GUIDANCE HYPOTHESIS - Motor Learning for Coaches

• Introducing Kasey, Andy, and Harjiv + why they think motor learning is important.
  • 0:42 - Kasey’s thoughts.
  • 2:00 - Andy’s thoughts.
  • 3:46 - Harjiv’s thoughts.
• 6:16 - The Guidance Hypothesis in relation to feedback.
  • 6:22 - The only law in motor learning: Fitts Law.
  • 7:19 - Using the analogy of bowling balls and bumper lanes to demonstrate the importance of removing dependence in athletes.
  • 8:30 - Information and feedback is better processed when given in a concise form + why coaches should put in the extra effort to do so. 
• 11:29 - How coaches should approach giving feedback to their athletes.
• 13:25 - How much of feedback should revolve around the athletes thoughts + using open questions to elicit feedback from athletes.
• 14:51 - Limiting feedback to avoid overloading athletes with information, while also effectively sharing information with them.
  • 15:00 - Evaluating the influence of the coach’s ego + pushing it aside to better develop athletes.
  • 17:11 - Finding the right time to offer feedback to athletes.
  • 18:32 - How the institution of self-regulated learning within athletes during practice can also be used as a constraint to main focus during matches.
• 19:43 - What do players actually benefit from becoming less reliant on coaches?
  • 20:51 - Including a step-by-step process instead of overloading athletes with information all at once.
    • Identifying critical points of tasks.
    • Correlating it to success to improve the mentality of athletes.
  • 21:56 - Precise feedback is not always the most effective feedback.
• 25:06 - Targeted feedback vs. “untargeted feedback”.
• 27:01 - Feedback is ultimately a constraint.
• 30:15 - Studying the effects of giving more feedback.
• 33:51 - Why youth coaches should hold back on giving vocal feedback without the backing of data, spreadsheets, film, etc.

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