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Nick Winkelman, PhD | Head of Athletic Performance & Science, IRFU
Skill AcquisitionPractical Considerations for Coaches
Performance
Performance
temporary changes in motor behavior or
knowledge that can be observed & measured
during or immediately after Practice
SoderstroM & Bjork, 2015
= Practice
Learning
Learning
relatively permanent changes in Motor
behavior or knowledge that supports long-
term retention and transfer to competition
SoderstroM & Bjork, 2015
= Competition
Pay
Attention
“The mechanism by which our brain registers information is what
we call attention” - Mihaly Csikszentmihalyi
“You dispose of a limited budget of attention that you can
allocate to activities, and if you try to go beyond your budget,
you will fail” ~ Daniel Kahneman
Attention Applied to coaching
Adapted from Magill, R. (2011) Motor Learning and Control –
Concepts and Applications 9th edition
Making our Message memorable
Personal Novel Less = More
Coach As an
Instructor
Attentional Focus
The conscious effort of an individual to focus
their attention through explicit thoughts and
feelings in an effort to execute a task with
superior performance
= Cueing
Internal Focus
Primary focus on the body (e.g., muscle) and
associated movement process (e.g., hip extension)
= Body Focus
External Focus
Primary focus on movement outcome (e.g., jump
high) and associated affect on the environment
(e.g., push the ground away)
= Outcome Focus
External Focus
Explode Off The Ground
Internal Focus
Explode Through Your Hips
External Focus
Catch Ball at Highest
Point
Internal Focus
Extend your arms as high
as you can
Wulf, 2013
Internal cues constrain the
motor system by asking the
person to focus on a Simple
part at the expense of the
complex whole. .
External cues Direct attention
towards relevant movement
features, allowing the body
to self-organize a preferred
movement solution.
Wulf, 2013
DLPFC
PMC
SMC
M1
Novice Expert
01: Dorsolateral Prefrontal Cortex (DLPFC)
02: Premotor Cortex (PMC)
03: Supplementary Motor Cortex (SMC)
04: Primary Motor Cortex (M1)
“Focus On The Movement”Song, 2009 | Beilock, 2010
The Learning Brain of a Novice looks very
similar to the Choking Brain of an Expert –
the key – minimizing conscious focus on
“movement steps” during skill execution
Consider how shifting your players
focus outward as opposed to inward
could support learning & mental
Robustness under pressure
External Focus cues have been shown to
Protect Against choking & encourage
an expert-like physiological state.
Coach As A
Facilitator
20© 2014 Athletes’ Performance, Inc.
Facilitating | Session Level | Units
Skill1Skill2Skill3
S 1
S 1
S 1
S 1
S 2
S 2
S 2
S 2
S 3
S 3
S 3
S 3
BLOCKED Serial Random
A progressive increase in
contextual interference from
blocked to random has been
shown to be superior to
blocked or random only.
Porter et al., 2010
Porter et al., 2010
The Performance your players
are prepared to deliver lives
in the Context of the
practice they experience
24
DLPFC
PMC
SMC
M1
Blocked Random
01: Dorsolateral Prefrontal Cortex
02: Premotor Cortex
03: Medial Temporal Lobe
04: Primary Motor Cortex (M1)
05: Supplementary Motor Cortex
06: Basal Ganglia
07: Cerebellum
Session Design and Skill Learning
MTL
Basal
Ganglia
Cerebellum
Explicit
(Knowing)
Implicit
(Doing)
Lage et al., 2015
Skill Retrieval Drives learning. To strengthen
retrieval we must first forget. Skill spacing &
variability creates Desirable difficulty.
spacing out short & frequent bursts of
practice is key When trying to learn or
improve upon a given motor skill.
27© 2014 Athletes’ Performance, Inc.
Facilitating | Drill Level | Units
Self-Organization (Constraint-Based) Model
Player
Task/SkillEnvironment
Perception
Action
Coordination
Movement
29
PLAYER (BODY) CONSTRAINTS
Position
Power
Pattern
Athletes ability to attain proper
stability and mobility relative to
the movements being performed
Athletes ability to express the
appropriate strength qualities
relative to the movements being
performed
Athletes ability to coordinate the
limbs of the body relative to task
and environment constraints
30
TASK (SKILL) CONSTRAINTS
Spatial
Temporal
Rules/
Equipment
Manipulate the amount of space the
movement can be performed in (e.g.
small sided games)
Manipulate the amount of time the
movement can be performed in (e.g.
