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4.0 - Introduction and Objectives
Learning and Performance
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Included in this section is information presented by Debbie Crews Ketterling, PhD. and covers the subject matter of her book, “Golf: Energy In Motion.” This book is required reading for the LPGA written evaluations at all three levels of certification. All page references in this section (unless otherwise stated) are to pages in “Golf: Energy in Motion.” The objectives of this section are to help you: Level I – Performance 1. Learn and understand the concept of “performance” in teaching, coaching and managerial leadership 2. Identify variables that will allow you to assess and enhance performance charac-teristics for yourself and your students, athletes and/or staff. 3. Develop strategies integrating the variables that will allow you, your students, athletes or staff to reach personal goals and the goals of their organizations. Level – Motor Learning 1. Learn and understand motor learning and control concepts that allow you to un-derstand how the body creates motion. 2. Understand the value of routines for successful performance in golf and to assist a golfer in developing a successful individualized routine. 3. Know and be able to apply developmental concepts to teaching children and sen-iors successfully. Level – Sport Psychology 1. Learn sport psychology concepts to enhance golf performance and enjoyment of the game. 2. Evaluate the psychological components of the golfer. 3. Assist golfers develop psychological strategies to create desirable motion and to enhance performance and enjoyment of the game.
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Learning and Performance
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4.1 - Performance Definitions Learning is defined as “a relatively permanent change in the skills and ability to perform a task, a result of experience” (Schmidt, 1988, page 7). Performance is defined as “how a task is executed (created) at a given point in time” (Thomas & Thomas, 1994, page 7). The goal of learning is to automate the skill so attention can be focused on performance strategies. Performance is determined by the interaction of these three variables: 1. Skill level 2. Environmental factors 3. Psychophysiological state Automated skill allows our attentional focus and effort to self-regulate our reactions to environmental conditions and our psychophysiological state. Psychophysiological state is the psychological and physiological predisposition an individual possesses for performance. State of being refers to our physical, psychological, emotional and intuitive self at a given point in time. There are obviously some states that enhance performance (seeing the glass half full) and other states that interfere with performance (seeing the glass half empty). We as individuals can learn to self-regulate this state once we are aware of its existence and importance. Golf as a metaphor Whether we are a teacher, coach, or managerial leader, golf is the “stage” that we perform on. We often say that sport is a microcosm of society. Life plays itself out in sport. Golf becomes the agent for learning and performance. The game of golf includes at least four components: Learning the skill 1. Performing the skill 2. Learning to play the game 3. Performing the game of golf If we as teachers believe that our sole purpose is to teach the skills of golf, we are only accomplishing one-quarter of our job. It is