usav feedback theory information

7/28/2019 USAV Feedback Theory Information

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2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N I CUSAVolIeyb~i/

SESSION TOP IC: Feedback Theo ry and A pp l i ca t i on : Bes t Prac ti ces and P rac t i ca l So lu t i onsS P EA K E R: P e t e r V i n t , P h .D ., U S OC , P e r f o r m a n c e S e r v i c e s D i v i s i o n

S k i l l :A n a b i l i t y t h a t h as b e e n d e v e l o p e d b y p r a c ti c e , t r a i n i n g , a n d / o r e x p e r i e n c e

S k i l le d p e r f o r m e r s d e m o n s t r a t e :. F o cu s ed , g o a l - o r i e n t e d b e h a v i o r ( e.g . d e l i b e r a t e p r a c t i c e )I m p r o v e m e n t s w i t h p r a c t ic e , t r a i n in g , a n d / o r e x p e r i e nc eE f f e c t i v e u s e o f f e e d b a c k

T y p e s of s k i l l :M o t o r s k i l lC o g n i t i v e s k i l lP e r c e p t u a l s k i l l

S t ag e s o f s k i l l ( r e - ) d e v e l o p m e n t

P r a c t ic e a n d F e e d b a c kT h e t w o m o s t c r i t i c a l e l e m e n t s o f s k i l l a c q u i s i t i o n , m o t o r l ea r n in g , a n d p e r f o r m a n c e .

W h a t i t t a k e s t o b e ...N o n - c o a c h l e d p r a c t i c e a c t i v i t y ( a ge s 6 -1 2 )

F e e d b a c kI n f o r m a t i o n a b o u t a p e r f o r m a n c e o u t c o m e o r r e s u l t a n d t h e f a c to r s r e s p o n s ib l e f o ri t .

T y p e s a n d c h a r a c te r is t i cs o f f e e d b a c kA t h l e t e g a t h e r e d ( i n t r in s i c )


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2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N IUSAVolleybali

o V i s u a l , a u d i b l e , s e n s o r yC oa ch p r o v i d e d ( e x t r i n s ic o r a u g m e n t e d )

o K n o w l e d g e o f r e s u l t s (K R)o K n o w l ed g e o f p e r f o r m a n c e ( K P )

O t h e r a s p e c tso Q u a l i t a t i v e v s Q u a n t i t a t i v eo T e r m i n a l vs C o n c u r r e n to I m m e d i a t e vs S u m m a r yo U n i f o r m vs F a d e d vs B a n d w i d t h

F u n c t i o n s o f f e e d b a c kI n f o r m a t i o n a n d g u i da n c e

o P r ov id e s r e l e v a n t a n d u s e f u l i n f o r m a t i o n t o g u i d e t h e c o r r e c t i o n o f e r r o r sA s s o c i a t i o n

o C r e a t es a s s o c i a t i o n s b e t w e e n s t i m u l i a n d r e s p o n s e s .M o t i v a t i o n

o P r ov i de s i m p e t u s t o c o n t i n u e t r a i n in g , p r a c t ic e , a n d p r o v i d i n g m a x i m u me f f o r t .

F e e db a ck d e l i v e r y m e t h o d sW h o s h o u l d c o n t r o l f e e db a c k d e l i v er y ?W h a t s h o u l d f e e d b a c k i n c l u d e ?H o w s h o u l d f e e d b a c k b e d e l i v e r e d ?W h e n s h o u l d f e e d b a c k b e g i v e n ?

W h o s h o u ld c o n t r o l fe e d b a ck ?A t h l e t e s t e n d t o m a k e b e t t e r u se o f f ee d ba ck w h e n t h e y c o n t r o l i t s d e l i v e r y .F u n c t i o n o f e x p e r i e n c e , m a t u r i t y , s k i l l l e v e l, a n d s k i l l c o m p l e x i t y .

o N o v i ce p l a y e r s m a y t e n d t o t a k e m o s t a d v a n t a g e o f c o a c h - c o n t r o l l e d fe e d b a c ko E x p e r ie n c e d p l a y e r s s h o u l d b e w e a n e d o f f c o a c h - c o n t r o l l e d f e e d b a c k


