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.
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.
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.
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.
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 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 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 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.
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.
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.
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 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 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 is Dr. Mike Young's presentation on Planning Speed Training for Team Sports from the 2015 Southwest Speed Summit. Dr. Young is the owner and Director of Performance at Athletic Lab sports performance training center. He has served as the fitness coach for 2 North American professional soccer clubs and consults for teams and schools in various other capacities. In this presentation, Dr. Young discussed the best practices for planning speed training sessions in the context of a team setting.
This is Dr. Mike Young's presentation on Planning Speed Training for Team Sports from the 2015 Southwest Speed Summit. Dr. Young is the owner and Director of Performance at Athletic Lab sports performance training center. He has served as the fitness coach for 2 North American professional soccer clubs and consults for teams and schools in various other capacities. In this presentation, Dr. Young discussed the best practices for planning speed training sessions in the context of a team setting.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. 2
How often do
you repeat
the same cue
over and over
or feel like
you are not
being heard?
Image Removed
3. 3
How many
times have you
instructed your
client on how
to perform a
movement
only to be
asked -
so what do
you want me
to do?
4. 4
How many
times have
you given
your client a
cue only to
have them
do exactly
what you
hoped to
avoid?
5. 5
How many
times have you
achieved great
results within a
session only to
see those results
disappear the
next time the
client shows
up to train?
Image Removed
6. 6
Now…How many
times have you
also delivered a
cue or bit of
instruction and
have it instantly
work and continue
to work as if you
got 6 weeks of
training out of
one session?
7. 7
How do we optimize instruction and cueing to
ensure learning?
15. 15
“Much of humankind's remarkable mental aptitude can be
attributed to analogical ability – the ability to perceive and use
relational similarity.” Gentner & Calhoun (2010)
16. 16
““In broad terms, an
analogy is simply a
comparison that
alerts a parallel
- explicit or implicit -
between two distinct
things, based on the
perception of a shared
property or relation.”
-John Pollack
17. 17
Perth is in the grip of a heat wave with temperatures set to
soar to 40 degrees Celsius by the end of the week. Australia is
no stranger to extreme weather. Melbourne was pummeled
with hailstones the size of golf balls on Saturday. Long term,
droughts, bushfires, and floods have all plagued large swaths
of Queensland, New South Wales and Victoria
(excerpts from: James Geary in I IS AN OTHER)
18. 18
“War involves the organized, deliberate use of force to attain a
goal, often the control of territory. So does football.” Offensive
lineman “ battle in the trenches ” to give the quarterback, often
called the “ field general, ” the time to throw “ bullet ” passes
and “ march ” his team downfield. If he’s got a “ cannon for an
arm, ” he might even “ throw a bomb. ”
(excerpts from: Michael Mandelbaum in THE MEANING OF SPORTS via John Pollack in SHORTCUT)
19. 19
Car : Human Body
Computer : Human Brain
Jet : Broad Jump
Rocket : Vertical Jump
Prius : Jogging
Porsche : Sprinting
20. 20
What role does analogy play in influencing movement skill
acquisition and learning?
