How We Learn

Knowledge, motor learning or performance?

Science warning !!!! Cingulate Gyrus Working memory Caudate Nucleus 10/4/2019 Cingulate Gyrus Working memory Caudate Nucleus Emotions Prefrontal Cortex Working memory, judgment, analysis, problem solving, critical thinking Thalamus Explicit memory Basal Ganglia Working memory This is what causes choking! The same brain areas that don’t fire enough/properly in kids with ADHD Amygdala Explicit memory Hippocampus Explicit memory Copyright S.B.Hotz, 2013. All rights reserved 3 3 3

Different “circuits” are involved in knowledge acquisition, learning motor skills, and performance. 10/4/2019 This is what causes choking! The same brain areas that don’t fire enough/properly in kids with ADHD Copyright S.B.Hotz, 2013. All rights reserved 4 4 4

Knowledge Motor learning Performance

Cognitive learning (reading, seeing, hearing) Knowledge Motor learning Performance Cognitive learning (reading, seeing, hearing) Helps “warm-up” the brain to new activities Creates simulations of activities which the brain shares with motor learning “circuits” Provides reference points for monitoring progress

Building new “neural pathways” Knowledge Motor learning Performance Building new “neural pathways” Communication between many brain areas - self monitoring, adjusting, trying to achieve conscious control Skill execution improves with explicit monitoring, but suffers if distracted initiation, acquisition consolidation, and refinement

Training and practice create quick, accurate reactions and adaptations Knowledge Motor learning Performance Training and practice create quick, accurate reactions and adaptations The skill has been learned so the brain can create variation Distraction is OK, and can even help! Fewer brain areas are firing and performance suffers from “over-thinking”

Knowledge Motor learning Performance

WHY DOES THIS MATTER?

IT CAN CHANGE THE WAY WE TRAIN!

OBJECTIVE DRIVEN TEACHING

OBJECTIVE DRIVEN TEACHING

BLOCKING PATHWAYS…

…TO CREATE NEW PATHWAYS

“neurons that fire together, wire together.”

Training for motor learning… Knowledge Motor learning Performance

Impose new motor patterns

“Block” existing motor patterns

Create new sensations

Match observations of learner and teacher

Analyze failure?

Build on success

Create quantifiable objectives Shared by learner and teacher Measureable Realistic expectations / timeframe

Training for performance… Knowledge Motor learning Performance

Internal or external focus ?

Target outcomes

Practice deliberately

Practice performing

Knowledge Motor learning Performance

Your brain believes what it thinks

THANK YOU !!