This document discusses several topics related to learning, including learning styles, timing, sleep, cueing, context, and choice. Regarding learning styles, it summarizes that while individuals may have preferences, there is no evidence that learning is optimized by teaching methods aligned with learning styles. It also discusses factors related to the optimal timing of learning and influence of circadian rhythms. The effects of sleep on motor skill learning and memory consolidation are covered. External cues are found to benefit learning more than internal cues. Variability in practice context is shown to facilitate long-term retention more than blocked practice. Choice is seen to enhance motivation and motor learning.
Presented at the 40th NSCA National Conference in Las Vegas on July 14th, 2017.
This presentation discusses the intersection between motor learning and motivation using self-determination theory as a guide. Learn how optimizing your athlete/client's sense of autonomy, competence, and relatedness leads to a motivational environment that nurtures skill development.
"You Have Not Taught Until They Have Learned" - Learning From The GreatsNick Winkelman, PhD
This Keynote Presentation was delivered at the 2017 NBSCA Conference in conjunction with the NBA Combine. This presentation focuses on three personas of a coach as it relates to skill development.
_Coach as a teacher
_Coach as a facilitator
_Coach as a motivator
This presentation discusses the science and application of how to effectively teach and correct movement patterns through the use of constraints and session variability (Implicit coaching framework). Based on the science of dynamic systems and movement variability, this presentation showcases a framework for designing drills and practice sessions that effectively leverage constraints and variability. Considerations for the impact these strategies have on skill acquisition will be discussed.
Presented at the 40th NSCA National Conference in Las Vegas on July 14th, 2017.
This presentation discusses the intersection between motor learning and motivation using self-determination theory as a guide. Learn how optimizing your athlete/client's sense of autonomy, competence, and relatedness leads to a motivational environment that nurtures skill development.
"You Have Not Taught Until They Have Learned" - Learning From The GreatsNick Winkelman, PhD
This Keynote Presentation was delivered at the 2017 NBSCA Conference in conjunction with the NBA Combine. This presentation focuses on three personas of a coach as it relates to skill development.
_Coach as a teacher
_Coach as a facilitator
_Coach as a motivator
This presentation discusses the science and application of how to effectively teach and correct movement patterns through the use of constraints and session variability (Implicit coaching framework). Based on the science of dynamic systems and movement variability, this presentation showcases a framework for designing drills and practice sessions that effectively leverage constraints and variability. Considerations for the impact these strategies have on skill acquisition will be discussed.
Presented by a member of the prestigious Society for Neuroscience, in this presentation you will discover simple but proven brain-based methods to greatly enhance your negotiation skills. You will be introduced to strategies to significantly improve your brain’s performance during negotiations and discover how to best influence the brains of the other party to get the results you really want. Neuroscience research indicates that these strategies not only greatly improve your negotiation skills, they also significantly reduce the stress normally associated with tough negotiations
Slides from my HBR Exchange webinar on "Coaching Your Employees." Topics include Leadership roles, When coaching works (and when it doesn't), Coaching tools, Coaching traps, and Putting it into practice.
How and why to design your teams for modern software - Sheffield DevOps - Jul...Matthew Skelton
From a talk given at Sheffield DevOps meetup group - http://www.sheffielddevops.org.uk/
How and Why to Design your Teams for Modern Software Systems.
For effective, modern, cloud-connected software systems we need to organise our teams in certain ways. Taking account of Conway’s Law, we look to match the team structures to the required software architecture, enabling or restricting communication and collaboration for the best outcomes.
This talk will cover the basics of organisation design, exploring a selection of key team topologies and how and when to use them in order to make the development and operation of your software systems as effective as possible. The talk is based on experience helping companies around the world with the design of their teams.
WORKSHOP: Organisation Design for Effective Software Systems – Weds 25 October, London - https://ti.to/skelton-thatcher-consulting/ - use DEVOPS25 for 25% discount
Resilience: how to build resilience in your people and your organizationDelta Partners
"It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change."
- Charles Darwin
Those people who are familiar with our work know that we write quite a lot about the pace of change in our global business environment. It is continual, it is unrelenting, and it appears to be accelerating.
We cannot slow the pace of change, so do we give up? Throw our hands up and succumb to the tidal wave of knowledge that we are adrift and rudderless? And if not, what can we do to make our people and our organizations more resilient in the face of this ongoing pressure?
"Resilience: an ability to recover from or adjust easily to misfortune or change."
