The document discusses coaching strategies to optimize player learning and performance. It recommends focusing on the process rather than results, using external cues to allow natural movement, and designing practice with the right amount of variability. Coaches should act as teachers to facilitate learning, using constraints and feedback without words. As motivators, coaches provide growth-minded praise and involve players in choices to build autonomy and persistence. The key is saying the most with the least words to make coaching messages memorable.
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
"You Have Not Taught Until They Have Learned" - Learning From The Greats
1. YOU HAVE NOT TAUGHT
UNTIL THEY HAVE LEARNED
“
”LEARNING FROM THE GREATS
Nick Winkelman PhD | NBSCA 2017
2. Concentrate on what will produce results rather than on the results,
the process rather than the prize … The score takes care of itself
““ The score takes care of itself
””
3. As much as we pump
iron and we run to
build our strength up,
we need to build our
mental strength up
so we can focus
so we can be in
concert with one
another
““
””
4. “The mechanism by which our brain registers information is what
we call attention” - Mihaly Csikszentmihalyi
“You dispose of a limited budget of attention that you can
allocate to activities, and if you try to go beyond your budget,
you will fail” ~ Daniel Kahneman
5. Focus - Attention - Coaching
Adapted from Magill, R. (2011) Motor Learning and Control –
Concepts and Applications 9th edition
7. The thing I loved the most - and still love the most about
teaching - is that you can connect with an individual or a
group, and see that individual or group exceed their limits
““
””
9. Attentional Focus
The conscious effort of an individual to focus
their attention through explicit thoughts and
feelings in an effort to execute a task with
superior performance
10. External Focus
Explode Off The Ground
Internal Focus
Explode Through Your Hips
External Focus
Focus on the RIM
Internal Focus
Extend your arms as high
as you can
Wulf, 2013
11. Internal cues constrain the
motor system by asking the
person to focus on a Simple
part at the expense of the
complex whole. .
Wulf, 2013
External cues Direct attention
towards relevant movement
features, allowing the body
to self-organize a preferred
movement solution.
12. Focusing externally …
Al-Abood et al. (2002)
Improves Free Throw Shot Accuracy
Zachry et al. (2005)
Improves Shot Coordination via ↓ EMG
Kalkhoran and Shariati (2014)
Improves Transfer Between Dominate
& Non-Dominate Dribbling Hand
Maurer and Munzert (2013)
Focusing on Familiar Cues Supports
Performance to a Greater Degree
than Focusing on Unfamiliar Cues
13. The biggest thing is
just routine. I think
that's the biggest
correlation between
golfers & basketball
players
““
””
14. If we don’t focus on something, then we
can become distracted by anything
Focus Routines & Physical Routines
16. The Learning Brain of a Novice looks very
similar to the Choking Brain of an Expert –
the key – minimizing conscious focus on
“movement steps” during skill execution
Song, 2009 | Beilock, 2010
Consider how shifting your players
focus outward as opposed to inward
could support learning & mental
Robustness under pressure
17. ““There is a lot of
pressure put on me,
but I don't put a lot of
pressure on myself.
I feel if I play my
game, it will take
care of itself
””
18. External Focus cues have been shown to
protect against choking & encourage an
expert-like physiological state
21. In the end, it's about the teaching, and what I always loved
about coaching was the practices. Not the games, not the
tournaments, not the alumni stuff. But teaching the players
during practice was what coaching was all about to me.
““
””
24. A progressive increase in
contextual interference from
blocked to random has been
shown to be superior to
blocked or random only
The Performance your players
are prepared to deliver lives
in the Context of the
practice they experience
Porter et al., 2010
25. No one plays this or
any game perfectly.
It's the guy who
recovers from his
mistakes who wins
““
””
26. Skill retrieval drives learning. To
strengthen retrieval we must first forget.
Skill spacing & variability creates
desirable difficulty.
27. Obstacles don't have to stop you. If you run into a wall, don't turn
around and give up. Figure out how to climb it, go through it, or
work around it
““
””
29. How DO You Correct This without words?
Equipment
Mini-band Around the Knees
Body
Correct any underlying physical Deficits
Strength – Stability - mobility
30. Dribbling control in tight spaces?
Space
Use cones to constrain the space
Time
Use opponent to constrain the time
31. 31
PLAYER (BODY) CONSTRAINTS
Position
Power
Pattern
Athletes ability to attain proper
stability and mobility relative to
the movements being performed
Athletes ability to express the
appropriate strength qualities
relative to the movements being
performed
Athletes ability to coordinate the
limbs of the body relative to task
and environment constraints
32. 32
TASK (SKILL) CONSTRAINTS
Spatial
Temporal
Rules/
Equipment
Manipulate the amount of space the
movement can be performed in (e.g.
small sided games)
Manipulate the amount of time the
movement can be performed in (e.g.
number of players or racing)
Change the rules to constrain
choices and/or introduce equipment
to constrain the movement options
33. I want to practice to the point where it’s almost uncomfortable how
fast you shoot, so that in the game things kind of slow down
““
””
34. Constraints, just like cues, encourage one
pattern of movement over another without
the explicit influence of the coach
Constraints push the fringe of coordination,
especially when the change is more complex
than can be described in words
35. Leaders are made, they are not born. They are made by hard effort, which
is the price all of us must pay to achieve any goal that is worthwhile
““
””
37. Cultivating a Growth Mindset …
Kanfer (1990)
Improves self-efficacy and confidence
Jourden, Bandura & Banfield (1991)
Increased persistence and effort
Lirgg et al., (1996) & Ommundsen (2003)
Perform better in physical activities
Wood & Bandura (1989)
Improved management decisions
Chase (2010) & Dweck (2006) | “Mindset”
38. Nothing is more effective than sincere, accurate praise, and nothing
is more lame than a cookie-cutter compliment
““
””
39. Provide feedback
on the ‘Process’
not the ‘Person’
“I can see that your hard
work is paying off, you’re
technique has improved
massively.”
VS.
“Great Job”
“You’re a Natural”
“You’re Very Talented”
Mueller & Dweck (1998) and Kamins & Dweck (1999)
40. Choice & Autonomy As Motivational Fuel …
(Mageau & Vallerand, 2003)
More effort & persistence
(Mageau & Vallerand, 2003)
Improved physical performance
(Mageau & Vallerand, 2003)
Improved concentration & focus
Wulf & Lewthwaite (2016)
Improved motor skill learning
The OPTIMAL Theory of Motor Learning & Self-Determination Theory
42. 01 Say the most with the least
01 Use Language that is memorable and Interesting
01 Use external cues to optimize coordination & learning
02 The right level of session variability encourages deeper learning
02 Drills can be designed to constrain errors so a new pattern can emerge
03 Provide feedback and reinforcement on the process not the person
03 Involve the player in decision making around practice and feedback
43. It's what you
learn after you
know it all that
counts.
It's what you
learn after you
know it all that
counts.
““
”” @NickWinkelman