Pole Invert Coaching
Pole Invert Coaching Essay
This essay combines relevant literature about conveying information and delivery of feedback in order to improve a participant’s skill in performing a pole invert. The recipients of this coaching session are novice pole dancers, taught in groups of 3 in hourly sessions twice a week for 4 weeks. The pole invert is a complex form skill and requires a number of different tasks in order to complete the skill. Using observational learning, focus of attention, and feedback theories the performers will be able to improve this skill.
Observational learning is a type of learning associated with the work and social learning theory of psychologist Albert Bandura. (Bandura, 1977) Information concerning the movement pattern and …show more content…
the end goal of the movement are achieved through observing demonstrations. (Ferrari, 1996); (AM Williams, 1999). Research by Sidaway, (1993); Whiting, (1987) has shown that observing a model can lead to improvements in form, movement pattern recall, and error recognition. (Schmidt, 1975) White, 1990 suggested that for observation to be effective the model does not need to be an expert performer. Bandura, (1986) noted that the closer the perceived similarity between the model and the performer then the greater the influence on the performer.
As observational learning has been shown to not only enhance learning but to reduce risk of injury as the rest time is increased while the performer still learns through observation.
(Shea, 2000) Shea tested physical practice vs observational learning, the outcome of which was the retention was the same for those who had OL & PP and PP only. However when it came to transferring the skills learned those who had observed where significantly higher in replicating the skill. This supports complex skills such as a Pole invert which can take a long period to get right. It can offer a visual template aiding the performer further than just verbal instructions, practice or feedback. During a complex task attention demands are higher and Observational learning allows the learner to engage in activities which were not possible during physical practice as supported by the Bachman ladder Task. Observational learning can also have an effect on psychological responses including the motivation to change or perform a behaviour, coping with fear or anxiety and cognitions such as self-efficacy and self-confidence. (Wesch, 2007) Although observation can improve learning skills it does not allow the performer to recall specific task characteristics (Recall Schema) (Schmidt, 1975). The Recall schema occurs before a movement is initiated and includes thoughts such as starting point, certain aspects of the motor action (how fast, how high), results of the action (success or failure) and the …show more content…
sensory consequences of the action (how it felt). The recognition schema is what allows us to know when we have made an error just by feeling.
Similar to the skill selected by Lawrence, (2010) examined gymnastics (a form sport), whereby the performance is measured by the production of movement technique as opposed to the movement outcome. (Robyn L Jones, 2013) Observation learning can be used in coaching sessions by getting a peer to model the skill while the performer learns through attention and retention. This also allows bigger groups to learn the skill as some will learn through observation whilst waiting and evaluating the error of others to correct when they perform. The participant must also have the motivation to remember the skill and to reproduce the behaviour. (Wesch, 2007)
According to Fitts & Posner (1967) there are three stages to learning a new skill; Cognative stage where identification and development of the component parts of the skill, Associated phase where the performer links the components into a smooth action which involves physical practice and using feedback, the last stage is developing the skill so that it becomes automatic without conscious thought. As the novices are learning this skill for the first time they will start in the cognitive stage which observational learning will help aid them in learning the basic components of the skill before moving onto the associate stage in later sessions using physical practice to initiate this stage.
As a coach a major objective is to help athletes to automatize the skill which allows the performance to be more efficient which is a characteristic of many expert athletes. Current research by Wulf (2000) suggests that ‘instructing learners to focus on the details of their movements during performance can be detrimental to the performance and learning’ (Wulf, 2000)
This support the constrained action hypothesis which states that focusing on the effects of movement (external focus of attention) results in superior motor performance compared to movement pattern (internal focus of attention) (Wulf, 2007: W, 2001). The hypothesis of this theory is that an external focus facilitates motor performance due to it encouraging automatic control of the movement, and adopting an internal focus of attention the movement is controlled more consciously and disrupts normal automatic control processes. (Kal. E.C, 2013) The constrained action hypothesis has been used to explain effects of focus of attention for sports such as basketball shooting (Zachry. T, 2005) tennis stroke (Maddox, Wulf & Wright 1999) and balancing (Shea, 1999). Most of these studies only described the attentional focus of using simple outcome measures such as the number of successful attempts. A study Kal. (2013) measured the effects of attentional focus on automization of movement in two ways; Dual-task interference and through the analysis of movement execution parameters. ???
