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Ch. 7

Review of Dynamic Systems
Jeffrey C. Ives photos
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Review Dynamic Systems
What are the bilateral transfer difficulties for this player doing left-handed (nondominant hand) layups?
Jeffrey C. Ives photos
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Review of Dynamic Systems

The Most Important Factor
The amount of practice
Caveat- It must be correct practice

Whole vs Part
Serial/Discrete
Complex components
Backward chaining
Speed is the issue
Continuous
Does not seem to benefit

General Recommendation –Whole-Part-Whole

Learning Progressions
May not have any motor benefit
Skipping in running
Gymnastics
May be more psychological
Less danger followed by more danger
May have a physiological reason as opposed to a neurological reason
Question and justify all your training methods

Guided Learning

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Acquisition vs Retention

Performance Curves and Retention Tests
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Plateaus and Learning

How do you know what type of plateau you are experiencing?

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Using less muscle activity for a more efficient and smoother movement is shown below.
The biceps b. EMG trace on the left is from an unpracticed rower; the right is after practice sessions.
The same or more work is being done, but with less muscle activation.

Changes in Coordination

Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Feedback
Inherent (Intrinsic)
Any knowledge obtained by self
Augmented(Extrinsic)
Any knowledge obtained from an outside source

Feedback
Knowledge of Results – outcomes

Knowledge of Performance-movement pattern or body reaction

KOR
Number 1 influencer on movement selection (notice I did not say augmented KOR)
Much like guidance-beneficial in learning but may not be in retention in lab settings

KOP
Video
Some research shows this hinders motor learning

Provide focus when looking at tape
Kinematic
Maybe beneficial if information cannot be gained elsewhere
Kinetic

Coaching Instruction
Philosophies
Daniel Greenwood -Memphis
Can’t change a veteran’s technique-focus on improving physical qualities
Changing technique is hard (anecdotal 300 hours)
Athletes will change only if they want to change-best method is for them to develop their own ques

Other Aspects
Verbal instruction
Too much time is put on verbal instruction

Learning can occur without understanding of the reasons for the specific movements
Try to limit the amount of verbal instruction to what cannot be taught via other methods
Understanding
Not all aspects need to be understood for learning of a motor task to occur – However, knowledge may help facilitate justification for the motor action

Other Aspects
Modeling
Strategies
Spatial information
Temporal information
Types of Models
Expert
Novice
Addition of KOR or KOP

What is Imagery?
Imagery:
Creating or recreating an event or skills in our mind based on:

Personal experience
Observations of others

A.K.A. – Mental Rehearsal, Visualization, Covert Practice, etc.

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Creation of a new experience in our mind for strategy or sequence
Recreation of a past event can allow for evaluation and increase confidence
Creating meaningful images from information in memory – MEMORY – you don’t have to do it, but at least see it

Key Imagery Components
Vividness
Sights (most of us stop here)
Sounds
Smells
Tastes
How it Feels to Perform the Movement
Emotions/moods/thoughts involved

Controllability
The ability to be in command of one’s images
The ability to distinguish when and where to use imagery

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Why Do We Use It?
In sport to:
Acquire, practice, and correct sport skills & strategies

Build confidence

image doing well (e.g., winning a race, improving)

Control emotional responses

images increase arousal/ excitement or reduce stress

Improve concentration

Enhance motivation

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Practice adjustments against certain opponents.
Prepare for competition or practice or aid in skill development!
Increased performance and enjoyment
Concentration – focus on productive thoughts or practice having an appropriate focus – better selectively attend to stimuli
Motivation – see success, see positive outcome (especially when task is not intrinsically motivating)
Confidence – image surroundings (XC runner)
Emotions – psych up or calm down

Why Does Imagery Work?
Three Perspectives:
Psychoneuromuscular theory

Symbolic learning theory

Psychological skills

explanations

“Your images lead your reality.