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@~, 2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N I CUSAVo//eyba//.S e l f - c o n t r o l l e d f e e d b a c k i ss u es* P e r f o r m e r s t y p i c a l l y r e q u i r e m o r e f e e d ba c k d u r i n g s k i l l a c q u is i t i o n , le ss l a t e r

I ss u es w i t h s e l f - c o n t r o l l e d f e e d b a ck i n c lu d e :o A c c e s s i b i l i t y : i s t h e f e e d b a c k a v a i la b l e f o r t h e a t h l e t e t o a cc es s i f t h e y w a n t i t ?o U n d e r s t a n d a b i l i t y : i s f e e d b a c k p r e s e n t e d u n d e r s t a n d a b l y g i v e n e x pe r ie n c e ,

k n o w l e d g e , a n d e d u c a t i o n ?o U s a b i l i t y : is a v a i l a b le f e e d b a c k u s e f u l a n d a c t i o n a b l e ? Can s o m e t h i n g b e d o n e

a b o u t i t ?o C o m p a t i b i l i t y : is a v a i l a b l e fe e d b a ck c o m p a t i b l e w i t h f e e d b a ck o t h e r w i s e

r e c e i v e d f r o m c oa ch , t e a m m a t e s , s e l f ?

W h a t s h o u l d f e e d b a c k i n c l u de ?S p e c i f ic i n f o r m a t i o n t h e a t h l e t e c a n n o t g a t h e r d i r e c t ly o r c o r r e c tl y .S p e c i f ic i n s t r u c t i o n o n w h a t c an b e d o n e t o i m p r o v e p e r f o r m a n c e .

o L i m i t t o f a c to r s k n o w n t o i n f l u en c e p e r f o rm a n c eo C o n s i de r t i m e f r a m e a l l o w e d f o r c o r r e c t i o no C o n s id e r e x p e r i e n c e a n d m a t u r i t y

U s e f u l c u es t o h e l p a s s o ci a te p e r f o r m a n c e w i t h r e s u l t . A n al o gi e s c a n b e h e l p f u l .G r e a t e r p r e c i s io n , i f u s ef ul , f o r m o r e e x p e r i e n c e d l m a t u r e a t h l e te s .

P r i o r i t i z i n g f e e d b a c kC r i t i c a l f e a t u r e s f i r s t

o I d e n t i f y f a c to r s t h a t t r u l y i n f l u e n c e p e r fo r m a n c eo S e n s i t i ve t o t r a i n i n g o r m a x i m iz e i m p r o v e m e n t

R e l a t io n s h i p t o p r e v io u s a c t i on so S o m e f a u l t s m a y a r is e f r o m o t h e r s .o T i m e f r a m e / D i f f i c u l tyo S o m e c h a n g e s a re h a r d e r o r t a k e l o n g e r t o r e a l i z e ( t r a i n i n g i n d u c e d c h a n ge s )o P r i o r i t ie s b e t w e e n -s e a s o n v s w i t h i n - c o m p e t i t i o n m a y d i f f e r .

E f fe c t s o f g o a l s e t t i n g a n d a c h i e v e m e n to E a si er t o a c c o m p l i s h g o a l s c an e n h a n c e m o t i v a t i o n a l a sp e c ts .


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2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N I CUSAVolleyball

H o w s h o u l d fe e d b a c k b e g i ve n ?K e e p i t p o s i t i v e a n d a c t i o n o r i e n t e dA sk q u e s t i o n s t o p r o m o t e a c t i v e l e a r n i n g a n d av o i d d e p e n d e n c yU s e e f f e c t i v e c u e w o r d s a n d p h r a s e s ("7 2 2 " )

W h e n s h o u l d f e e d b ac k b e g iv e n ?T r a d i t i o n a l v i e w :

o I m m e d i a t e f e e d b a ck i s b e s t .R e s e a r c h fi n d i n g s :

o F r e q u e n t f e e d b a c k i s b e s t d u r i n g s k i ll a c q u i s it i o n a n d f o r c o m p l e x s k il l s.o i t i s a l w a ys a p p r o p r i a t e i f t h e a t h l e t e i s i n d a n ge r o r a t r i sk o f i n j u r y t o

h i s / h e r s e l f o r o t h e r s .o D e l ay e d , r e d u c e d f r e q u e n c y , a n d s u m m a r y fe e d b a c k i s g e n e r a l l y b e s t f o r

l e a r n i n g .o F a d e d a n d b a n d w i d t h f e e d b a c k s c h e d ul e s s h o u l d b e c o n s i d e r e d .