On the other hand step-by-step control of a skill has been shown to be detrimental to experts’ performance however showed no significant difference to the novice’s performance (Beilock, 2002).
A study by Ford 2005 supported the De-automisation of skills hypothesis using 10 skilled and 10 less skilled soccer players. The outcome was that an internal focus of attention (Arm and foot) interfered with performance for the expert but not for the less skilled players (Foot Only). Due to novice performances working in the cognitive stage and performance not yet being automatic it cannot be disrupted through conscious control. Therefore this allows the performers to follow a step by step process of the skill. (Beilock,
2002)
Although an internal focus of attention allows the performer to work on the cognitive aspect of the skill it means that the performer may not be able to move onto the autonomous stage so as a coach it would be best to start with an internal focus of attention to allow initial learning and then move onto an external focus of attention once they start to show good recall. This would also include the action-effect principle where by the performance considers the effect their actions will take on the environment.
Learning is suggested as not simply a function of the task but that it is subject to a variety of social-cognitive-affective influences Lewthwaite R (2010a) such as feedback.
Feedback can be given in two ways: Inherent, whereby the performer receives information about their movements through sensory channels and Augmented, where information is supplemental to inherent feedback. Augmented feedback helps the performer to reduce error via verbal or visual feedback and increases recall and recognition schema. Adams (1971) & Schmidt (1975) suggest that practicing without knowledge of results (KR) can mean that the performer will not achieve the desired outcome.
Wulf (2010) stated that learners can become dependent on feedback and neglect their intrinsic learning. It has also believed to result in increased maladaptive short term corrections where the performer will correct small errors however this does not allow the performer to improve their form permanently. They need to perform the manoeuvre several times without feedback in order to avoid variance in performance. It is suggested that a reduced relative frequency of feedback will allow performers the opportunity to process their own intrinsic feedback, which in turn will promote greater movement stability. (Wulf 2010)
By giving athletes extrinsic feedback it means giving them only relevant feedback at that time. It is important the extrinsic feedback some from an outside source, such as the coach, video replay in order for the performers to see aspects of their performance they cannot pick up on their own. Once performers have received feedback they will then make the corrections necessary during their next practice. Follow up feedback is important in order for the athletes to know that they have made improvement either by congratulating them or telling them their form is better.
The guidance hypothesis (Schmidt, 1991) states that information provided by feedback guides the learners towards the correct movement pattern. Schmidt suggested that feedback should not be given after each session as performers can become reliant on it. However recent research Wulf & Shea (2010) suggested that there is little evidence to suggest that if feedback is provided after each session that the performer will become dependent on it.
Lee & Carnahan 1990 suggested that blocked practice guides performers to focus on one part of the skill. Blocked practice is also known to have limited transfer into the actual competitiative situation, but can be used to practice a technique that needs work such as the pull up before a pole invert. Random practice encourages the processing of information of more than one skill.
Schmidt’s theory suggests not giving the performer feedback after each session, and recent literature also suggests not giving performers constant feedback. In order for the performer to be able to progress a pole invert it may be suitable for the performers to receive augmented feedback in the form of the coach’s verbal improvements as well as some visual feedback using a video playback. In complex tasks frequent feedback doesn’t block intrinsic feedback because the feedback given is not detailed enough to interfere as supported by Wulf & Shea (2010). Due to this feedback may be used as often as needed when performing a pole invert as the skill is complex due to several different tasks needed to be perofrmed one after another in order to invert and lock onto the pole with the legs.
