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Presentation motor learning

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Motor learning and control

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Presentation motor learning

  1. 1. • Coach since age of 15 (up till U17 and Women) • Bachelor in Sports & Wellness • Uefa C • Coerver Coaching • Internships at Dutch Premier League Clubs: sv Roda JC & AFC Ajax • Certified Ajax Camps & Clinics Coach • Master Human and Movement Science: Amsterdam  Liverpool
  2. 2. • Motor skills and cognitive development: - Age-specific characteristics • Motor learning stages: - Fitts • Football and motor learning: - Feedback, focus and training • (Learning process of talented players)
  3. 3. • Schoolperiod (6-12 years) • Adolescence (12-22 years) • Maturity (20/25-55/65 years)
  4. 4. • Flexible • Dynamic • Eye-hand coordination at its optimum • Huge improvement of reactive speed
  5. 5. • Gross motor skills: Increase of elasticity, balance, speed, agility, strength • Fine motor skills improves as well • 10-12 year peak motor learning age
  6. 6. • More insight • Logical thinking • Seperate fantasy vs reality • Improvement of self-image (environment very important)built self-esteem • Independancy • Selfishness  group thinking (friend to friends) • ‘Work’ age • Process instead of immediate pleasures
  7. 7. • Flexible and limber • Concentration • Fast fatigueable • Sensitive for coordination training • Egocentric (my ball)
  8. 8. • Very good motor skill trainability  increase of ball control + coordination • Enthousiastic • Studious • Ego  group • Limited endurance capacity and strength
  9. 9. • Still good trainability of motor skills  good coordination • Balanced body structure • Growth Spurt • Competitiveness • Group thinking  team goals • Critical
  10. 10. • Early, mid & late adolescence • Puberty = event • Growth Spurt  disturbed coordination • Testosteron levels increase  powerful • Increase of endurance capacity • Load vs load capacity/limit
  11. 11. • Self-image • Very critical • Logical thinking • Hypothetical thinking capacity  ‘football problems’ • Experimental thinking  variation • Combinational thinking  combine ‘football problems’
  12. 12. • Early adolescence • Growth spurt decrease in coordination, speed and flexibility • Bodily disbalance (PHV)  decreased physical load capacity • Less progression in motor skills • Egocentric • Own opinion and self-assertion
  13. 13. • Mid adolescence • Physical growth back in balance  increased load capacity (strength and endurance) • Increased coordination • Analytical ability • Responsibility • Identity crisis
  14. 14. • Late adolescence • Optimal age to increase the training load (=volume x intensity) • Team performamce • Realistic
  15. 15. • Ready to play in the 1st team/U23 • Brain development (±24 years) • Importance of motor learning with 1st/U23?
  16. 16. ‘Learning and training of motor skills both have to do with a process of practice, which results in experience, whereby permanent changes in one or more skills are expected.’ (translated from Beek, 2010) Specificity Sensory information!
  17. 17. • Open: Movement is fixed • Closed: Unfixed movements • Examples?
  18. 18. Fitts´ learning stages: • Cognitive phase • Associative phase • Autonomous phase
  19. 19. • Understanding the movement • Information selection based on conscious decisions  cognitive • Freezing degrees of freedom  clumsy look • Verbal instruction • Visual information • No feeling (in the end) • Trial and error • Learning by imitation
  20. 20. • Getting the movement into the body • Associations information and action • Comparing sources of information  feeling • Discriminate information • Intrinsic feedback (KPKR) • Timing in time instead of space • Convert in controlled patterns (DOF and reflexes) • Practice at match speed • Watch out for: perfect error!
  21. 21. • It’s all about the goal (e.g. score) • Feedback: only Knowledge of Result! • Knowledge of Performance  cognitive phase • Flexible and stable  teach tactical skills • Performing under pressure (e.g. Torres (CFC), C. Ronaldo (Portugal)) • Training versus coaching, gain match experience
  22. 22. Intrinsic Extrinsic (augmented) Re-investment of knowledge hypothesis
  23. 23. • False/bad instruction is dramatic for the learning process
  24. 24. Feedback dependancy
  25. 25. Verbal instructions and visual demonstrations beforehand (talk, show, action) KR  not immediately after the exercise KP as quick as possible 2/3 aspects at a time
  26. 26. • Visual • Auditive • Proprioceptive • Tactile
  27. 27. • KP or KR • fading frequency • bandwidth feedback • self-selecting feedback • summative feedback • average feedback • video feedback  KIS principle: Keep It Simple
  28. 28. • KP or KR • fading frequency • bandbreedte feedback • zelfselecterende feedback • summatieve feedback • gemiddelde feedback  KIS principe: Keep It Simple
  29. 29.  Guided discovery learning
  30. 30. Smal Wide Intern Is my knee of my supporting leg flexed enough when I’m taking a free kick I need to shorten my body explosively just before I hit the ball Extern Aim 20 cm to the right of the wall Aim at the goal or watch for a teammate who’s in a scoring position near the goal
  31. 31. Form groups of 2/3 persons Think of an exercise for one of the three learning stages: 1. Cognitive phase 2. Associative phase 3. Autonomous phase Pick an age group and describe what kind of feedback and focus you’ll be using. Pick a skill you want them to learn.
  32. 32. • What is talent? • “A talented youth player is a player who performs better than peers during training and competition AND has the potential to become an elite player in the future.” (Howe et al., 1998; Helsen et al., 2000; Elferink-Gemser et al., 2004, 2007) • Ambiguity in literature: “Talent = superior mastery of systematically developed abilities (competencies) in any field of human activity to a level that the individual belongs to the top 10% of peers active in that field.” (Gagné,1999).
  33. 33. • Mentale fitness (17,1%) • Natural ability (17,0%) • Physical fitness (17,1%) • Training volume(11,6%) • Sport specific motor skills (11,4%) • Tactical skills (9,2%) (van Rossum)
  34. 34. • With the same or less amount of training hours  Faster development (Elferink-Gemser and Visscher, 2011) • Differences in self-regulation, multi-tasking, sport-specific knowledge, insight & viewing habits and perception- & action time
  35. 35. • More info: info@guidoseerdenfc.com • www.facebook.com/guidoseerdenfc @guidoseerden #guidoseerdenfc • Online soon: www.guidoseerdenfc.com

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