U n i f o r m f C o n s t a n t F e ed b ac k

F a d e d F e e d b a ck

B a n d w i d t h F ee db ac k

B e n e f i t s o f s u m m a r y f e e d b a ck

T a k e h o m e p o i n t s o n f e e d b ac kP r o v i d e fe e d b ac k t o m a x i m iz e l e a r n i n g a n d c o m p e t i t i o n p e r f o r m a n c e .P r o v i d e f e e d b ac k a t h l e t e s c a n n o t o b t a i n ( a c c u r a t e l y) t h e m s e l v e s .H e l p a t h l e t e s b e c o m e i n t r o s p e c t i v e a n d i n d e p e n d e n t .W h e n r e ad y, p r o v i d e a t h l e t e s o p p o r t u n i t y t o c o n t r o l d e ii v e ry o f f e e d b a ck .


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2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N I CUS&Volleyball.

P r i o r i t i z e fe e d b a c k s o i t c an b e a c t e d u p o n i n t h e t i m e f r a m e c o n s id e r ed .s P r o v i d e f e e d b a c k m o r e f r e q u e n t l y e a rl y, le s s f r e q u e n t l y l a t e r . C o n s id e r d e la y e d

r e d u c e d f r e q u e n c y , s u m m a r y , a n d b a n d w i d t h fe e d b a ck

P r a c t i c eT r a d i t i o n a l v i e w :

o C o n d i t i o n s l e a d i n g t o t h e b e st p r a c t ic e p e r f o r m a n c e w i l l a ls o l e a d t o t h e b e stc o m p e t i t i o n p e r fo r m a n ce .

C r i t e r i a f o r e v a l u a t i n g p r a c t i c e :o C o m p e t i t i o n r e s u l t so C o n s i s t e n t p e r f o rm a n c e i n d i f f e r e n t c o n d i t i o n s

A s p e c ts o f p r a c t i c e :o S c h e d u l i n g (b l o c k e d vs r a n d o m )o C o n s i s t e n c y ( c o n s t a n t v s v a r i a b l e )

B l o c k e d vs R a n d o mB l o c k e d P r a c t i c e

o S e r v e 20 t im e s i n a r o w b e f o r e m o v i n g o n t o t h e n e x t d r i l l .R a n d o m P r a c t i ce

o T a k e a f e w ( 1 - 5 ) s er ve s a t s e v e ra l d i f f e r e n t t i m e s t h r o u g h o u t a p r a c t i c e .

B e n e f i ts o f r a n d o m p r a c t i ce

C o n s t a n t vs V a r i a b l eC o n s t a n t

o C o n d i t i o n s h e l d c o n s t a n t d u r i n g p r a c t i c er V a r i a b l e

o C o n d i t io n s d i f f e r e n t w i t h i n a n d b e t w e e n p ra c t ic e sF a c t o r s t o c o n s i d e r :


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2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N IUSAVolIeyball

o E n v i r o n m e n t a l : l i g h t , te m p e r a t u r e , h u m i d i t y , a l t i t u d eo S i t u a t i o n a l : t i m e o f d ay, b a c k g r o u n d , s u rf a ce , fa t i g u e , c r o w d l a m b i e n t n o i se ,

p r e s s u r e.*%o A r t i f i c ia l : n o is e , p re s s u re , f a t i g u e , s t i m u l a t i o n , b a l l c o l o r / i n f l a t i o n

T a k e h o m e p o i n t s o n p r a c t i c eD e s ig n p r a c t ic e s t o m a x i m iz e l e a r n i n g a n d c o m p e t i t i o n p e r f o r m a n c e .D e s ig n p r a c t i c e s t h a t e n c o u r a g e " a c t i v e I e a r n i n g " a n d l i m i t c oa c h d e p e n d e n c y .C o n s i d e r a d v a n t a g e s o f :

o r a n d o m v e r su s b l o c k e d p r a c t i c e .o v a r i a b le v e r su s c o n s t a n t p r a c t i c e .