- Merriam-Webster Dictionary
It turns out that there are definitely steps that a manager can take to influence the resilience of both the organization and the individual.
The goal of this presentation is to provide a starting point for leaders and managers as they seek ways to battle back against the apathy and exhaustion that builds in everyone. It is not the final word in these matters – rather it is best considered a jumping off point for those who are looking for a different way.
So enjoy it, share it, and use it. Just let everyone know where you found it!
Presented by a member of the prestigious Society for Neuroscience, in this presentation you will discover simple but proven brain-based methods to greatly enhance your negotiation skills. You will be introduced to strategies to significantly improve your brain’s performance during negotiations and discover how to best influence the brains of the other party to get the results you really want. Neuroscience research indicates that these strategies not only greatly improve your negotiation skills, they also significantly reduce the stress normally associated with tough negotiations
Slides from my HBR Exchange webinar on "Coaching Your Employees." Topics include Leadership roles, When coaching works (and when it doesn't), Coaching tools, Coaching traps, and Putting it into practice.
How and why to design your teams for modern software - Sheffield DevOps - Jul...Matthew Skelton
From a talk given at Sheffield DevOps meetup group - http://www.sheffielddevops.org.uk/
How and Why to Design your Teams for Modern Software Systems.
For effective, modern, cloud-connected software systems we need to organise our teams in certain ways. Taking account of Conway’s Law, we look to match the team structures to the required software architecture, enabling or restricting communication and collaboration for the best outcomes.
This talk will cover the basics of organisation design, exploring a selection of key team topologies and how and when to use them in order to make the development and operation of your software systems as effective as possible. The talk is based on experience helping companies around the world with the design of their teams.
WORKSHOP: Organisation Design for Effective Software Systems – Weds 25 October, London - https://ti.to/skelton-thatcher-consulting/ - use DEVOPS25 for 25% discount
Resilience: how to build resilience in your people and your organizationDelta Partners
"It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change."
- Charles Darwin
Those people who are familiar with our work know that we write quite a lot about the pace of change in our global business environment. It is continual, it is unrelenting, and it appears to be accelerating.
We cannot slow the pace of change, so do we give up? Throw our hands up and succumb to the tidal wave of knowledge that we are adrift and rudderless? And if not, what can we do to make our people and our organizations more resilient in the face of this ongoing pressure?
"Resilience: an ability to recover from or adjust easily to misfortune or change."
- Merriam-Webster Dictionary
It turns out that there are definitely steps that a manager can take to influence the resilience of both the organization and the individual.
The goal of this presentation is to provide a starting point for leaders and managers as they seek ways to battle back against the apathy and exhaustion that builds in everyone. It is not the final word in these matters – rather it is best considered a jumping off point for those who are looking for a different way.
So enjoy it, share it, and use it. Just let everyone know where you found it!
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
This presentation describes motivational theories that can help engage students in the classroom. These theories can be applied to other learning environments as well.
The presentation was created by the author, Dagmar Kusiak. The slides summarize important motivational theories: ARCS model, Goal Setting Theory, and Self-Regulation Theory.
Effective-Learning Assignment
The “effective-learning” assignment will test your ability to think, generate hypotheses, and, in general, apply psychological science. The task will be to read a paper referenced in the “A guide to Effective Studying and Learning” by Matthew G. Rhodes, Anne M. Cleary, & Edward L. DeLosh. Then you will write a brief (about 400 words) summary of the paper. In this summary, outline what the hypotheses were, what the methodology was, what the results were, and what are the implications of these results. You will then write an additional analysis (about 200 words) about how one could take the results of that study and use it to improve the efficiency of their own learning. In this second section, consider what the data show and how learners can apply those results to make themselves better learners. Think about this last section as a "letter to grandma" in which you explain how a particular memory/learning technique can be incorporated into your own learning. This section should be in simple language that anyone can understand.
Requirements
1. The paper you review must be from the Reference section of Rhodes et al (2019). If your chosen paper is not from Rhodes et al (2019), your project will not be read or graded.
2. Do not use any quotes from the paper. Quoting will result in a lower grade.
3. Do not paraphrase – use your own writing. Any plagiarism will result in a project not being read or graded.
4. If you do not know what the word “plagiarism” means, read below and make sure you understand.
5. A full reference to the paper used must be included.
6. The project must be between 500 and 700 words. Projects shorter and longer will not be read or graded. You must craft your arguments to fit into the word limit. The word limit refers to the body of your project and does not include a title page (not required), references, and any supplementary material you add (not required).
