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Institute for the Psychology of Elite Performance (IPEP)
School of Sport, Health & Exercise Sciences
Effective Coaching“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/
Structuring Practice & Delivering Feedback
Dr. Gavin Lawrence
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Figure 1. The skill acquisition/coaching process (adapted from Lavelle et al., 2003)
Skill acquisition/coaching process
Conveying information
Structuring practice
Providing feedback
Demonstrations Verbal instructions
Variability of practice,Contextual interference
Precision, Frequency, Timing, assistance
Effective Coaching
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Schema Theory (Schmidt, 1975)
1. Initial conditions (body position, wind strength, rig, boat class)
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)
How do we learn and store skills?Individual movement
Movement outcomeM
ovem
ent c
omm
ands
Schema for different skills
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Structuring PracticeWhat 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?
10,000 HRS
Optimisation of performance during practice will lead to the best memory of what has been ‘learned’
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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
1hr session – 3 skills
20 mins on skill 1, 20 mins on skill 2, then 20 mins on skill 3
Good performance
Repeated rehearsal of one task is avoided
1hr session – 3 skills
Skill 1, 2 and 3 are practiced in an assorted/intermingled fashion
Poor performance
Poor learning Good learning
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How do we schedule the practice session to get the best learning?
Contextual InterferenceStructure 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
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Movements from the same class of actions (Same skill)
Constant
Variable
Repeated rehearsal of one criterion outcome of a single action (same direction and distance)
Good performance
Poor learning
Rehearsal of a variety of movement outcomes with the same action (different directions and distances)
Poor performance
Good learning
Movement outcome
Mov
emen
t com
man
ds
VariableConstant
Initial conditions
How do we schedule the practice session to get the best learning?
Variability of Practice
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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)
How to effectively structure practice?
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Blocked
Random
Constant Variable
Cont
extu
al
In
terf
eren
ce
Variability of Practice
Low High
Low
Hig
h
Adults
Experienced/Experts
Children
Novices
Children
Novices
Structuring Practice
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Figure 1. The skill acquisition/coaching process (adapted from Lavelle et al., 2003)
Skill acquisition/coaching process
Conveying information
Structuring practice
Providing feedback
Demonstrations Verbal instructions
Variability of practice,Contextual interference
Precision, Frequency, Timing, assistance
Effective Coaching
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Nominal task difficulty
Perf
orm
ance
/pre
dict
ed s
ucce
ss
low high
ExpertSkilledIntermediateNovice
Nominal task difficulty: difficulty regardless of performanceFunctional task difficulty: how challenging the task is relative to the skill level
Providing Feedback
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functional task difficulty
low high
ExpertSkilledIntermediateNovice
Considerable
Minimal
Optimal Challenge points. 1. No learning without information/feedback2. Learning reduced with too much information3. Learning achievement depends on optimal amount of
information which differs as a function of skill level.
Optimal challenge points
Pote
ntial
ava
ilabl
e fe
edba
ck
Perf
orm
ance
dec
reas
e
Feedback and Task Difficulty
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low high
Perf
orm
ance
in p
racti
ce
(sol
id li
ne)
Pote
ntial
lear
ning
ben
efit (
dash
ed li
ne)
functional task difficulty
low
high
low
high
Optimal challenge point
Potential learning benefit
Feedback and Task Difficulty
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low high
Perf
orm
ance
in p
racti
ce
(sol
id li
ne)
functional task difficulty
low
high
low
high
Optimal challenge point
expert
novice
Feedback and Task Difficulty
Pote
ntial
lear
ning
ben
efit (
dash
ed li
ne)
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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.
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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
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Sensory FB
Is the learner experienced?
Intrinsic FB sufficient
Is the task simple?
Does the learner comprehend the fundamental motion/movement pattern?
Provide fundamental movement FB
Provide movement parameter FB
Provide more precise FB
Provide less frequent FB
Provide FB when requested
yes
yes
yes
no no no
Feedback Specifics
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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
Instructions and feedback – typically given about the movement pattern or technique
Coordination; order, form, timing etc.
What type of instructions do you give?
Ineffective when compared to external focus of attention!!!
Review Nov 13
Feedback and Focus of Attention
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Constrained action hypothesis (Wulf & colleagues (2001,2001,2003)
Cognitive/novice Autonomous/expert
Internal focus; performers consciously control their actions, constrain the motor system and intervene with automatic control processes
External focus; allows unconscious, fast, reflexive processes to control actions; outcome is achieved as a ‘by-product’.
Forces learners to the cognitive end of the continuum
Forces learners to the autonomous end of the continuum
Feedback and Focus of Attention
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Institute for the Psychology of Elite Performance (IPEP)
School of Sport, Health & Exercise Sciences
Effective Coaching“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/
THANK YOU FOR LISTENING!!
Dr. Gavin Lawrence