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MOTOR LEARNING & CONTROL – or – WHY CAN’T THEY JUST DO IT?

MOTOR LEARNING & CONTROL – or – WHY CAN’T THEY JUST DO IT?. CLASSIFICATION OF ROWING STROKE:. Gross motor skill Continuous in nature Open environment. SKILLED PERFORMANCE . Appropriate muscle recruitment and control, performed with correct sequencing and accuracy. .

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MOTOR LEARNING & CONTROL – or – WHY CAN’T THEY JUST DO IT?

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  1. MOTOR LEARNING & CONTROL– or – WHY CAN’T THEY JUST DO IT?

  2. CLASSIFICATION OF ROWING STROKE: • Gross motor skill • Continuous in nature • Open environment

  3. SKILLED PERFORMANCE Appropriate musclerecruitmentand control, performed with correct sequencing and accuracy.

  4. Cognitive: figuring out what to do, how to start trying • Associative:finer tuning • Autonomous: Skill becomes more automatic

  5. WHAT’S ACTUALLY HAPPENING IN THE BRAIN WHILE THIS IS GOING ON? Input (stimulus) -----processing----- Response (output)

  6. 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.

  7. WHAT PURPOSE DO COACHES SERVE? Provide structure Provide training plan Provide feedback on performance Provide assistance to athletes to enhance their experience with sport and team.

  8. WHAT CAN WE DO? WHAT DO WE CONTROL? • Environment. • Practice planning • Feedback • Coaching style.

  9. LEARNING ENVIRONMENT

  10. Know your audience. • Every individual learns differently, at a different rate • 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.

  11. 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

  12. PRACTICE PLANNING & LEARNING

  13. PRACTICE, IN GENERAL… • Prioritize and plan • Develop practice goals • Explain and model. • Plan systematic tests for goal achievement

  14. 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

  15. Feedback any information about a movement.

  16. Intrinsic = coaching goal. • sensory info, kinesthetic. • Athletes figure it out. • Extrinsic KR and KP. • KR – letting them know what’s going on • KP – action that caused the response – • Timing important

  17. COACHING STYLE HOW YOU DO WHAT YOU DO MATTERS…

  18. 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

  19. HAVE FUN!!!

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