7. APA style is encouraged but not required.
8. You may email me questions on how best to do this project
9. Grading will follow the Effective-Learning Assignment Grading Rubric
Study Efficacy and the Region of Proximal Learning Framework
Nate Kornell , Janet Metcalfe
Author Affiliations
Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(3), 609-622. doi:10.1037/0278-7393.32.3.609
Abstract
One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants' learning was enhanced when they were allowed to control what they studied. Experiments 2a–d replicated this finding and showed contributions of self-regulated study to learning. Experiments 3a and 3b showed that, when forced to choose ...
You can pre-order "The Language of Coaching: The Art & Science of Teaching Movement" on Amazon.com now (book ships in April)
This presentation was delivered in 2019 at the Perform Better Summits. This talk focused on the impact coaching language (instructions, cues, and feedback) has on the way people learn to move. Profiling many of the topics covered in my forthcoming book, "The Language of Coaching," this presentation will help anyone who teaches movement elevate HOW they coach to the same level as WHAT they coach.
This presentation was delivered at the Football Innovation Summit in London on Tuesday, April 2nd. This presentation explores the role of attention and coaching language (athlete's thoughts) in influencing motor skill learning (i.e., learning movement). This presentation is for sports coaches, strength coaches, therapists, parents, teachers, and athletes.
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.
This presentation was delivered at the 2017 NBSCA Conference in conjunction with the NBA Combine. The topic focused on the impact of coaching and communication on skill learning.
Perfect practice or pitch perfect: a story about performance & learningNick Winkelman, PhD
Presented @ Huddle Dublin | September 2016
We have all experienced it – the disappointment and confusion that emerges after putting everything we have into studying, practicing and preparing only to experience utter failure when the big moment comes. We reflect, “how could I have been so successful in practice, but perform so poorly when it mattered most.” This disconnect is common, almost ubiquitous, and these situations are often associated with ‘choking under pressure’, ‘test taking anxiety’, ‘stage fright’, or something similar. Whilst dealing with pressure is part of the equation, it is not the whole story. This presentation seeks to demystify a part of this conundrum and provide insights that should help our practice stick when it counts.
Nick Winkelman, PhD | Head Of Athletic Performance and Science, IRFU
We are consistently faced with the difficult challenge of teaching people how to move. Whether it’s helping a client learn a movement for the first time, or a patient to re-learn a pattern after injury, the ability to convey a message that can be translated into physical movement is critical. Despite this importance, we have all faced the challenge of having our instruction, feedback and cues lead to effective movement. What’s more, we face the even greater challenge of getting acute improvements to have lasting effects. So this leaves us with an important question – how do we make learning stick? To answer this question we have to realize an important truth – new information is best understood through the lens of something we already know. Put simply, stories, analogies and metaphors can help us to learn something new by leveraging the experiences and knowledge we already have. As Hannah Arendt once said, “storytelling reveals meaning without committing the error of defining it.” Therefore, we are able to convey the complexities inherent to movement, through the simplicity of the associations that emerge through analogy, metaphor and storytelling. Imbedded in science, logic and experience, this presentation will provide you with a blueprint for making your coaching memorable.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. Individuals learn better when they receive information in
their preferred learning style (auditory, visual, kinesthetic)
UK93% NL96%
Dekker et al. (2012)
8. no adequate evidence
to justify incorporating
learning-style assessments
into educational practice
Harold Pashler (2008, p. 105)
9. Learning Styles do not work
yet the current research literature is
full of papers which advocate their use
Phillip Newton (2015, p. 5)
10. Problems associated with applying learning styles
Number01 Number02
Coffield et al (2004) & Howard-Jones (2014)
Learning styles support
the view that learning is
based on fixed traits that
are stable over time
Contrasts The research
By Carol Dweck on growth
mindset and learning
Number03
Learning styles grew out of
the fact that sensory
information is processed in
different brain regions
this reasoning falls down