I n t e r a c t i o n b e t w e e n f ee d ba ck , l ea r n i ng , a n d p e r f o r m a n c eE x p l i c i t :

o c o a ch d e f i n e s r u l e s a n d r e l a t i o n s h i p s c o m p l e t e l y - a t h l e te s o n l y n e e d t oi d e n t i f y a n d a c t o n t h e m .

I m p l i c i t :a t h l e t e s f i g u r e o u t a l l r e la t i o n s h i p s a n d r u l e s f o r t h e m s e l v e s.G u i d e d d i s c o v e ry :

c o a ch p r o v i d e s c l u e s b u t a l lo w s a t h l e t e s t o e s t a b l i s h r u l e s a n d r e l a t io n s h i p s

R e f e r e n c e sChen, D .D . (2001). r e n d s i n a u g m e n t e d f e e d ba c k r e s ea r c h a n d t ip s f o r t h ep r a c t i t i o n e r , JOPERD, 72 (I), 2-36.H a s t i e , P. & H a n n a n , P . (1990). e e d ba c k t o a t h le t e s : S t ra t e g ie s f o r i m p r o v i n gc o m p e t i t i v e p e r f o r m a n c e . M o d e r n A t h l e t e a n d Coa ch, 28, 7-9.


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2 0 0 9 U S A V H I G H P E R F O R M A N C E C O A C H E S ' C L I N I CLISAVoileybaK

M a g i l l , R .A . ( 2 0 0 1 ) . A u g m e n t e d f e e d b a c k i n m o t o r s k i l l a c q u i s i t io n . I n R . N .S in g er ,H . A . H a u s e n b l a u s , & C . M . J a n e l l e ( E ds .) , H a n d b o o k of S p o r t P s y c h o l o g y ( 2 n d ed ., p p .8 6 - 1 1 4 ) . N e w Y o rk : J o h n W i l e y & S o n s .N e w e l l , K . M . , M o r r i s , L . R . , & S c ul ly , D . M . ( 1 9 8 5 ) . A u g m e n t e d i n f o r m a t i o n a n d t h ea c q u i s i t i o n o f s k i l l i n p h y s i c a l a c t i v i t y . E x e r c is e a n d S p o r t S c ie n ce s R ev ie w s , 1 3 , 2 3 5 -

S a l m o n i , A . W . , S c h m i d t , R . A . , & W a l t e r , C.B . ( 1 9 8 4 ) . K n o w l ed g e o f r e s u l ts a n d m o t o rl e a r n i n g : A r e v i e w a n d c r i t i c a l a p p r a i s a l . P s y c h o l o g i c a l B u l l e t i n , 9 5, 3 5 5 - 3 8 6 .S c h m i d t , R.A . & B j or k, R .A . ( 1 9 9 2 ) . N e w c o n c e p t u a l i z a t i o n s o f p r a c ti c e : C o m m o np r i n c i p l e s i n t h r e e p a r a d i g m s s u gg e st n e w c o n c e p t s f o r t r a i n i n g . P s y c h o l o g i c a lS c i e n c e , 3 (4), 2 0 7 - 2 1 7 ,W u l f , G., & Shea, C.H. ( 2 0 0 4 ) . U n d e r s t a n d i n g t h e r o l e o f a u g m e n te d f e e d b a ck : T h eg o o d , t h e b a d , a n d t h e u g l y . I n A . M a r k W i l l i a m s a n d N .J. H o d g e s (E ds .), S k i l lA c q u i s i t i o n i n S p o r t : R e s e ar ch , T h e o r y , a n d P r a c t i c e . R o u t le d g e : L o n d o n


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e .information and guidProvides relevant a nd u