not enough to simply teach the swing. Golfers can know the swing very well and not be able to perform the motion on the golf course. They can also learn all the strategies of playing the game, yet not be able to perform these strategies on the golf course or in competition. It is our job as professionals to teach not only motor learning, but also motor control to our students. The goal of this manual is to not only teach knowledge of the skill of golf and the game of golf, but to also teach strategies and a process to learn and facilitate performance.
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4.1 - Performance
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Self Awareness (page 20) Optimal performance is a state of heightened awareness. If we are not aware, we cannot influence our performance or make change. Once we become aware we can go through the four-step process that will put us in control and provide the opportunity to do what we want to achieve. This four step process is: 1. Make it okay 2. Make a decision 3. Make a plan 4. Monitor the results Be the observer! It is not enough to simply “do” golf. We must “be” present to perform optimally. One technique is to “do” a shot and then step back and “be” the observer. This process can allow the conscious and subconscious to be on the same page. Techniques to increase awareness: There are many important tools that can be used to increase awareness. The LPGA employs the following list of questionnaires for self-report, teaches interview techniques, encourages the use of statistics and structured observation, and believes that experts know to follow their intuition. Ê Ê Ê Ê Ê Ê Ê
UÊ ië iÀVÊ`>ViÊqÊivÌ]ÊÀ} ÌÊ UÊ -iÃÀÞÊ`>ViÊqÊÛÃÕ>]Ê>Õ`ÌÀÞ]ÊiÃÌ iÌVÊvii® UÊ ÞiÀÃÊ À}}ÃÊ/Þ«iÊ`V>ÌÀÊqÊÌÀÛiÀÃÉiÝÌÀÛiÀÃ]ÊÃiÃ}ÉÌÕÌ]ÊÌ }É feeling, judging/perceiving UÊ ÌiÀÛiÜÃÊqÊiÃÃÃ]ÊLÃ]ÊÀiVÀÕÌà UÊ -Ì>ÌÃÌVÃÊqÊ}>i]Ê}Ã]ÊÕÌVià UÊ "LÃiÀÛ>ÌÊqÊV`}]ÊÃiv>ÃÃiÃÃiÌ]Ê«>ÌÌiÀà UÊ ÌÕÌÊqÊÃ}ÃÊ>`ÊÃ}>Ã]Ê}VÊÛðÊvii
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Preparation (page 52) Preparation begins internally. We are the filter, so it is important that we do everything we can to optimize the filter. Optimize the filter - We do not have to attend to everything that comes into our head. We have the option to change the channel and use only the information and events that contribute to successful performance. Optimizing the filter includes the following: Ê UÊ Know what works for youÊqÊVÀi>Ã}Ê>Ü>ÀiiÃÃÊ}ÛiÃÊÕÃÊÌ ÃÊvÀ>Ì Ê UÊ Develop routinesÊqÊÌ iÊL`ÞÊ>`Ê`ÊÌ iÊÃÞÃÌi®ÊV>ÊÀi>ÝÊÜ iÊÌÊÜÃÊÜ >ÌÊ is coming. Routines provide these patterns of behavior. Ê UÊ Set the stageÊqÊ>ÀÀ>}iÊiÛiÀÞÌ }ÊÜiÊV>ÊVÌÀÊÌÊÜÀÊÊÕÀÊv>ÛÀÊÌ`>Þ Ê UÊ Work backwardsÊqÊ >ÛiÊÌ iÊi`«ÌÊÊ`Ê>`Ê>ÜÊÌ ÃÊ>}iÊÌÊ}Õ`iÊÕÀÊ preparation and decision making Ê UÊ Anticipate and planÊqÊÌ Ê> i>`ÊvÊ>ÊÌ iÊÛ>À>LiÃÊÌ >ÌÊVÕ`ÊyÕiViÊ performance and plan strategies to manage the outcomes
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4.1 - Performance
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Practice (page 55) Practice contributes to optimizing the filter. Two components to practice: Ê UÊ What ÜiÊ«À>VÌViÊqÊiV >VÃ]ÊÀ ÞÌ ]ÊL>>Vi]ÊÀÕÌiÃ]ÊV >i}i]Ê>}iÀÞ Ê UÊ How ÜiÊ«À>VÌViÊqÊÀ}>â>Ì It is important to: Ê UÊ 6>ÀÞÊ«À>VÌViÊqÊ}>iÃ Ê UÊ >ÀivÕÞÊ>``ÊV >i}iÊqÊ« ÞÃV>]ÊiÌ>]ÊiÌ> Ê UÊ i>}vÕÊ«À>VÌVi Ê Ê qÊ ÌiÌÃ Ê Ê qÊ ÌÌiÌà UÊ Û>Õ>ÌiÊqÊÞiÃÊÀÊ]Ê££ä]ÊÃVÀiÊÀ>}ià Possibilities (page 46) There are numerous possibilities on any given day. To transform fear and the unknown to a “game of possibilities” can lead us to our defined success. In order to maximize our possibilities it will be important to do the following. Ê