This essay combines relevant literature about conveying information and delivery of feedback in order to improve a participant’s skill in performing a pole invert. The recipients of this coaching session are novice pole dancers, taught in groups of 3 in hourly sessions twice a week for 4 weeks. The pole invert is a complex form skill and requires a number of different tasks in order to complete the skill. Using observational learning, focus of attention, and feedback theories the performers will be able to improve this skill.
Observational learning is a type of learning associated with the work and social learning theory of psychologist Albert Bandura. (Bandura, 1977) Information concerning the movement pattern and …show more content…
the end goal of the movement are achieved through observing demonstrations. (Ferrari, 1996); (AM Williams, 1999). Research by Sidaway, (1993); Whiting, (1987) has shown that observing a model can lead to improvements in form, movement pattern recall, and error recognition. (Schmidt, 1975) White, 1990 suggested that for observation to be effective the model does not need to be an expert performer. Bandura, (1986) noted that the closer the perceived similarity between the model and the performer then the greater the influence on the performer.
As observational learning has been shown to not only enhance learning but to reduce risk of injury as the rest time is increased while the performer still learns through observation.
(Shea, 2000) Shea tested physical practice vs observational learning, the outcome of which was the retention was the same for those who had OL & PP and PP only. However when it came to transferring the skills learned those who had observed where significantly higher in replicating the skill. This supports complex skills such as a Pole invert which can take a long period to get right. It can offer a visual template aiding the performer further than just verbal instructions, practice or feedback. During a complex task attention demands are higher and Observational learning allows the learner to engage in activities which were not possible during physical practice as supported by the Bachman ladder Task. Observational learning can also have an effect on psychological responses including the motivation to change or perform a behaviour, coping with fear or anxiety and cognitions such as self-efficacy and self-confidence. (Wesch, 2007) Although observation can improve learning skills it does not allow the performer to recall specific task characteristics (Recall Schema) (Schmidt, 1975). The Recall schema occurs before a movement is initiated and includes thoughts such as starting point, certain aspects of the motor action (how fast, how high), results of the action (success or failure) and the …show more content…
sensory consequences of the action (how it felt). The recognition schema is what allows us to know when we have made an error just by feeling.
Similar to the skill selected by Lawrence, (2010) examined gymnastics (a form sport), whereby the performance is measured by the production of movement technique as opposed to the movement outcome. (Robyn L Jones, 2013) Observation learning can be used in coaching sessions by getting a peer to model the skill while the performer learns through attention and retention. This also allows bigger groups to learn the skill as some will learn through observation whilst waiting and evaluating the error of others to correct when they perform. The participant must also have the motivation to remember the skill and to reproduce the behaviour. (Wesch, 2007)
According to Fitts & Posner (1967) there are three stages to learning a new skill; Cognative stage where identification and development of the component parts of the skill, Associated phase where the performer links the components into a smooth action which involves physical practice and using feedback, the last stage is developing the skill so that it becomes automatic without conscious thought. As the novices are learning this skill for the first time they will start in the cognitive stage which observational learning will help aid them in learning the basic components of the skill before moving onto the associate stage in later sessions using physical practice to initiate this stage.
As a coach a major objective is to help athletes to automatize the skill which allows the performance to be more efficient which is a characteristic of many expert athletes. Current research by Wulf (2000) suggests that ‘instructing learners to focus on the details of their movements during performance can be detrimental to the performance and learning’ (Wulf, 2000)
This support the constrained action hypothesis which states that focusing on the effects of movement (external focus of attention) results in superior motor performance compared to movement pattern (internal focus of attention) (Wulf, 2007: W, 2001). The hypothesis of this theory is that an external focus facilitates motor performance due to it encouraging automatic control of the movement, and adopting an internal focus of attention the movement is controlled more consciously and disrupts normal automatic control processes. (Kal. E.C, 2013) The constrained action hypothesis has been used to explain effects of focus of attention for sports such as basketball shooting (Zachry. T, 2005) tennis stroke (Maddox, Wulf & Wright 1999) and balancing (Shea, 1999). Most of these studies only described the attentional focus of using simple outcome measures such as the number of successful attempts. A study Kal. (2013) measured the effects of attentional focus on automization of movement in two ways; Dual-task interference and through the analysis of movement execution parameters. ???
