Slide 1

Nels Rydberg, MS Assistant Coach University of Portland Slide 2 Background Information Motor Behavior Research Focus of Attention Choose your words carefully Observational Learning Two for the price of one Mindset What are they thinking? Ideas and Questions Slide 3 Motor behavior research Learning vs performance Retention test Open vs closed skills Generalizability Transfer test Volleyball skills Slide 4 Internal focus: on body movements External focus: on the movement effect Not related to visual focus Wulf, G. (2013). Attentional focus and motor learning: a review of 15 years. International Review of Sport and Exercise Psychology, 6(1), 77-104. Wulf, G. (2007). Attention and motor skill learning. Champaign, IL: Human Kinetics. Slide 5 Initial findings Wulf, G., H, M., & Prinz, W. (1998). Instructions for motor learning: Differential effects of internal versus external focus of attention. Journal of Motor Behavior, 30, 169-179. Pressure exerted on platform vs feet exerting the pressure Markers on board horizontal rather than feet horizontal Retention (and later, transfer) had no instructions, internal or external Slide 6 Movement effectiveness Accuracy, consistency, balance Movement efficiency Muscular activity, force production, cardiovascular responses Higher skill level is achieved sooner Benefits performance and learning Slide 7 Measurements Balance, accuracy, muscular activity, maximum force production, speed and endurance, movement kinematics and kinetics (whole-body coordination patterns optimized) Tasks Golf shots, volleyball serve, kicks, free throws, weight lifting, throwing accuracy and form, jumping, sprinting, agility, swimming, rowing Slide 8 even a single instructional cue can impact whole-body coordination (Wulf, 2013, p. 78). Why does this work? Self-invoking trigger Negative effects of self-consciousness Mindset? Slide 9 In your gym Serving Target, point of impact on the ball Passing Target, trajectory Blocking Attackers shoulders, points to reach for Reading and external focus Slide 10 Beckmann, J., Grpel, P., & Ehrlenspiel, F. (2013). Preventing motor skill failure through hemisphere- specific priming: Cases from choking under pressure. Journal of Experimental Psychology: General, 142(3), 679-691. In short Right brain = automated behavior Squeeze left hand to activate right hemisphere Slide 11 Shea, C. H., Wulf, G., & Whitacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31, 119-125. Shea, C. H., Wright, D. L., Wulf, G., & Whitacre, C. (2000). Physical and observational practice afford unique learning opportunities. Journal of Motor Behavior, 32(1), 27-36. Form of mental training Model does not have to be an expert Slide 12 Experiment 1 Physical vs observational practice Retention physical > observational > control Transfer physical = observational > control Better able to apply parameters and strategies Slide 13 Experiment 2 Dyads: participants develop some form of interactive relationship during practice (Shea, et al., 2000, p. 34) Physical vs combined (physical and observational) practice Acquisition Physical = combined Retention Physical = combined > control Slide 14 Physical vs combined (cont.) Transfer Combined > physical > control Physical deteriorated in transfer, combined did not Possible explanations What worked vs what did not Mental processing that cannot be done during physical practice Social interactions including motivation and social comparison Mindset? Slide 15 Benefits and application Increased learning efficiency Space, equipment, time Decreased fatigue and chance of injury/overuse Effective use of rest intervals Teach your players to observe each other Design drills that facilitate observational learning Slide 16 Granados, C., & Wulf, G. (2007). Enhancing motor learning through dyad practice: Contributions of observation and dialogue. Research Quarterly for Exercise & Sport, 78(3), 197-203. Observational practice enhanced learning regardless of dialogue Slide 17 More specifically Enhanced expectancies Conceptions of ability Self-confidence Social-cognitive Positive affect Intrinsic motivation Slide 18 Self-Determination Theory (SDT) Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. http://www.selfdeterminationtheory.org/ Basic needs Autonomy, competence, relatedness Intrinsic motivation, positive affect Slide 19 Feedback after successful trials Increased intrinsic motivation and self- confidence Catch someone doing something well and tell them about it Trip on the curb, shank one pass Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73, 408-415. Slide 20 Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good trials enhances intrinsic motivation. Research Quarterly for Exercise and Sport, 82, 360-364. Badami, R., VaezMousavi, M., Namazizadeh, M., & Wulf, G. (2012). Feedback after good versus poor trials: Differential effects on self-confidence and activation. Research Quarterly for Exercise and Sport, 83(2), 196- 203. Slide 21 Acquirable skill > inherent ability Incremental theorists > entity theorists Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning. Journal of Motor Behavior, 41(5), 461-467. Normative feedback Above average performance Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology, 63(4), 738-749. Slide 22 Performance under pressure Throwing accuracy McKay, B., Lewthwaite, R., & Wulf, G. (2012). Enhanced expectancies improve performance under pressure. Frontiers in Psychology, 3:8. doi:10.3389/fpsyg.2012.00008 Slide 23 Experienced, trained athletes Increased physiological efficiency Stoate, I., Wulf, G., & Lewthwaite, R. (2012). Enhanced expectancies improve movement efficiency in runners. Journal of Sports Sciences, 30(8), 815-823. Slide 24 Why? Automaticity vs conscious control processes How? Instructions or feedback should focus on learners improvements or effort invested in practice Ideas? Feedback after good trials Self-controlled feedback Establish the proper mindset Slide 25 Background Information Motor Behavior Research Focus of Attention Choose your words carefully Observational Learning Two for the price of one Mindset What are they thinking? Ideas and Questions Slide 26 Sharing of ideas Focus of attention Observational practice Mindset Questions Slide 27 Nels Rydberg rydberg@up.edu