THE ACC SPORTS MEDICINE AND FITNESS SEMINAR DHAKA, BANGLADESH SPORTS VISION AND SKILL AQUISITION

THE ACC SPORTS MEDICINE AND FITNESS SEMINAR DHAKA, BANGLADESH YOU HEAR, YOU FORGET YOU SEE, YOU REMEMBER YOU DO, YOU UNDERSTAND

ACC SPORTS MEDICINE & FITNESS DEVELOPMENT PROGRAMME SPORTS VISION EYE, MIND & BODY CO-ORDINATION  PERCEPTION  DECISION  ACTION

LOOK HARD … WRITE DOWN WHAT YOU SEE YOU WILL BE TESTED

What do you see here ??

Count the number of “F” in the following text: FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.

Count the number of “F” in the following text … 6 FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.

Visual Skills Requirement In Sport Visual Dynamic Ocular- Eye-hand Depth Accomodation/ Central Visual Visual Visua- activity visual motor coordination perception vergence peripheral reaction adjust- lization activity skills facility awareness time ability Cricket Batting Cricket Wicketkeeper Cricket Bowler Cricket Fielding Hockey Soccer Tennis Running

SKILL ACQUISITION Teaching Methods & Teaching Methods &Techniques...coaching for the future Darren Holder

What is SKILL ? The act of doing something well The act of doing something well Expertness Expertness Practiced ability Practiced ability Performing under pressure / match conditions Performing under pressure / match conditions

SKILL TEACHING To become a better and more efficient coach some training must be devoted to skill teaching. A simple formula for a coach to follow when teaching a new skill is IDEAS. IIntroduce the skill – name the skill with 3 key points (maximum) DDemonstrate the skill – slowly & correctly more than once EExplain the skill – briefly in terms of application to the game AAttend to players practicing the skill – praise good efforts S Summarize – reinforce key points and encourage future practice

SKILL TEACHING Individual skill coaching should … Individual skill coaching should … Provide challenging and demanding training situations that will ultimately improve an INDIVIDUALS’ on field performance. Provide challenging and demanding training situations that will ultimately improve an INDIVIDUALS’ on field performance.

MOTOR CONTROL THEORY What produces “skilled” movement ? 1.PERCEPTION determining what is happening determining what is happening 2.DECISION MAKING selecting the right course of action selecting the right course of action 3.ACTING organizing and executing the movement organizing and executing the movement

PERCEPTION DETEMINE WHAT IS HAPPENNING DETEMINE WHAT IS HAPPENNING Environmental & Internal information Environmental & Internal information Cues from bowler’s run up Cues from bowler’s run up Bowlers action Bowlers action Pre-delivery Pre-delivery During delivery During delivery Release Release Ball’s flight path Ball’s flight path Position of fielders Position of fielders Own body posture Own body posture

PERCEPTION DETEMINE WHAT IS HAPPENNING DETEMINE WHAT IS HAPPENNING Sensory Reception Sensory Reception Predict the line of the ball Predict the line of the ball Predict the length of the ball Predict the length of the ball Predict swing, turn, bounce Predict swing, turn, bounce Predict time to contact Predict time to contact

DECISION MAKING SELECTING THE RIGHT COURSE OF ACTION SELECTING THE RIGHT COURSE OF ACTION Forward and back Forward and back Attack or defend or let the ball go Attack or defend or let the ball go Type of stroke Type of stroke Aim for gap in field Aim for gap in field Self-confidence Self-confidence Match situation Match situation

ACTING ORGANIZING & EXECUTING THE MOVEMENT ORGANIZING & EXECUTING THE MOVEMENT Co-ordinate sequence and timing of muscular movements Co-ordinate sequence and timing of muscular movements Initiate movement Initiate movement

ACTING Making it happen !  Organise the movement  Initiate the movement  Transfer of Momentum  Outcome  Successful, or  Unsuccessful

TRAINING A NEW SKILL What takes place? 1. Unconscious Incompetence 2. Conscious Incompetence 3. Conscious Competence 4. Unconscious Competence Movement / progression through these stages are dependent upon the complexity of the skill and level of competency possessed by the athlete / player

CONTROLLING THE MIND “ WHAT AM I THINKING ? ” “ WHAT SHOULD I BE THINKING ? ”

LEARNING STAGES Cognitive Cognitive “what to do” “what to do” Associative Associative “how to do it” “how to do it” Autonomic Autonomic “automatic” “automatic”

LEARNING STAGES Cognitive Cognitive This is the thinking phase of early learning, involving simple skills. The learning focus is on understanding the skill The learning focus is on understanding the skill Numerous and gross errors occur in this phase Numerous and gross errors occur in this phase Trial and error learning is important Trial and error learning is important A variety of information sources (auditory, visual and kinesthetic) improves learning A variety of information sources (auditory, visual and kinesthetic) improves learning