Ê Ê Ê
UÊ The game of the gameÊqÊÕ`iÀÃÌ>`ÊÌ >ÌÊÜiÊ>ÀiÊ«>Þ}ÊÌÜÊ}>iÃ]ÊiÊÃÊÌ iÊ game of golf (what we are doing) and the other is the “game of the game” or the one that surrounds what we are doing (who we are being). UÊ ImagineÊqÊÌ iÊÕÌViÊ>`Ê ÜÊÌÊ>V iÛiÊÌ UÊ AcceptÊÌ iÊV >i}iÊqÊiÛiÀÞÌ }ÊÃÊiÌ iÀÊ>ÊV >i}iÊÀÊ>ÊÌ Ài>Ì]Ê>iÊÌÊ a challenge UÊ CreateÊqÊiÛiÀÞÊà ÌÊÊ}vÊÃÊVÀi>Ìi`]Êi}>}iÊÌ iÊÀ} ÌÊ ië iÀiÊ>`ÊVÀi>ÌiÊ your possibilities
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Decisions (pages 30-36, 80) Once we have identified the options or possibilities, it is important to make decisions that combine our possibilities with our intended outcomes. We make decisions based on the following: Ê UÊ IntentionÊqÊÜ >ÌÊ`ÊÜiÊÜ>̶ÊÊ*ÀÛ`iÊÌ iÊÃÞÃÌiÊÜÌ Ê>ÊVi>ÀÊ>`ÊëiVwVÊÃiÌÊ of instructions. It’s only goal is to give us what we ask for the best that it can at this point in time. Ê UÊ AttentionÊqÊ ÜÊÜÊÜiÊvVÕöÊ7 >ÌÊÜiÊvVÕÃÊÊÃÊÌ iÊÜ`ÜÊÌÊÕÀÊ`iÃÀi`Ê Ê Ê ÕÌVi°ÊÊÜÊÜiÊvVÕÃÊÜÊ>ÜÊÕÃÊÌÊ>V iÛiÊÌ iÊÕÌViÊÌiÃÌÞ]Ê`ÀiVÌ]Ê width of focus, etc.). Ê UÊ PhilosophyÊqÊÌ iÊÜ>ÞÊÊÜ V ÊÜiÊV ÃiÊÌÊÛiÊÊÌ iÊÜÀ` Ê UÊ BeliefsÊqÊÌ Õ} ÌÃÊ>`Ê>}iÃÊÜiÊ>VVi«ÌÊ>ÃÊÌÀÕÌ ÊvÀÊÕÀÃiÛiðÊÊ iivÃÊ`ÊÌÊ need proof of existence. Emotions, Motivation and Energy (pages 41, 72-74) “Emotion” is “energy in motion.” Emotions are the source of energy. Thoughts and emotion provide us with motivation. Ê Ê Ê Ê Ê Ê Ê
UÊ Use your emotionsÊqÊÊiÌÃÊ«ÀÛ`iÊiiÀ}Þ]ÊiÝVi«ÌÊvÀÕÃÌÀ>ÌÊ>`ÊÃ>`iÃðÊÊ These two emotions take our energy away. UÊ Task versus ego orientationÊqÊÌ iÊLiÃÌÊ«iÀvÀiÀÃÊ>ÀiÊ } ÊÊLÌ ÊÌ>ÃÊ>`Ê ego orientation. UÊ What you wantÊqÊ7 >ÌÊÞÕÊ`½ÌÊÜ>ÌÊqÊÃiÊ«i«iÊ>ÀiÊÌÛ>Ìi`ÊLÞÊÌ iÊ carrot, or what they want. Others are more motivated by what they don’t Ê Ü>ÌÊà Ì}ÊÛiÀÊä®°ÊÊ ÜÊÜ >ÌÊÜÀÃÊvÀÊÞÕt UÊ Synchronize your energy Ê qÊ 7 >ÌÊ}ÛiÃÊÞÕÊiiÀ}Þ¶ Ê qÊ 7 >ÌÊÌ>iÃÊiiÀ}ÞÊ>Ü>Þ¶
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Evaluation Any desired change of behavior will be expedited if it is evaluated. Accountability creates a higher level of attention, which increases the likelihood of the desired outcome. Ê UÊ ScorecardsÊqÊ>Ê}vÊÃVÀiV>À`ÊÃÊÕÃi`ÊÌÊii«ÊÃVÀi]ÊÌÊV>Ê>ÃÊLiÊÕÃi`Ê>ÃÊ>Ê psychological scorecard, a shot pattern scorecard, etc. Ê UÊ Weekly MeetingsÊqÊ>VVÕÌ>LÌÞÊÜÊVÀi>ÃiÊÜÌ ÊÀi}Õ>ÀÊiiÌ}ð Ê UÊ Performance ReviewsÊqÊ>ÊvÀ>Êi>ÃÊvÊ>ÃÃiÃÃiÌÊ>ÜÃÊvÀÊVÀi>Ãi`Ê awareness and accountability. Ê UÊ 1-10 ratingsÊqÊÌ ÃÊÃÞÃÌiÊV>ÊLiÊÕÃi`ÊÌÊÃVÀiÊÃÌÊ>ÞÊ`iÃÀi`ÊLi >ÛÀÊ or outcome. Intuition Expert-level teachers and coaches are characterized by their use of intuition. They not only have an awareness of it, they trust it and make decisions accordingly even if it appears to contradict logic. Our intuition comes to us through: Ê UÊ Sixth senseÊqÊÕÀÊ}ÕÌÊvii} Ê Ê Ê
UÊ Logic and feelÊqÊÌÕÌÛiÊ«i«iÊÜÊV ÃiÊvii UÊ Signs and signals qÊÌÕÌÊViÃÊÊ>ÞÊvÀÃÊ>ÃÊÃ}ÃÊ>`ÊÃ}>ðÊÊ They will keep coming until we receive the message. UÊ Energy patternsÊqÊ>Ê>Ü>ÀiiÃÃÊvÊiiÀ}ÞÊ«>ÌÌiÀÃÊÜÊ i«ÊÕÃÊÌÀÕÃÌÊÕÀÊÌÕÌ°
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Adaptability “We are an oscillating system in an oscillating environment” (page 70). “Responding is making good choices to perform in a state of mind that… ultimately can lead to great performance” (page 72). Our ability to be adaptable comes from the following. Ê UÊ BeliefsÊqÊÃÌ>ÌiiÌÃÊÌ >ÌÊÜiÊV ÃitÊ(page 112). Ê UÊ Control the dialÊqºÊ>ÊÊV >À}it»Ê7iÊÌÕÀÊÌÊÕ«Ê>`ÊÌÕÀÊÌÊ`ÜÊ(page 96). Ê UÊ Post shot routinesÊqÊ>ÜÊÕÃÊÌÊLiÊ>`>«Ì>LiÊÃÊÜiÊ>ÀiÊ>LiÊÌÊÛiÊ°ÊÊ Other examples in life are team meetings, debriefings, etc.
