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Presentation motor learning

This document provides information on coaching and motor development at different ages. It discusses motor learning stages, types of feedback, and characteristics of talented youth players. The key points are: - It outlines motor learning stages including cognitive, associative, and autonomous phases and emphasizes the importance of feedback. - Puberty is discussed as a critical period where growth spurts can impact coordination but also increase strength and endurance capacity. - Talent is defined as performing better than peers during training/competition and having potential for elite levels, with mental fitness, natural ability, and physical fitness seen as top factors.

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• 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
• 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)
• Schoolperiod (6-12 years) • Adolescence (12-22 years) • Maturity (20/25-55/65 years)
• Flexible • Dynamic • Eye-hand coordination at its optimum • Huge improvement of reactive speed
• Gross motor skills: Increase of elasticity, balance, speed, agility, strength • Fine motor skills improves as well • 10-12 year peak motor learning age
• 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
• Flexible and limber • Concentration • Fast fatigueable • Sensitive for coordination training • Egocentric (my ball)
• Very good motor skill trainability  increase of ball control + coordination • Enthousiastic • Studious • Ego  group • Limited endurance capacity and strength
• Still good trainability of motor skills  good coordination • Balanced body structure • Growth Spurt • Competitiveness • Group thinking  team goals • Critical
• Early, mid & late adolescence • Puberty = event • Growth Spurt  disturbed coordination • Testosteron levels increase  powerful • Increase of endurance capacity • Load vs load capacity/limit
• Self-image • Very critical • Logical thinking • Hypothetical thinking capacity  ‘football problems’ • Experimental thinking  variation • Combinational thinking  combine ‘football problems’
• 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
• Mid adolescence • Physical growth back in balance  increased load capacity (strength and endurance) • Increased coordination • Analytical ability • Responsibility • Identity crisis
• Late adolescence • Optimal age to increase the training load (=volume x intensity) • Team performamce • Realistic
• Ready to play in the 1st team/U23 • Brain development (±24 years) • Importance of motor learning with 1st/U23?
‘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!
• Open: Movement is fixed • Closed: Unfixed movements • Examples?
Fitts´ learning stages: • Cognitive phase • Associative phase • Autonomous phase
• 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
• 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!
• 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
Intrinsic Extrinsic (augmented) Re-investment of knowledge hypothesis
• False/bad instruction is dramatic for the learning process
Feedback dependancy
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
• Visual • Auditive • Proprioceptive • Tactile
• KP or KR • fading frequency • bandwidth feedback • self-selecting feedback • summative feedback • average feedback • video feedback  KIS principle: Keep It Simple
• KP or KR • fading frequency • bandbreedte feedback • zelfselecterende feedback • summatieve feedback • gemiddelde feedback  KIS principe: Keep It Simple
 Guided discovery learning
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
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.
• 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).
• 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)
• 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
• More info: info@guidoseerdenfc.com • www.facebook.com/guidoseerdenfc @guidoseerden #guidoseerdenfc • Online soon: www.guidoseerdenfc.com