motor learning
-a set of processes aimed at learning + refining new skills by practicing them
- a task is “learned” when it can be repeated, efficiently used and transferable
- permanent change in the ability to execute a motor skill as a result of practice/ experience
- contrasts performance as executing a motor skill in a performance is temporary + non permanent
- measure motor learning = testing motor performance
successful learning and retention is guided by ….
- skill presentation
- error detection / correction
- feedback
- retention
how can we elevate our approach to elicit the highest achievable performance ?
- gaining the knowledge to transform clients into something great/better
1. novice - confident
2. self-sufficient clients
3. elicit highest performance
why is motor learning important ?
- improves technique so the trainer does not have to work with clients 24/7
- actual learning = meaningful impact
- a coach/program is only as good as the ability for the client to retain skill
three stages of motor learning
- cognitive
- associative
- autonomous
cognitive stage
- beginner/novice
- intro to new skill
- progress stage
- verbal cues
associative stage
- intermediate/practice
- transition
- identify errors + provide steps
- breaking down movements
autonomous stage
- advanced/fine-tuning
- high levels
- natural
- minimal errors, but easily detected/ corrected
- habitual patterns
internal focus of attention
- occurs when an athlete concentrates on their movements and their body
external focus of attention
- when athlete concentrates on objects or actions outside of the athletes body
when to use a technical model, when to cue, and when to provide feedback
- demonstrations
- cue to better performance to help athletes get a better understanding of movement
- includes feedback
diff. ways to measure performance outcomes
- movement efficiency
- movement effectiveness
movement efficiency
- measured by muscular activity, max force production, speed, or endurance
- is quantitative
moment effectiveness
- measured by balance or accuracy
- is qualitative
ex. muscles co-contracting
co-contracting muscles
- hard to flex one muscle at a time
- is a safety mechanism in our body muscle mind connection = motor pattern
- not only to the muscle itself
focus of attention in weightlifting (experiment)
ex. internal cues = greater barbell-cervical-hip angle at max bar bell height
- lifter dropped too soon under the barbell
- more missed techniques with internal = more unsuccessful attempts
when should you use internal vs external?
- max strength/power: high force external cues
- hypertrophy: until failure, internal (co-contraction)
- rehab: whatever cues help the athlete think about how to heal
- technique: depends
- it is one thing to cue, but you actually have to adapt those cues*
- most of the time we learn the technical models, but are not given the cues
knowledge of performance for augmented feedback
- information provided to a performer, indicating the quality or patterning of their movement
- includes displacement , velocity , or joint motion
knowledge of results for augmented feedback
- extrinsic info about the movement outcome in relation to the goal
- has to make sense within the context
feedback strats
- continuous
- summative
- faded
- bandwidth
continuous feedback
- unbroken stream of feedback that occurs, before, during + after performance
- used for novice coaches, although it is unrefined and mostly distractive
summative feedback
- occurs at the end of set/skill
- novice demonstrates many errors, coaches wait to see how many and how to fix them
summative
- occurs at the end of a set/skill
- novice demonstrates many errors, coaches wait to see how many and how to fix them
faded feedback
- earlier stages of MC, athlete benefits from more frequent feedback, but as retention of a skill increases, less feedback is beneficial
