Transcript Motor Learning and Control

CLASSIFICATION OF ROWING STROKE:
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Gross motor skill
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Continuous in nature
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Open environment
SKILLED PERFORMANCE
Appropriate muscle recruitment and control,
performed with correct sequencing and
accuracy.
 Cognitive: figuring out what to do, how to
start trying
 Associative: finer tuning
 Autonomous: Skill becomes more
automatic
WHAT’S ACTUALLY HAPPENING IN THE BRAIN
WHILE THIS IS GOING ON?
Input (stimulus)
-----processing-----
Response (output)
STIMULUS ID---RESPONSE SELECTION---RESPONSE
PROGRAMMING
 IDENTIFICATION – acknowledge stimulus and figure
out what it is.
 SELECTION - what response is appropriate.
 PROGRAMMING – after selection, telling CNS
programmed with what to do (force, time, speed, etc.)
& initiating action.
• Provide structure
• Provide training plan
• Provide feedback on performance
• Provide assistance to athletes to
enhance their experience with sport
and team.
WHAT CAN WE DO? WHAT DO
WE CONTROL?
Environment.
Practice planning
Feedback
Coaching style.
Know your audience.
 Every individual learns differently, at a different rate
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Those able to think about a skill – conceptualize it –
have an advantage in the beginning
Masters tend to grasp first technique learned for
stability.
juniors are willing to experiment more.
Low skilled performers (novices) learn better by
watching skilled peers than by watching a coach –
opposite for higher skilled performers.
Create a safe learning environment
 Reinforce non-testing circumstances
 Encourage “screwing up the boat” for
learning’s sake
 Reward learning moments to whole team
regardless of outcome
PRACTICE, IN GENERAL…
Prioritize and plan
 Develop practice goals
 Explain and model.
 Plan systematic tests for goal
achievement
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EFFECTIVE DRILLWORK
 PRIORITIZE
 FATIGUE FACTOR
 PROBLEM VS. SYMPTOM
 EDUCATE ROWERS ON WHY’S
 LIKE ALL GOOD GOALS, FIXING IS YES OR NO
 (PRACTICE + FEEDBACK + PRACTICE) X ??
 INCREASE POWER, SPEED AS THEY IMPROVE
 EXAMPLES
 Intrinsic = coaching goal.
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sensory info, kinesthetic.
Athletes figure it out.
 Extrinsic
KR and KP.
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KR – letting them know what’s going on
KP – action that caused the response –
Timing important
HOW YOU DO WHAT YOU DO
MATTERS…
HOW YOUR STYLE AFFECTS LEARNING
 Athletes will mimic your attitude.
 Take the 10 word challenge.
 Know it or not, they’re listening…
 Feedback doubles as motivation and KR
 Reinforcement vs. feedback
 Notice what you are looking for and responding to.
 Showtime
 Model the behavior you are expecting to see
HAVE FUN!!!