They always have and always will.” (Terry Orlick, 2000)

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Best explanation is combined ideas

Why Does Imagery Work?
Psychoneuromuscular Theory
Basic Idea: imagery programs muscles for action and facilitates skill learning and development
How: Imagined events

innervate the muscles just

like physical practice

strengthens neural pathways

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Imagery – activates neuromuscular activity similar to physical activity (reduced magnitude so movement is not actually produced)
Strengthen neural pathways that control the muscles related to the activity
Skiiers and arm in lab
Mixed research findings
Brain activity

Why Does Imagery Work?
Symbolic Learning Theory
Basic Idea: Imagery helps us better understand movement patterns
How: Imagery functions as a coding system to help people understand and acquire movement patterns

Mental “Blueprints”
Mental Maps

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We become familiar with what needs to be done to be successful
Motor program in the central nervous system
Support b/c imagery works better with primarily cognitive activities than motor activities

Why Does Imagery Work?
Psychological Skills Explanations
Basic Idea: Imagery develops and refines mental skills
How:

Imagery functions as a predatory set that assists in reaching optimal arousal
Imagery enhances feelings of confidence, reduces anxiety levels, and increases concentration
Imagery boosts motivation

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Not full blown theories – based on effects of imagery
1 – arousal allows us to focus on task-relevant cues and c]screen out distracters
2 – see self successful – imaginal experiences
3 – focus on positive outcomes (personal accomplishments or winning)

Practice is Key!
Tailor imagery to an athlete’s needs & abilities

Use ALL senses

Image in real time
Slow motion if refining skills

Image execution and outcomes

Focus on the positive

Imagery can be done anywhere…learn and practice in a quiet environment
Best when mind & body are calm & relaxed

Progression:
non-threatening, practice, competition

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Everyone does it a little differently
Image your successful skill execution and outcome

Aids for Effective Imagery
Practice video
Competition video
Help from others
Coaches
Teammates
Imagery tapes
Imagery scripts
Whose Voice?
Music?

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MOTIVATION
Participants must be motivated because practice is not always enjoyable.

Motivation
Direction and intensity of one’s effort
Provide justification
Focus on the positive
Reward close attempts

Goals
Write down five goals for yourself for next year.

Outcome, Performance &

Process Goals
Outcome goals
Focus on a competitive result of an event

Performance goals
Focus on achieving standards of

performance or personal objectives

Process goals
Focus on the actions one must do during performance to perform well

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How judge success
Outcome – (e.g., beating someone, getting a trophy, scoring the most points, winning a race) – best game, but still lose
Performance goals = usually making comparisons with one’s own previous performance (improve swim time or decrease number of unforced errors)
Process = technique or strategy

Value of Outcome Goals
Can facilitate (short-term) motivation

But…
Are only under partial control of the performer
Are less precise
Athletes tend to become less flexible in their goal-adjustment practices

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“think how good it’s going to feel”
Don’t focus all your attention on outcome goals.

Value of Performance Goals
Create less anxiety, higher confidence, and more satisfaction
Skilled athletes – learn to compete against themselves and, in turn, reach new performance heights
Less skilled athletes – learn to judge success and failure in terms of their own performance

Process Goals: have all the advantages of performance goals

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More controllable – adjustable
More precise
More flexible
Athletes are responsible for their own progress
Less fear of failure
Self-confidence increases as skill increases

Long Term & Short Term Goals
Without ST goals, athletes lose sight of their LT goals and the progression of skills needed to obtain them

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Must be linked
ST goals highlight immediate improvement
enhance motivation
give us consistent FB & reinforcement as we move toward our LT goals

Guidelines for Setting Performance Goals
Set Specific & Measurable

Goals
General = “do your best”
Specific = “High jump 6’ 5” by

the end of the season”

Set Moderately Difficult but Realistic Goals
Goals should never exceed the athlete’s ability
Unrealistic goals only lead to failure and frustration

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Not a foolproof method…need to set goals the right way

Guidelines for Setting Performance Goals (cont.)
Set Goals for Practice and Competition
Provides additional motivation for athletes

e.g., run to and from all drills
Facilitates skill development

Set Positive Goals
Helps athletes focus on success

rather than failure
Self-fulfilling prophesy

SMARTS Goals
Specific
Measurable
Action oriented
Realistic
Timely
Self-determined

Athletes and Coaches Should Check Goals to Make Sure They Satisfy These Six Principles