Motor learning and coaching

• Movement Precision

  gross motor skills - major muscle groups

  Fine motor skills - smaller muscle groups, more precise
• Predictability of environment

  Open - movements need to adapt to changing environments. Decision making during the performance. No definite beginning or end. eg pass in AFL

  Closed - fixed environment. Movements don't change and are habitual. defined begining and end. eg free throw in basektball
• Continuity

  Discrete skills - clear beginning and end. skill can be repeated but have to start from beginning. eg penalty kick

  Serial - series of discrete skills put together. eg long jump

  Continuous Skills - No obvious beginning or end, same movement repeated over and over. eg running
• Fitts and Posner Model

  Cognitive stage

  • performer learns nature and demands of the task
  • Inconsistent with frequent major errors
  • Focused on what to do not how to do
  • little cue recognition and external feedback crucial
• Fitts and Posner Model

  Associative

  • Improving skills and some skills become automatically controlled
  • fewer, smaller errors
  • external feedback is important, starts to provide internal feedback
  • more cue recognition
• Fitts and Posner Model

  Autonomous

  • Performers movements are fluent and automatic with very few minor errors
  • increase speed and accuracy and more focus on skills and tactics
  • Able to detect all cues and provide internal feedback
• Types of cues

  Visual cue - what you see in the environment

  • Cognitive - demonstration is the most effective method of introducing new skill to beginners as shows how its done
  • Associative - use visual cues to improve performers. eg visual aids for aim
  • Autonomous - use visual cues to improve performance eg analysing their oponent
• Types of cues

  Verbal cue - short performance related phase which directs a performers attention relevant stimuli to improve performance
• Types of cues

  Proprioceptive - internal feedback that comes from the proprioceptors found in joint tendons and muscles

  Performers use this information to detect and correct errors

  kinaesthetic information - infromtation from within the body about how the movement felt
• Phases of informational processing during skill performance

  Stimuli/input - relevant information is gathered through sensory nervous system and proprioceptors

  Decision making - relevant cues are recognised and performer decides on an appropriate response

  Response - muscular and skeletal system carry out movement determined by decision

  Feedback - any information the performer receives internally or externally about the performance
• Factors affecting information processing model

  strength and length of cue, noise, performer experience

  Response time includes...

  Reaction time - time between cue and intitiaiton of movement

  Movement time - time between start and finish of movement
• Types of feedback

  Internal feedback - feedback received in sensory receptors in muscles, joint and tendons which provides information about the skill
• Types of feedback

  External feedback - feedback received outside the body

  • Intrinsic - feedback is a direct consequence of their actions. eg watch ball miss the hoop
  • Augmented - additional feedback received from outside force eg coach (concurrent and terminal feedback, non - ferbal and verbal feedback, positive and negative feedback)
• External feedback

  Knowledge of performance - subjective feedback regarding quality of performance. analysis of technique

  Knowledge of results -objective (factual) feedback about the success fo the performance
• Functions of feedback

  • To motivate performer - motivate them to continue to strive for their best and reasure progress is happening
  • To change performance - aimed to change and improve performance
  • Reinforce Learning - "you played really well today because you looked when passing to team mates"