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Part2
2
Cueing
Coach=Teacher
Explicit Coaching & Focus process
Reflect &
Prime
Focus Intention & Action Feedback
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
Internal Focus
Primary focus on the body (e.g., muscle) and
associated movement process (e.g., hip extension)
= Body Focus
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
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.
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.)
The science of cueing
Mediating Factors &
Research
+
+
+
+
+
+
+
+
+
+
+
Narrow | Internal
Broad | Internal
Close | External
Far | External
Normal Focus
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
Implement Based | Discrete
Non-Implement Based | Discrete
Non-Implement Based | Continuous
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)
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.
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
The science of cueing
Attentional Focus
& Choking
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
Extreme underperformance = Choking State
Flow State = Extreme performance
Attention
Normal Performance
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)
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
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
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
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
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
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
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)
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
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
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
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
n2O
L
Environment | irrelevant
environment | external
Skill | External
Skill | internal
Castaneda & Gray (2007)
↑ Tone
↓ Tone
X
REXPERTS
NOVICES
E1O
E2O
E3O
N1O
n3O
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
The anatomy of cueing
Cue Anatomy
Distance
Proximal
(Close)
Distal
(Far)
Direction
Toward/
Away
Up/
Down
Description
Action Word
(Verb)
Analogy
(Metaphor)
Winkelman, 2016 (Dissertation)
“Drive the bar towards the
ceiling as explosively as you can”
Description Direction
Distance Description
Distance - Close & Far
“Focus on Exploding
off The Ground”
“Focus On driving
toward the BALL”
Distance - Close & Far
“Focus on …
The BALL”
“Focus on …
The RECEIVER”
Direction -
Toward &
Away
“Focus on sprinting
Toward the
Space or Line”
“Focus on sprinting
AWAY From the
Line or Opponent”
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”
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
@NickWinkelman
Thank You

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Skill Acquisition - Considerations for Sport Part 2

  • 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.)
  • 9. The science of cueing Mediating Factors & Research
  • 10. + + + + + + + + + + + Narrow | Internal Broad | Internal Close | External Far | External Normal Focus
  • 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
  • 12. Implement Based | Discrete
  • 14. Non-Implement Based | Continuous
  • 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
  • 18. The science of cueing Attentional Focus & Choking
  • 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
  • 20. Extreme underperformance = Choking State Flow State = Extreme performance Attention Normal Performance
  • 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
  • 33. n2O L Environment | irrelevant environment | external Skill | External Skill | internal Castaneda & Gray (2007) ↑ Tone ↓ Tone X REXPERTS NOVICES E1O E2O E3O N1O n3O
  • 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
  • 35. The anatomy of cueing
  • 37. “Drive the bar towards the ceiling as explosively as you can” Description Direction Distance Description
  • 38. Distance - Close & Far “Focus on Exploding off The Ground” “Focus On driving toward the BALL”
  • 39. Distance - Close & Far “Focus on … The BALL” “Focus on … The RECEIVER”
  • 40. Direction - Toward & Away “Focus on sprinting Toward the Space or Line” “Focus on sprinting AWAY From the Line or Opponent”
  • 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