1. Institute for the Psychology of Elite Performance (IPEP) School of Sport, Health & Exercise Sciences Effective Coaching “The Institute for Psychology of Elite Performance (IPEP) is housed within the School of Sport, Health and Exercise Sciences, Bangor University. IPEP was established in 2000 and its mission is to develop excellence within business, sport and the military.” http://ipep.bangor.ac.uk/ Structuring Practice & Delivering Feedback Dr. Gavin Lawrence

2. Figure 1. The skill acquisition/coaching process (adapted from Lavelle et al., 2003) Skill acquisition/coaching process Conveying information Structuring practice Providing feedback Demonstrations Verbal instructions Variability of practice, Contextual interference Precision, Frequency, Timing, assistance Effective Coaching

3. Schema Theory (Schmidt, 1975) 1. Initial conditions (body position, wind strength, rig, boat class) 2. Parameters/commands assigned to the movement program (movement force & timing) 3. Feedback about the movement outcome 4. Sensory consequences of the movement (proprioception, audition, visual) How do we learn and store skills? Individual movement Movement outcome Movement commands Schema for different skills

4. Structuring Practice What is contextual interference? What is variability of practice? How do they work? How and when should we prescribe them? Practice makes Perfect? Development of skill is generally and positively related to practice Perfect Practice makes Perfect? Optimisation of performance during practice will lead to the best memory of what has been ‘learned’

5. Time constraints require the teaching/re-learning of more than one skill (actions from different skills; tacking, Gybing, sail setting, heeling) How do we schedule the practice session to get the best learning? BlockedRandom Repeated rehearsal of one task before moving on to another 1hr session – 3 skills 20 mins on skill 1, 20 mins on skill 2, then 20 mins on skill 3 Good performance Repeated rehearsal of one task is avoided 1hr session – 3 skills Skill 1, 2 and 3 are practiced in an assorted/intermingled fashion Poor performance Poor learningGood learning

6. How do we schedule the practice session to get the best learning? Contextual Interference Structure conditions that lead to poor practice performance often lead to better learning Why? ACTION PLAN RECONSTRUCTION (Lee & Magill, 1985) ELABORATION HYPOTHESIS (Shea & Zimny, 1983) RETROACTIVE INHIBITION (Dey, 1969) Must be: Different Skills Greater the difference, greater the effect Challenging the performer

7. Movements from the same class of actions (Same skill) Constant Variable Repeated rehearsal of one criterion outcome of a single action (same direction and distance) Good performance Poor learning Rehearsal of a variety of movement outcomes with the same action (different directions and distances) Poor performance Good learning Movement outcome Movement commands Variable Constant Initial conditions How do we schedule the practice session to get the best learning? Variability of Practice

8. Contextual interference vs.. variable practice? Skills from different classes of movements (different skills) Modifications of the same skill Low CIHigh CI Blocked Random Novice Intermediate/Experienced Children Adults Early stages of learning – need to understand ‘what’ is required (Gentile, 1972, 2000) engage in complex cognitive tasks (Fitts and Posner, 1964) constrain multiple joints to act together (Bernstein, 1967) How to effectively structure practice?

9. Blocked Random Constant Variable Contextual Interference Variability of Practice Low High Adults Experienced/ Experts Children Novices Children Novices Structuring Practice

10. Figure 1. The skill acquisition/coaching process (adapted from Lavelle et al., 2003) Skill acquisition/coaching process Conveying information Structuring practice Providing feedback Demonstrations Verbal instructions Variability of practice, Contextual interference Precision, Frequency, Timing, assistance Effective Coaching

11. Nominal task difficulty Performance/predicted success lowhigh Expert Skilled Intermediate Novice Nominal task difficulty: difficulty regardless of performance Functional task difficulty: how challenging the task is relative to the skill level Providing Feedback

12. functional task difficulty low high Expert Skilled Intermediate Novice Considerable Minimal Optimal Challenge points. 1.No learning without information/feedback 2.Learning reduced with too much information 3.Learning achievement depends on optimal amount of information which differs as a function of skill level. Optimal challenge points Potential available feedback Performance decrease Feedback and Task Difficulty

13. low high Performance in practice (solid line) Potential learning benefit (dashed line) functional task difficulty low high low high Optimal challenge point Potential learning benefit Feedback and Task Difficulty

14. low high Performance in practice (solid line) functional task difficulty low high low high Optimal challenge point expert novice Feedback and Task Difficulty Potential learning benefit (dashed line)

15. Feedback and Task Difficulty Do we need to provide it? How much should we provide? When should we provide it? How precise should it be? FREQUENCY, PRECISION, AND TIMING.

16. Feedback and Task Difficulty Structuring practice and optimal learning point – CHALLENGING THE LEARNER. Feedback – often too much, too precise and too soon ‘misty coaching world’ Bandwidth Summary Self Selected Appropriate Focus of Attention

17. Sensory FB Is the learner experienced? Intrinsic FB sufficient Is the task simple? Does the learner comprehend the fundamental motion/movement pattern? Provide fundamental movement FB Provide movement parameter FB Provide more precise FB Provide less frequent FB Provide FB when requested yes no Feedback Specifics

18. Internal focus Attention is directed to performers own body External focus Attention is directed at the effects that the performers movements have on the environment Instructions and feedback – typically given about the movement pattern or technique Coordination; order, form, timing etc. What type of instructions do you give? Ineffective when compared to external focus of attention!!! Review Nov 13 Feedback and Focus of Attention

19. Constrained action hypothesis (Wulf & colleagues (2001,2001,2003) Cognitive/novice Autonomous/expert Internal focus; performers consciously control their actions, constrain the motor system and intervene with automatic control processes External focus; allows unconscious, fast, reflexive processes to control actions; outcome is achieved as a ‘by- product’. Forces learners to the cognitive end of the continuum Forces learners to the autonomous end of the continuum Feedback and Focus of Attention

20. Institute for the Psychology of Elite Performance (IPEP) School of Sport, Health & Exercise Sciences Effective Coaching “The Institute for Psychology of Elite Performance (IPEP) is housed within the School of Sport, Health and Exercise Sciences, Bangor University. IPEP was established in 2000 and its mission is to develop excellence within business, sport and the military.” http://ipep.bangor.ac.uk/ THANK YOU FOR LISTENING!! Dr. Gavin Lawrence