22. 22
ANALOGY LEARNING
Table Tennis
_ 3 Groups
_ Explicit, Implicit and Analogy
_ Practice Performance (300 Trials)
_ Explicit = Implicit = Analogy
_ Recall of Explicit Rules
_ Explicit > Implicit = Analogy
_ Transfer Test (50 Trials-Backward Counting)
_ Accuracy (Explicit < Implicit = Analogy)
_ Retention Test (50 Trials)
_ Accuracy (Explicit = Implicit = Analogy)
(Liao et al., 2001 and Poolton et al., 2006)
23. 23
Liao et al., 2001
“draw a right-angled
triangle with the bat…
strike the ball while
bringing the bat up the
hypotenuse of the
triangle”
UK
Poolton et al., 2007
“move the bat as if it is
travelling up the side of a
mountain”
CHINA
THE INFLUENCE OF CULTURE
Analogy Learning
24. 24
ANALOGY LEARNING
Free Throws
_ 3 Groups
_ Explicit, Analogy and Control
_ Practice Performance (3-days + 480 Trials)
_ Explicit = Analogy = Control
_ Recall of Explicit Rules
_ Explicit > Control > Analogy
_ Transfer Test (1 x 40 Trials-Backward Counting)
_ Accuracy (Explicit = Control < Analogy)
_ Retention Test (2 x 40 Trials)
_ Accuracy (Explicit = Control = Analogy)
(Lam et al., 2009/2009)
26. 26
ANALOGY
Use the familiar to explain
something less familiar
Familiar
Resonate emotionally |
Emotionally charged
Emotional
Highlight similarities and
obscure differences
Similarities
Tell a coherent story
Story
STRUCTURAL MAPPING
Creating Effective Analogies
27. 27
Culture
How does their culture
influence the way they
see, understand and
experience the world
Generation
How does their
generation influence their
identity, world perception
and social interests
Motivation
What is their ‘Why’ and
their central driver for
working towards a set
of goals
Habits/Hobbies
What are they
interested in doing
and ‘Why’ are they
interested in it
Personality
What makes them tick |
What is their favorite
color, super hero,
super power, etc.
FIVE WAYS TO IMPROVE YOUR ANALOGIES
28. 28
“It is not simply the case that the longer a piece of information stays in
STM then the more likely it is to go into LTM. Instead, the more
significant a stimulus or event is then the greater likelihood it is
retained in LTM” Williams et al. (2008)
29. 29
ANALOGY
Identify analogies that
capture the same timing,
speed or rhythm of the
movement
Time | Speed
Identify analogies that
capture the same force
characteristics or strength
demands
Force | Strength
Identify analogies that
capture the same direction
or spatial qualities as
the movement
Direction | Space
Identify analogies that
capture the same shape,
positions or geometry of
the movement
Geometry | Shape
STRUCTURAL MAPPING
Creating Effective Analogies for Movement
33. 33
ANALOGY LEARNING
Framework
3 Steps
1. Identify movement of interest
2. Prioritize top 3-5 common errors
3. Generate 1-3 analogies for each error
_ Acceleration
_ Absolute Speed
41. 41
ACCELERATION
Analogy Learning Examples
POSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMS
“Head to heel strong as steel”
“Drive your knee forward as if
to shatter a pane of glass”
“Explode forward like you are
sprinting upstairs”
“Sprint out like you are trying to
catch a robber”
“Jet over helicopter when you
drive out”
“Sprint out like you have a cheetah
2 steps behind you”
“Imagine your arms are hammers
and your shins are the nails”
47. 47
ABSOLUTE SPEED
Analogy Learning Examples
POSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMS
48. 48
ABSOLUTE SPEED
Analogy Learning Examples
POSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMS
49. 49
ABSOLUTE SPEED
Analogy Learning Examples
POSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMS
50. 50
ABSOLUTE SPEED
Analogy Learning Examples
POSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMSPOSTURE | FRONT SIDE | BACKSIDE | ARMS
“Lead with your belt buckle”
“Lean into the wind or run
like you are in a wind tunnel”
“Sprint through knee/shin
high grass”
“Sprint through knee/shin
high surf”
“Sprint as if the ground is on fire”
“Sprint as if to spin the earth back”
“Bounce off the ground like a ball”
“Open and close the door”
52. 52
“Analogies aren’t accidents, they’re arguments - arguments that,
like icebergs, conceal most of their mass and power beneath the
surface.” – John Pollack
53. 53
“Analogies…often trigger emotions [and are a] practical way to
sort a flood of incoming data, place it within the context of our
experience, and make decisions accordingly.” – John Pollack
54. 54
“If one never trusted a single analogy, how could one understand
anything in this world? What, other than one’s past, can one rely on in
grounding decisions that one makes when facing a new situation.”
– Douglas Hofstadter and Emmanuel Sander