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6310PracticeandLearningS21.ppt

Ch. 7

Review of Dynamic Systems

Jeffrey C. Ives photos

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Review Dynamic Systems

What are the bilateral transfer difficulties for this player doing left-handed (nondominant hand) layups?

Jeffrey C. Ives photos

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Review of Dynamic Systems

The Most Important Factor

The amount of practice

Caveat- It must be correct practice

Whole vs Part

  • Serial/Discrete
  • Complex components
  • Backward chaining
  • Speed is the issue
  • Continuous
  • Does not seem to benefit

  • General Recommendation –Whole-Part-Whole

Learning Progressions

  • May not have any motor benefit
  • Skipping in running
  • Gymnastics
  • May be more psychological
  • Less danger followed by more danger
  • May have a physiological reason as opposed to a neurological reason
  • Question and justify all your training methods

Guided Learning

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  • Acquisition vs Retention

Performance Curves and Retention Tests

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Plateaus and Learning

  • How do you know what type of plateau you are experiencing?

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

  • Using less muscle activity for a more efficient and smoother movement is shown below.
  • The biceps b. EMG trace on the left is from an unpracticed rower; the right is after practice sessions.
  • The same or more work is being done, but with less muscle activation.

Changes in Coordination

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Feedback

  • Inherent (Intrinsic)
  • Any knowledge obtained by self
  • Augmented(Extrinsic)
  • Any knowledge obtained from an outside source

Feedback

  • Knowledge of Results – outcomes
  • Knowledge of Performance-movement pattern or body reaction

KOR

  • Number 1 influencer on movement selection (notice I did not say augmented KOR)
  • Much like guidance-beneficial in learning but may not be in retention in lab settings

KOP

  • Video
  • Some research shows this hinders motor learning

Provide focus when looking at tape

  • Kinematic
  • Maybe beneficial if information cannot be gained elsewhere
  • Kinetic

Coaching Instruction

Philosophies

Daniel Greenwood -Memphis

  • Can’t change a veteran’s technique-focus on improving physical qualities
  • Changing technique is hard (anecdotal 300 hours)
  • Athletes will change only if they want to change-best method is for them to develop their own ques

Other Aspects

  • Verbal instruction
  • Too much time is put on verbal instruction

Learning can occur without understanding of the reasons for the specific movements

  • Try to limit the amount of verbal instruction to what cannot be taught via other methods
  • Understanding
  • Not all aspects need to be understood for learning of a motor task to occur – However, knowledge may help facilitate justification for the motor action

Other Aspects

  • Modeling
  • Strategies
  • Spatial information
  • Temporal information
  • Types of Models
  • Expert
  • Novice
  • Addition of KOR or KOP

What is Imagery?

  • Imagery:
  • Creating or recreating an event or skills in our mind based on:

Personal experience

Observations of others

  • A.K.A. - Mental Rehearsal, Visualization, Covert Practice, etc.

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Creation of a new experience in our mind for strategy or sequence

Recreation of a past event can allow for evaluation and increase confidence

Creating meaningful images from information in memory – MEMORY – you don’t have to do it, but at least see it

Key Imagery Components

  • Vividness
  • Sights (most of us stop here)
  • Sounds
  • Smells
  • Tastes
  • How it Feels to Perform the Movement
  • Emotions/moods/thoughts involved

  • Controllability
  • The ability to be in command of one’s images
  • The ability to distinguish when and where to use imagery

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Why Do We Use It?

  • In sport to:
  • Acquire, practice, and correct sport skills & strategies
  • Build confidence

image doing well (e.g., winning a race, improving)

  • Control emotional responses

images increase arousal/ excitement or reduce stress

  • Improve concentration
  • Enhance motivation

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Practice adjustments against certain opponents.

Prepare for competition or practice or aid in skill development!

Increased performance and enjoyment

Concentration – focus on productive thoughts or practice having an appropriate focus – better selectively attend to stimuli

Motivation – see success, see positive outcome (especially when task is not intrinsically motivating)

Confidence – image surroundings (XC runner)

Emotions – psych up or calm down

Why Does Imagery Work?

  • Three Perspectives:
  • Psychoneuromuscular theory
  • Symbolic learning theory
  • Psychological skills
    explanations

“Your images lead your reality.
They always have and always will.” (Terry Orlick, 2000)

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Best explanation is combined ideas

Why Does Imagery Work?

