
Cues used to improve performance
Visual
Coach physically shows effective technique
Gives learner an opportunity to watch
Often provided as a demonstration
External cue
Stages
Cognitive
Demonstration
Example = Dance instructor using markings on ground for learners to practice feet positioning and sequences of steps
Associative
Visual aids such as targets
Example = Coach puts target on top of off stump for cricketer
Autonomous
Athlete observes environment themselves and use this information in their performance
Example = A server in tennis analysing their opponents stance and positioning, and base their shot on that
Verbal
Provide information to performer on what is being done correctly and incorrectly
Can increase in complexity and specificity as athlete becomese more experienced
Can be used immediately prior to performance
Positive verbal cues can motivate athletes
Example = A young footballer might say the words "through the ball' to focus their movements while kicking
proprioceptive
Internal feedback comes from sensory receptors, found in joints, tendons and muscles
Proprioceptors Send information to CNS
These cues help the CNS to control force, speed and position of body. Athletes can use this to change next performance if required
Example = A gymnast on a balance beam can feel loss of balance and redistributes body weight
Phases of information processing
Input
Involves sensory mechanism detecting signals
received via sight, sound, touch, proprioception and equilibrium
Much of the information is irrelevant and discarded
Decision making
Stimulus detection
Ability of the sense organs
Strength of the cue
Noise
Length of the cue
Level of arousal
Experience
Decision making mechanism
Influenced by past experience, knowledge and skill level of athlete
Skilful players have more responses to select from
The more choices an athlete has, the longer it takes for them to react
Response selection
Messages are sent via the neuromuscular system to the muscles and nerves which then create specific movements required to produce selected response
Output
Response time
Time taken from presentation of stimulus to completion of movement
Reaction Time
Time between presentation of stimulus and initiation of response
Movement Time
Time taken from the initiation of the movement to the completion of the movement
Feedback
Concurrent
Can be used to achieve goal immediately
Terminal
Provides info about either quality of performance or result of the movement
Feedback used to improve performance
Purpose
Reinforce Learning
Important in cognitive stage
Should include words of encouragement
Can provide info about what was performed correctly and incorrectly, often through video analysis
Motivation
Continue to strive for improvement or to re assure
Must be realistic
Effects
More interested and involved at training
Persist longer in learning
Apply greater effort to learning a skill
Type
Intrinsic
Sensory receptors inside muscles, joints and tendons
Provide info to performer about skill
Extrinsic
Verbal
Spoken and should be specific and constructive
Be directed at behaviour which is changeable
Non-verbal
Gestures, body language, posture, facial expressions and hand signals
Often used in conjunction with verbal feedback
Video feedback allows athletes to see themselves and compare to past performances or experts
Heart rate monitors and GPS Trackers
Relationship between skill learning and individual differences
Age
Children
Grow at different rates and some mature earlier
Enjoyable and engaging sessions
Maximise participation
Develop interpersonal skills
Elders
Need to be careful to avoid problems with aging process
Increased warm ups and cool downs
Appropriate footwear and protective clothing
Careful application of progressive overload
Skill and fitness level
Must adjust complexity, intensity, frequency and duration of sessions to suit the individuals
Cognitive learners need more frequent feedback, while more advanced performers require much less
Concentration and performance deteriorates with fatigue
Injury
Injured athletes must adjust training program
May affect performers skill development, especially if the injury requires long term rehab
Coaches must understand the use of training principles and recovery methods to prevent injury to athletes
Type of activity
Specificity must be used so athletes can meet the demands of their task
Level of competition
For social sport coaches may provide more fun training sessions, whereas for professionals or aspiring professionals the training will be much more serious