number of players or racing)
Change the rules to constrain
choices and/or introduce equipment
to constrain the movement options
Take Home
01 Say the most with the least
01 Use Language that is memorable and Interesting
01 Use external cues to optimize coordination & learning
02 The right level of session variability encourages deeper learning
02 Drills can be designed to constrain errors so a new pattern can emerge
THANK YOU
Nick.winkelman@IRFU.ie | @NickWinkelman

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Skill Acquisition - Practical Recommendations for Coaches

  • 1. Nick Winkelman, PhD | Head of Athletic Performance & Science, IRFU Skill AcquisitionPractical Considerations for Coaches
  • 3. Performance temporary changes in motor behavior or knowledge that can be observed & measured during or immediately after Practice SoderstroM & Bjork, 2015 = Practice
  • 5. Learning relatively permanent changes in Motor behavior or knowledge that supports long- term retention and transfer to competition SoderstroM & Bjork, 2015 = Competition
  • 7. “The mechanism by which our brain registers information is what we call attention” - Mihaly Csikszentmihalyi “You dispose of a limited budget of attention that you can allocate to activities, and if you try to go beyond your budget, you will fail” ~ Daniel Kahneman
  • 8. Attention Applied to coaching Adapted from Magill, R. (2011) Motor Learning and Control – Concepts and Applications 9th edition
  • 9. Making our Message memorable Personal Novel Less = More
  • 11. Attentional Focus The conscious effort of an individual to focus their attention through explicit thoughts and feelings in an effort to execute a task with superior performance = Cueing
  • 12. Internal Focus Primary focus on the body (e.g., muscle) and associated movement process (e.g., hip extension) = Body Focus
  • 13. External Focus Primary focus on movement outcome (e.g., jump high) and associated affect on the environment (e.g., push the ground away) = Outcome Focus
  • 14. External Focus Explode Off The Ground Internal Focus Explode Through Your Hips External Focus Catch Ball at Highest Point Internal Focus Extend your arms as high as you can Wulf, 2013
  • 15. Internal cues constrain the motor system by asking the person to focus on a Simple part at the expense of the complex whole. . External cues Direct attention towards relevant movement features, allowing the body to self-organize a preferred movement solution. Wulf, 2013
  • 16. DLPFC PMC SMC M1 Novice Expert 01: Dorsolateral Prefrontal Cortex (DLPFC) 02: Premotor Cortex (PMC) 03: Supplementary Motor Cortex (SMC) 04: Primary Motor Cortex (M1) “Focus On The Movement”Song, 2009 | Beilock, 2010
  • 17. The Learning Brain of a Novice looks very similar to the Choking Brain of an Expert – the key – minimizing conscious focus on “movement steps” during skill execution Consider how shifting your players focus outward as opposed to inward could support learning & mental Robustness under pressure
  • 18. External Focus cues have been shown to Protect Against choking & encourage an expert-like physiological state.
  • 20. 20© 2014 Athletes’ Performance, Inc. Facilitating | Session Level | Units
  • 21. Skill1Skill2Skill3 S 1 S 1 S 1 S 1 S 2 S 2 S 2 S 2 S 3 S 3 S 3 S 3 BLOCKED Serial Random
  • 22. A progressive increase in contextual interference from blocked to random has been shown to be superior to blocked or random only. Porter et al., 2010
  • 23. Porter et al., 2010 The Performance your players are prepared to deliver lives in the Context of the practice they experience
  • 24. 24 DLPFC PMC SMC M1 Blocked Random 01: Dorsolateral Prefrontal Cortex 02: Premotor Cortex 03: Medial Temporal Lobe 04: Primary Motor Cortex (M1) 05: Supplementary Motor Cortex 06: Basal Ganglia 07: Cerebellum Session Design and Skill Learning MTL Basal Ganglia Cerebellum Explicit (Knowing) Implicit (Doing) Lage et al., 2015
  • 25. Skill Retrieval Drives learning. To strengthen retrieval we must first forget. Skill spacing & variability creates Desirable difficulty.
  • 26. spacing out short & frequent bursts of practice is key When trying to learn or improve upon a given motor skill.
  • 27. 27© 2014 Athletes’ Performance, Inc. Facilitating | Drill Level | Units
  • 29. 29 PLAYER (BODY) CONSTRAINTS Position Power Pattern Athletes ability to attain proper stability and mobility relative to the movements being performed Athletes ability to express the appropriate strength qualities relative to the movements being performed Athletes ability to coordinate the limbs of the body relative to task and environment constraints
  • 30. 30 TASK (SKILL) CONSTRAINTS Spatial Temporal Rules/ Equipment Manipulate the amount of space the movement can be performed in (e.g. small sided games) Manipulate the amount of time the movement can be performed in (e.g. number of players or racing) Change the rules to constrain choices and/or introduce equipment to constrain the movement options
  • 32. 01 Say the most with the least 01 Use Language that is memorable and Interesting 01 Use external cues to optimize coordination & learning 02 The right level of session variability encourages deeper learning 02 Drills can be designed to constrain errors so a new pattern can emerge