On the other hand step-by-step control of a skill has been shown to be detrimental to experts’ performance however showed no significant difference to the novice’s performance (Beilock, 2002).
A study by Ford 2005 supported the De-automisation of skills hypothesis using 10 skilled and 10 less skilled soccer players. The outcome was that an internal focus of attention (Arm and foot) interfered with performance for the expert but not for the less skilled players (Foot Only). Due to novice performances working in the cognitive stage and performance not yet being automatic it cannot be disrupted through conscious control. Therefore this allows the performers to follow a step by step process of the skill. (Beilock,
2002)
Although an internal focus of attention allows the performer to work on the cognitive aspect of the skill it means that the performer may not be able to move onto the autonomous stage so as a coach it would be best to start with an internal focus of attention to allow initial learning and then move onto an external focus of attention once they start to show good recall. This would also include the action-effect principle where by the performance considers the effect their actions will take on the environment.
Learning is suggested as not simply a function of the task but that it is subject to a variety of social-cognitive-affective influences Lewthwaite R (2010a) such as feedback.
Feedback can be given in two ways: Inherent, whereby the performer receives information about their movements through sensory channels and Augmented, where information is supplemental to inherent feedback. Augmented feedback helps the performer to reduce error via verbal or visual feedback and increases recall and recognition schema. Adams (1971) & Schmidt (1975) suggest that practicing without knowledge of results (KR) can mean that the performer will not achieve the desired outcome.
Wulf (2010) stated that learners can become dependent on feedback and neglect their intrinsic learning. It has also believed to result in increased maladaptive short term corrections where the performer will correct small errors however this does not allow the performer to improve their form permanently. They need to perform the manoeuvre several times without feedback in order to avoid variance in performance. It is suggested that a reduced relative frequency of feedback will allow performers the opportunity to process their own intrinsic feedback, which in turn will promote greater movement stability. (Wulf 2010)
By giving athletes extrinsic feedback it means giving them only relevant feedback at that time. It is important the extrinsic feedback some from an outside source, such as the coach, video replay in order for the performers to see aspects of their performance they cannot pick up on their own. Once performers have received feedback they will then make the corrections necessary during their next practice. Follow up feedback is important in order for the athletes to know that they have made improvement either by congratulating them or telling them their form is better.
The guidance hypothesis (Schmidt, 1991) states that information provided by feedback guides the learners towards the correct movement pattern. Schmidt suggested that feedback should not be given after each session as performers can become reliant on it. However recent research Wulf & Shea (2010) suggested that there is little evidence to suggest that if feedback is provided after each session that the performer will become dependent on it.
Lee & Carnahan 1990 suggested that blocked practice guides performers to focus on one part of the skill. Blocked practice is also known to have limited transfer into the actual competitiative situation, but can be used to practice a technique that needs work such as the pull up before a pole invert. Random practice encourages the processing of information of more than one skill.
Schmidt’s theory suggests not giving the performer feedback after each session, and recent literature also suggests not giving performers constant feedback. In order for the performer to be able to progress a pole invert it may be suitable for the performers to receive augmented feedback in the form of the coach’s verbal improvements as well as some visual feedback using a video playback. In complex tasks frequent feedback doesn’t block intrinsic feedback because the feedback given is not detailed enough to interfere as supported by Wulf & Shea (2010). Due to this feedback may be used as often as needed when performing a pole invert as the skill is complex due to several different tasks needed to be perofrmed one after another in order to invert and lock onto the pole with the legs.