when the interconnectivity
of the brain is considered
Learning styles do not
factor in the importance
of context when applying
coaching strategies
Use strategies that are
relevant to the skill being
learned
19. 0400 0800 12000600 1000 1400 18001600 2000
Fine Motor
Control
Balance
Short-Term
Memory
Drust (2005) & Rowland (2011)
20. Rowland (2011)
Number01 Number02
Psychological Factors
expected to influence
Physical performance
tend to peak earlier
in the day
Number03
physiological factors
contributing towards
physical performance
Tend to peak in the
late afternoon and
early evening
The extent to which
our circadian rhythms
Influence performance
& responses to training
remains uncertain
applying Biorhythms to performance & Learning
24. 24
DLPFC
PMC
SMC
M1
No Sleep Sleep
01: Dorsolateral Prefrontal Cortex
02: Premotor Cortex
03: Medial Temporal Lobe
04: Primary Motor Cortex (M1)
05: Supplementary Motor Cortex
06: Basal Ganglia
07: Cerebellum
Sleep and motor skill learning
MTL
Basal
Ganglia
Cerebellum
Explicit
(Knowing)
Implicit
(Doing)
Song (2009)
25. Implicit & explicit systems work together to
formulate learning, however, the elements that
require explicit attention also require sleep for
consolidation – “saving to the hard drive”
26. 01 Time pressure ↑ Errors
02 Response Time ↓
03 Working memory ↓
04 ↓ learning of cognitive Tasks
Sleep Loss & cognitive performance
Sleep Loss, Performance and learning
05 Performance ↓ With ↑ Duration
06 ↑ Effort to maintain performance
Process instruction
Reacting to opponent
Time dependent Tasks
Possible outcomes
Consolidate learning
Effects of fatigue
Fatigue sooner
Fullagar et al. (2015)
31. External Focus
Explode Off The Ground
Internal Focus
Explode Through Your Hips
External Focus
Catch Ball at Highest
Point
Internal Focus
Extend your arms as high
as you can
Wulf, 2013
32. Wulf, 2013
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.
33. 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
34. 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 Clients
focus outward as opposed to inward
could support learning & mental
Robustness Over time
35. External Focus cues have been shown
to Protect Against choking &
encourage an expert-like
physiological state
38. 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
39. Fact Fiction
Learning is improved
when clients focus on the
movement process opposed
to the movement outcome
42. A progressive increase in
contextual interference from
blocked to random has been
shown to be superior to
blocked or random only.
Porter et al., 2010
43. Porter et al., 2010
Learning is a result of the
attention deployed during
Training and the demands
placed on memory retrieval.
Interleaving drills ↑ demands
placed on Attention & memory.
44. Skill Retrieval Drives learning. To
strengthen retrieval we must first forget.
Skill spacing & variability creates
Desirable difficulty.
45. spacing out short & frequent bursts of
practice is key When trying to learn or
improve upon a given motor skill.
46. Fact Fiction
Training sessions that limit variation
and focus on a single version of a
skill will result in greater long-
term learning & retention than
training sessions that use multiple
versions of a skill
49. Choice & Autonomy As Motivational Fuel
01 ↑ effort & persistence
02 ↑ physical performance
03 ↑ Concentration & Focus
04 ↑ Motor skill learning
The Optimal theory of Motor Skill learning
Wulf & Lewthwaite (2016)
(Mageau & Vallerand, 2003)
(Mageau & Vallerand, 2003)
(Mageau & Vallerand, 2003)
50. Humans are more than neutral processors
of information, and evidence suggests that
learning is optimized by practice conditions
that account for motivational factors
Lewthwaite & Wulf (2012, p. 173)
51. Provide feedback
on the ‘Process’
not the ‘Person’
“I can see that your hard
work is paying off, you’re
technique has improved
massively.”
VS.
“Great Job”
“You’re a Natural”
“You’re Very Talented”
Mueller & Dweck (1998) and Kamins & Dweck (1999)
53. Nothing is more effective than sincere,
accurate praise, and nothing is more lame
than a cookie-cutter compliment
Bill Walsh (San Francisco 49ers Head Coach)
54. Empowering Learning Through Choice
01 Provide option to request feedback
02 Use questioning to involve client
03 Provide option to request demonstration
04 Provide choice around progression & Method
05 Justify Program - Progression & Regression
55. Fact Fiction
Just by giving a client choice,
you can increase motivation and
improve learning and retention
of a given skill
57. References | Learning Styles
_ Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16
learning: A systematic and critical review: Learning and Skills Research Centre London.
_ Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and evidence.
Psychological science in the public interest, 9(3), 105-119.
_ Dekker, S., Lee, N.C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence
and predictors of misconceptions among teachers.
