This presentation discusses the science and application of how to effectively teach and correct movement patterns through the use of language (Explicit Coaching Framework). Based on the science of attentional focus, this presentation will showcase a framework for designing effective instruction, cues and feedback. Considerations for the impact these strategies have on skill acquisition and choking under pressure will be discussed.
3. Explicit Coaching & Focus process
Reflect &
Prime
Focus Intention & Action Feedback
4. 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
= Cueing
5. Internal Focus
Primary focus on the body (e.g., muscle) and
associated movement process (e.g., hip extension)
= Body Focus
6. External Focus
Primary focus on movement outcome (e.g., jump
high) and associated affect on the environment
(e.g., push the ground away)
= Outcome Focus
7. External Focus | Analogy
Making reference to a familiar scenario that
embodies the skill you are trying to teach. Using the
player’s familiar to teach them something unfamiliar.
8. External Focus | Holistic cues
Making reference to how the entirety of the
movement should feel – leveraging the player’s
proprioceptive sense .(e.g. smooth, fast, light, etc.)
11. Narrow | Internal
Broad | Internal
Close | External
Far | External
Normal Focus
No evidence to support its effectiveness
Possible benefit compared to narrow Internal
Conclusive evidence confirming effectiveness
Conclusive evidence confirming effectiveness
Benefit as experience level increases
15. Mediators & Research – Key Findings
Implement Based (Discrete)
Batting & Pitching
Non-Implement Based
(Discrete) Jumping & Sliding
Non-Implement Based
(Continuous) Running
Focus
Type
INT
Focus
EXT
Focus
(Close)
EXT
Focus
(Far)
NORM
Focus
INT
Focus
EXT
Focus
(Close)
EXT
Focus
(Far)
NORM
Focus
INT
Focus
EXT
Focus
(Close)
EXT
Focus
(Far)
NORM
Focus
Novice No Yes* No No No Yes Yes* No No Yes*
Un-
known
No
Expert No Yes Yes* Yes No Yes Yes* No No Yes*
Un-
known
Yes*
Winkelman, 2016 (Dissertation)
16. Internal cues constrain the motor system by
asking the person to focus on a Simple part at
the expense of the complex whole. .
External cues Direct attention towards
relevant movement features, allowing the body
to self-organize a preferred movement solution
– analogous to constraint-based drills.
17. Internal Cue Caterpillar
External Cue Butterfly
1.Use analogies/holistic cues if external cue lacks the desired nuance
2.Explain using an internal cue and then convert to external/analogy
3.Place tape on joints and reference the tape rather than the body
19. Choking
The act of performing at a level far below one’s
ability due to a pressure induced change in the way
one normally controls and executes a movement
= Extreme Underperformance
21. Distraction Theory
Explicit Monitoring
Outcome pressure
Monitoring Pressure
Task Type
choking occurs because attention needed to perform the
task is directed at task-irrelevant thoughts & worries
Choking occurs because players focus (internally) on
automatic skill processes, disrupting performance
When a reward and/or punishment is attached to the
outcome of the skill (e.g. money/Grades)
When performance is being monitored, judged or compared
to others (e.g. Coach, crowd or competitor)
Rule-Based: Cognitively demanding/Working Memory
Procedural: Automatic and controlled implicitly
DeCaro et al. (2011)
22. DLPFC
PMC
SMC
M1
Novice Expert
01: Dorsolateral Prefrontal Cortex (DLPFC)
02: Premotor Cortex (PMC)
03: Supplementary Motor Cortex (SMC)
04: Primary Motor Cortex (M1)
“Focus On The Movement”Song, 2009 | Beilock, 2010
23. 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 player’s
focus outward as opposed to inward
could support learning & mental
Robustness Over time
24. DeCaro et al. (2011)
Rule-Based Task (Math or Learning New Skill)
+
Outcome Pressure
=
Choking due to unneeded focus on thoughts &
worries connected to the outcome (“what if I
fail” or “What if I am not smart enough”)
Distraction Theory
25. DeCaro et al. (2011)
Distraction Theory
Rule-Based Task (Math or Learning New Skill)
+
Monitoring Pressure
=
As monitoring pressure induces a self-focus
of attention, there should be no ill effects
as attention should be focused on the task
26. DeCaro et al. (2011)
Procedural Task (Sport & Movement)
+
Monitoring Pressure
=
Choking due to unneeded focus on the
movement action, constraining what would
otherwise be controlled automatically
Explicit Monitoring
27. DeCaro et al. (2011)
Distraction TheoryExplicit Monitoring
Procedural Task (Sport & Movement)
+
Outcome Pressure
=
As outcome pressure induces a focus on
thoughts & worries, this should not impact
implicitly controlled movement patterns
28. choking is a product of focusing one’s
attention on the wrong cues in response to an
outcome and/or monitoring pressure
Underpinning choking is the interpretation of
pressure as challenging or threatening
Vine et al. (2013)
29. Experiment 1 | DT During
Novice v Expert
Experiment 2 | Streak
Experts
Experiment 3 | Pressure
External 3
Experiment 4 | DT Between
Novice v Expert
Gray, R. (2004 & 2006)
↑ Tone
↓ ToneE1O
N1O N 21% Error
E 36% Error
30. Experiment 1 | DT During
Novice v Expert
Experiment 2 | Streak
Experts
Experiment 3 | Pressure
External 3
Experiment 4 | DT Between
Novice v Expert
Gray, R. (2004 & 2006)
↑ Tone
↓ ToneE1O
N1O
Hitting Streak ↑ Errors
Hitting Slump ↓ Errors
31. Experiment 1 | DT During
Novice v Expert
Experiment 2 | Streak
Experts
Experiment 3 | Pressure
External 3
Experiment 4 | DT Between
Novice v Expert
Gray, R. (2004 & 2006)
↑ Tone
↓ ToneE1O
N1O
No Pressure 39% Error
Pressure 18% Error
32. Experiment 1 | DT During
Novice v Expert
Experiment 2 | Streak
Experts
Experiment 3 | Pressure
External 3
Experiment 4 | DT Between
Novice v Expert
Gray, R. (2004 & 2006)
↑ Tone
↓ ToneE1O
N1O
E ↓ Performance
N No Change in Performance
34. Using a combination of externally oriented cues
and training sessions that mimic the pressure
that one faces in competition are some of the
best ways to inoculate against choking –
The key is to create game context
41. Description -
Action Verb
& Analogy
“Tighten your arms as if
they were a handcuff
tightening around a
criminal’s Wrist”
“Focus on wrapping
your arms around
the carrier”
42. 02 All cues & focus can be born out of asking the player the right question
05 Use internal cues to describe movement but not coach movement
03 Use external cues & analogies to teach & correct movement skills
04 Use external cues & analogies to protect against choking
06 Lead with intuition and reflect using science – balance Art & Science
01 Use language that is concise, memorable and tailored to the individual