LEARNING STAGES Associative Associative This is the relating stage, with the emphasis on error reduction Learner begins to modify and/or adapt the movement pattern Learner begins to modify and/or adapt the movement pattern Easier for learning to detect their own errors Easier for learning to detect their own errors Self-correction is more evident Self-correction is more evident Kinesthetic awareness, with the concept of “feel” improves Kinesthetic awareness, with the concept of “feel” improves Beginning to understand how the various components of the skill are interrelated Beginning to understand how the various components of the skill are interrelated Integration of body movements takes place Integration of body movements takes place

LEARNING STAGES Autonomic Autonomic This is the automatic stage, with an emphasis on efficient, consistent, repetitive skill execution while the performer’s attention is on external information. Errors occur less frequently Errors occur less frequently Slower learning occurs Slower learning occurs Skill execution requires progressively less processing Skill execution requires progressively less processing Refinements occur as the skill is performed Refinements occur as the skill is performed The learner is able to adapt to varying conditions and adjust quickly and efficiently The learner is able to adapt to varying conditions and adjust quickly and efficiently

LEARNING PROGRESSIONS COMPLEXSIMPLE CLOSEDOPEN PARTWHOLE

LEARNING PROGRESSIONS Skills are initially developed through rehearsal or shadow work, focusing on the critical phase of the skill and using part to whole development. This minimizes the range of movement and maximizes successful skill execution before progressively building up the skill to its complete performance. Skills are initially developed through rehearsal or shadow work, focusing on the critical phase of the skill and using part to whole development. This minimizes the range of movement and maximizes successful skill execution before progressively building up the skill to its complete performance. Reverse shaping/back chaining is used initially to simplify the movement pattern, improve success and reinforce desired motor development. Reverse shaping/back chaining is used initially to simplify the movement pattern, improve success and reinforce desired motor development. Fundamental skills are broken down into their respective phases, allowing a progressive development through a natural sequence, using basic step-by-step construction of complex skills and from basic building blocks Fundamental skills are broken down into their respective phases, allowing a progressive development through a natural sequence, using basic step-by-step construction of complex skills and from basic building blocks COMPLEXSIMPLE

LEARNING PROGRESSIONS Skills are developed with a still ball before introducing a rolled, then variably bounced, moving ball Skills are developed with a still ball before introducing a rolled, then variably bounced, moving ball Kinesthetic awareness is developed early in the skill progression to lay the platform for effective neuromuscular programming using rapid repetition drills Kinesthetic awareness is developed early in the skill progression to lay the platform for effective neuromuscular programming using rapid repetition drills Later drill sequences incorporate eyes-closed reaction work and decision- making elements with multiple variable manipulation culminating in match simulations Later drill sequences incorporate eyes-closed reaction work and decision- making elements with multiple variable manipulation culminating in match simulations COMPLEXSIMPLE

LEARNING PROGRESSIONS REVERSE SHAPING (Back chaining / part to whole) Begins with the last segment of the complete skill sequence – starts with the simplest learning phase involving small body parts that are most easily controlled e.g. the wrist motion in a throw Begins with the last segment of the complete skill sequence – starts with the simplest learning phase involving small body parts that are most easily controlled e.g. the wrist motion in a throw Successive phases are then added Successive phases are then added Each repetition “grooves” the current and previous actions into the muscle memory pattern Each repetition “grooves” the current and previous actions into the muscle memory pattern COMPLEXSIMPLE

LEARNING PROGRESSIONS REVERSE SHAPING (Back chaining / part to whole) There is only one facet to learn in each step, allowing isolation of critical phases of a complex skill There is only one facet to learn in each step, allowing isolation of critical phases of a complex skill Each step builds on the previously learned component, maximizing success and honing the previous segment, progressively reinforcing the correct feelings and skill execution of the natural pattern Each step builds on the previously learned component, maximizing success and honing the previous segment, progressively reinforcing the correct feelings and skill execution of the natural pattern COMPLEXSIMPLE

LEARNING PROGRESSIONS Initial skills are developed with minimal external interference and carefully controlled variables in a stable environment Initial skills are developed with minimal external interference and carefully controlled variables in a stable environment Perception skills are targeted to improve skill performance in closed environments before applying them in more open skill work Perception skills are targeted to improve skill performance in closed environments before applying them in more open skill work When motor programs are sufficiently developed, the skill is then overloaded to improve learning transfer When motor programs are sufficiently developed, the skill is then overloaded to improve learning transfer CLOSEDOPEN

LEARNING PROGRESSIONS In the advanced stages of the learning continuum, the conditions are enriched to develop decision-making skills, enhance performance under pressure and accelerate skill mastery In the advanced stages of the learning continuum, the conditions are enriched to develop decision-making skills, enhance performance under pressure and accelerate skill mastery Learners are challenged with progressively more demanding conditions culminating in match simulations Learners are challenged with progressively more demanding conditions culminating in match simulations CLOSEDOPEN

LEARNING PROGRESSIONS A practical sequence for coaches that fits the theory 1. REHEARSAL 2. STATIONARY BALL 3. MOVING BALL 4. KINESTHETIC 5. RAPID REPETITION 6. REACTION 7. DECISION MAKING 8. MATCH SIMULATION

QUESTIONS