1. How We Learn

2. Knowledge, motor learning or performance?

3. 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, All rights reserved 3 3 3

4. 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, All rights reserved 4 4 4

5. Knowledge
Motor learning
Performance

6. 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

7. 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

8. 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”

9. Knowledge
Motor learning
Performance

10. WHY DOES THIS MATTER?

11. IT CAN CHANGE THE WAY WE TRAIN!

12. OBJECTIVE DRIVEN TEACHING

13. OBJECTIVE DRIVEN TEACHING

14. BLOCKING PATHWAYS…

15. …TO CREATE NEW PATHWAYS

16. “neurons that fire together, wire together.”

17. Training for motor learning…
Knowledge
Motor learning
Performance

18. Impose new motor patterns

19. “Block” existing motor patterns

20. Create new sensations

21. Match observations of learner and teacher

22. Analyze failure?

23. Build on success

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

25. Training for performance…
Knowledge
Motor learning
Performance

26. Internal or external focus ?

27. Target outcomes

28. Practice deliberately

29. Practice performing

30. Knowledge
Motor learning
Performance

31. Your brain believes what it thinks

32. THANK YOU !!