  • Psychoneuromuscular Theory
  • Basic Idea: imagery programs muscles for action and facilitates skill learning and development
  • How: Imagined events
    innervate the muscles just
    like physical practice

strengthens neural pathways

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Imagery – activates neuromuscular activity similar to physical activity (reduced magnitude so movement is not actually produced)

Strengthen neural pathways that control the muscles related to the activity

Skiiers and arm in lab

Mixed research findings

Brain activity

Why Does Imagery Work?

  • Symbolic Learning Theory
  • Basic Idea: Imagery helps us better understand movement patterns
  • How: Imagery functions as a coding system to help people understand and acquire movement patterns

Mental “Blueprints”

Mental Maps

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We become familiar with what needs to be done to be successful

Motor program in the central nervous system

Support b/c imagery works better with primarily cognitive activities than motor activities

Why Does Imagery Work?

  • Psychological Skills Explanations
  • Basic Idea: Imagery develops and refines mental skills
  • How:

Imagery functions as a predatory set that assists in reaching optimal arousal

Imagery enhances feelings of confidence, reduces anxiety levels, and increases concentration

Imagery boosts motivation

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Not full blown theories – based on effects of imagery

1 – arousal allows us to focus on task-relevant cues and c]screen out distracters

2 – see self successful – imaginal experiences

3 – focus on positive outcomes (personal accomplishments or winning)

Practice is Key!

  • Tailor imagery to an athlete’s needs & abilities
  • Use ALL senses
  • Image in real time
  • Slow motion if refining skills
  • Image execution and outcomes
  • Focus on the positive
  • Imagery can be done anywhere…learn and practice in a quiet environment
  • Best when mind & body are calm & relaxed
  • Progression:
  • non-threatening, practice, competition

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Everyone does it a little differently

Image your successful skill execution and outcome

Aids for Effective Imagery

  • Practice video
  • Competition video
  • Help from others
  • Coaches
  • Teammates
  • Imagery tapes
  • Imagery scripts
  • Whose Voice?
  • Music?

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MOTIVATION

  • Participants must be motivated because practice is not always enjoyable.

Motivation

  • Direction and intensity of one’s effort
  • Provide justification
  • Focus on the positive
  • Reward close attempts

Goals

  • Write down five goals for yourself for next year.

Outcome, Performance &
Process Goals

  • Outcome goals
  • Focus on a competitive result of an event
  • Performance goals
  • Focus on achieving standards of
    performance or personal objectives
  • Process goals
  • Focus on the actions one must do during performance to perform well

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How judge success

Outcome - (e.g., beating someone, getting a trophy, scoring the most points, winning a race) – best game, but still lose

Performance goals = usually making comparisons with one’s own previous performance (improve swim time or decrease number of unforced errors)

Process = technique or strategy

Value of Outcome Goals

  • Can facilitate (short-term) motivation
  • But…
  • Are only under partial control of the performer
  • Are less precise
  • Athletes tend to become less flexible in their goal-adjustment practices

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“think how good it’s going to feel”

Don’t focus all your attention on outcome goals.

Value of Performance Goals

  • Create less anxiety, higher confidence, and more satisfaction
  • Skilled athletes - learn to compete against themselves and, in turn, reach new performance heights
  • Less skilled athletes - learn to judge success and failure in terms of their own performance
  • Process Goals: have all the advantages of performance goals

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More controllable - adjustable

More precise

More flexible

Athletes are responsible for their own progress

Less fear of failure

Self-confidence increases as skill increases

Long Term & Short Term Goals

  • Without ST goals, athletes lose sight of their LT goals and the progression of skills needed to obtain them

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Must be linked

ST goals highlight immediate improvement

enhance motivation

give us consistent FB & reinforcement as we move toward our LT goals

Guidelines for Setting Performance Goals

  • Set Specific & Measurable
    Goals
  • General = “do your best”
  • Specific = “High jump 6’ 5” by
    the end of the season”
  • Set Moderately Difficult but Realistic Goals
  • Goals should never exceed the athlete’s ability
  • Unrealistic goals only lead to failure and frustration

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Not a foolproof method…need to set goals the right way

Guidelines for Setting Performance Goals (cont.)

  • Set Goals for Practice and Competition
  • Provides additional motivation for athletes

e.g., run to and from all drills

  • Facilitates skill development
  • Set Positive Goals
  • Helps athletes focus on success
    rather than failure
  • Self-fulfilling prophesy

SMARTS Goals

  • Specific
  • Measurable
  • Action oriented
  • Realistic
  • Timely
  • Self-determined

Athletes and Coaches Should Check Goals to Make Sure They Satisfy These Six Principles