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ry Sports S c i e n c e - The Obstac les t o OvercomeB y W ayne G o l dsm i t hOver the past ten years Wayne Goldsmith has worked with coaches, athletes, sports scientists andsports administrators in Australia and around the world. During the past year he has worked as aconsultant to the United Kingdom Sports Institute, United States Olympic Committee, the NewZealand Academy o f Sport and the Australian Sports Commission on high performance sportsscience and coaching education.This paper presents his ob s industry and raises some challenges forsporting and academic insti -There is no doubt that successful idisciplinary. Athletes and coachesneed to be aware of the physiological, biomechan ical, psychologicai, nutritional, medical andimmunolog ical ssues that can impact on their competition performances. it is when a ll thesefactors come together and work as an integrated system that excellence in high performance sportis possible.Coaches a re trained to think and work m a muiti disciplinary environmerb. Fo r example, a coach onobserving an athlete training will be think ing about phys iology (speed, heart rate, lactate, fatigue,effort, exertion level and so on). At the same time however they will be thinking abcut technique,skill and biome cha rical issues. They also may be considering attitude, motivation and personalikjissues- he psychology of performance. Coaches are trained to think critically about a il aspects of

n terms o f blood and m uscle, heartlete in terms of angles, speed andelf con fidence, motiv. . ... . .. , ~ . . . .. ...Yet in tryingto achieve opti , t is ail thesefactors, and many more bes ideswh ich . :- . .need to be blended together in the righ t mix at the right time and in the right amounts to produce awinning athlete or team. It is the effective management o f the various spods sciencedisciplines . : .:into a rnuki disdp linaryteam approach that can make all the difference. . . . . ~ . ~ . .z. ..

Whilst the concept of the various disciplines of sports science working together makes sense,there are traditional and h istorical barriers to the mu lti disciplinary model which must be overcomeif it is to m ake a real impact on sports performance.Tradit ional Model of Spo rts Scienc eProfess ional DevelopmentThe traditional development and education pathway of sports science professionals sees thestudent become progressively narrower in focus over the pen'od of their education:

HIGH SCHOOLI OLLEGE-Wide perspective (maths, science, English,history, sport, languages etc)UNDERGRADUAE UNN ERS I N- The perspective narrows- erhapsScience or Human Sciences only.FlNA -Th e perspective narrows again -PHYSlOLOGY orEXERCISE PHYSIOLOGY onb.POST GRADUATE U N lM R S lN A -MUSCLEPHYSIOLOGY only.Ph D AND POSTDOCTORAL STUDY- on minute detail of one aspect ofmuscle physiology only.

has produced a person with outstanding skills andports science industry.


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Recommen&tions and Summary - The Future Possibil i i iesit all starts with the Universities and Acadernicsystern. W hilst the Academic syproduce single discipline sports science, the traditional inter disciplinary barrieovercome.It is possible that a nation can lead the rest of the world i n this area by breakidisciplinary rivalries and aim to produce SPO RTS SCIENTISTS rather than pbiomechanists OR p sychologists. Whilst single discipline experts and specialists are valuable toconsult on spec if^ issues, the current de mand is for innovative sports scientists who can think withan open m inded approach to assist coac hes and athletes achieve their performance\goals. TheAcademic institutions can adapt to mee t industry demands orparadigm shdt towards multi disciplinary sports science gatheAcademic Institutions should also consider forming partnerships with sporting institutions, nationalsporting organisations and other industry stakeholders and work together to provide the multidisciplinary focus that high performance sport needs.This should extend to providing fina l year unde rgraduate or first y ear po st graduate students withscholarship opportunities to work closely with elite sport and sp e c if ~ a ll y ith elite coaches. In thismodel, coaches would help develop research questions which the scholarship sports scientist thenattempts to answer in their post graduate thesis and studies. As a re su lt sport ben efik b y beingactively involved in research, the academic institutions benefit b y answering research questionsthat have practical application and th e coaches and athletes benefit through the direct practicalapplication of current research to th eirtra ining and competition programs.Everybody wins.Wayne GoldsmithPO Box 112CHARNWOOD ACTAUSTRALIAPhone: 61 2 6259 6845Fax: 61 2 6259 6846Email: [email protected] site: www.moregold.com.au


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coordinat& all activi

athlete development. Maximum athletic skill +maximum sports skills? OptimalPerformance.


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injury a s the ath lete returns to com pe&ion., Th is is the most critical aspect of therehabilitation process. In many cases the conditioning coach or the athletictrainerlphysical therap ist serves as the reconditioning coach.. .

. .

usav feedback theory information

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