_ Howard-Jones, P.A. (2014). Neuroscience and education: myths and messages. Nature Reviews
Neuroscience, 15(12), 817-824.
_ Newton, P.M. (2015). The learning styles myth is thriving in higher education. Frontiers in
psychology, 6.
_ Newton, P.M., & Miah, M. (2017). Evidence-Based Higher Education–Is the Learning Styles
‘Myth’Important? Frontiers in Psychology, 8.
58. References | Learning + Timing
_ Atkinson, G., & Reilly, T. (1996). Circadian variation in sports performance. Sports
medicine, 21(4), 292-312.
_ Drust, B., Waterhouse, J., Atkinson, G., Edwards, B., & Reilly, T. (2005). Circadian rhythms
in sports performance—an update. Chronobiology international, 22(1), 21-44.
_ Millar, K., Styles, B. C., & Wastell, D. G. (1980). Time of day and retrieval from long-term
memory. British Journal of Psychology, 71(3), 407-414.
_ Rowland, T. (2011). Athlete's Clock, The: How Biology and Time Affect Sport
Performance: Human Kinetics.
_ Winget, C. M., DeRoshia, C. W., & Holley, D. C. (1985). Circadian rhythms and athletic
performance. Medicine & Science in Sports & Exercise.
59. References | Learning + Sleep
_ Ferrara, M., & De Gennaro, L. (2001). How much sleep do we need? Sleep medicine
reviews, 5(2), 155-179.
_ Fullagar, H.H., Skorski, S., Duffield, R., Hammes, D., Coutts, A.J., & Meyer, T. (2015). Sleep
and athletic performance: the effects of sleep loss on exercise performance, and
physiological and cognitive responses to exercise. Sports medicine, 45(2), 161-186.
_ Song, S. (2009). Consciousness and the consolidation of motor learning. Behavioural
brain research, 196(2), 180-186.
60. References | Learning + Cueing
_ Maurer, H., & Munzert, J. (2013). Influence of attentional focus on skilled motor
performance: Performance decrement under unfamiliar focus conditions. Human
Movement Science, 32(4), 730-740.
_ Ong, N.T., Bowcock, A., & Hodges, N.J. (2010). Manipulations to the timing and type of
instructions to examine motor skill performance under pressure. Frontiers in
Psychology, 1(196), 1-13.
_ Winkelman, N. C., Clark, K. P., & Ryan, L. J. (2017). Experience level influences the effect
of attentional focus on sprint performance. Human Movement Science, 52, 84-95.
_ Winkelman, N. C. (2017). Attentional Focus and Cueing for Speed Development.
Strength & Conditioning Journal.
_ Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International
Review of Sport and Exercise Psychology, 6(1), 77-104.
61. References | Learning + Context
_ Lage, G. M., Ugrinowitsch, H., Apolinário-Souza, T., Vieira, M. M., Albuquerque, M. R., &
Benda, R. N. (2015). Repetition and variation in motor practice: a review of neural
correlates. Neuroscience & Biobehavioral Reviews, 57, 132-141.
_ Porter, J. M., Landin, D., Hebert, E. P., & Baum, B. (2007). The effects of three levels of
contextual interference on performance outcomes and movement patterns in golf
skills. International journal of sports science & Coaching, 2(3), 243-255.
_ Porter, J. M., & Magill, R. A. (2010). Systematically increasing contextual interference is
beneficial for learning sport skills. Journal of Sports Sciences, 28(12), 1277-1285.
_ Vidoni, E.D., & Boyd, L.A. (2007). Achieving enlightenment: what do we know about the
implicit learning system and its interaction with explicit knowledge? Journal of
Neurologic Physical Therapy, 31(3), 145-154.
62. References | Learning + Choice
_ Wulf, G., Chiviacowsky, S., & Drews, R. (2015). External focus and autonomy support: Two
important factors in motor learning have additive benefits. Human movement science,
40, 176-184.
_ Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation
and attention for learning: The OPTIMAL theory of motor learning. Psychonomic
bulletin & review, 23(5), 1382-1414.
_ Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2017). Triple play: Additive
contributions of enhanced expectancies, autonomy support, and external attentional
focus to motor learning. The Quarterly Journal of Experimental Psychology(just-
accepted), 1-22.
63. Appendix A | Learning Styles & Other Myths
Howard-Jones (2014)
64. Appendix B | Optimizing Sleep
Fullagar et al. (2015)