Regulating Stress (page 99) Learning and performance of the skills and the game of golf require us to perform under varying conditions of importance. We may also call this stress; however, what is stress to one person may not be to another person. What is important is that we vary the conditions so we learn the skills to regulate our stress response. Three elements are listed to assist us: Ê UÊ Structure the environment qÊ7iÊ >ÛiÊÌ iÊ>LÌÞÊÌÊÃÌÀÕVÌÕÀiÊÃiÊÛ>À>LiÃÊÊ Ê Ê Ì iÊiÛÀiÌÊÌÊ«ÌâiÊÕÀÊ«iÀvÀ>Vi°ÊÊ ÌÀÊÌ iÊVÌÀ>LiÃt Ê UÊ Challenge and threatÊqÊ ÛiÀÞÊÃÌÕ>ÌÊV>ÊLiÊ`iwi`Ê>ÃÊ>ÊV >i}iÊÀÊÌ Ài>Ì°ÊÊ We are likely to perform better if we label it as a challenge. Ê UÊ Magic boxÊqÊÊ>}VÊLÝÊVÌ>ÃÊÌ Õ} ÌÃ]Êvii}Ã]ÊLi >ÛÀÃ]ÊiÌV°ÊÌ >ÌÊV>Ê Ê Ê LiÊÕÃi`ÊÌÊÀi}Õ>ÌiÊÕÀÊÃÌÀiÃÃÊÀiëÃiÊ«>}iÊ£ä{®°
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4.2
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4.2 - Motor Learning On the Road to Automatic Knowing and understanding research related to: Ê UÊ ÌÀÊ i>À} Ê UÊ ÌÀÊ ÌÀ Ê UÊ Õ>Ê ÛiiÌ Learning “A relatively permanent change in the ability to perform a skill; a result of experi-ence.”(page 7). Fitts and Posner’s 3-Stage Model (1967, page 92) includes: Ê UÊ >ÀÞ]Ê>>ÞÌVÊÃÌ>}iÊÊiV >VÃ Ê UÊ ÌiÀi`>Ìi]Ê>ÃÃV>ÌÛiÊÃÌ>}iÊÊÃÊ>ÀiÊ>`iÊLiÌÜiiÊ>VÌÊ>`ÊÕÌVi Ê UÊ `Û>Vi`]Ê>ÕÌ>ÌVÊÃÌ>}iÊÊÃÕLVÃVÕÃÊ«iÀvÀ>Vi Putting these three phases on a continuum allows the learner to estimate where they are on the road to automatic. It also suggests that because we obtain automaticity, that we are done learning the motion. If the swing needs refinement, we simply go back to the analytical phase for the refining technique, not for the whole swing. As soon as possible we move to the associative phase for the refined motion and on to the automatic. / iʵÕiÃÌÊLiViÃ\ÊʺÜÊ`ÊÜiÊÜÊÜ iÊ>ÊÃÊÃÊi>Ài`¶»ÊÊ/ iÊwi`ÊvÊÌÀÊ learning uses two markers to determine if a skill is learned. A skill is learned if it meets the following criteria: Ê UÊ Retention Ê Ê qÊ £ÊÌÊÓÊ`>ÞÃÊ>ÌiÀÊÌ iÊÌÊV>ÊLiÊ«iÀvÀi`ÊÇä¯ÊvÊÌ iÊÌi Ê UÊ Transfer Ê Ê qÊ 6>ÀÞ}ÊVÀVÕÃÌ>ViÃÊ`vviÀiÌÊVÕL]ÊÌ>À}iÌ]ÊiÌV®ÊÌ iÊÌÊV>ÊLiÊ Ê Ê Ê «iÀvÀi`ÊÇä¯ÊvÊÌ iÊÌi There are two systems that are used to control motion in the body. UÊ Stimulus response system:Ê>LÌÊqÊ>ÊëiVwVÊÃÌÕÕÃÊVÕi®ÊiVÌÃÊ>ÊëiVwVÊÌ UÊ Goal-oriented behavior: Change- a new stimulus must be created to elicit a new re-sponse
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4.2 - Motor Learning
Learning and Performance
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Performance “how a task is (executed) created at a given point in time.” (Thomas, et al., 1994, pg 7) Performance is dependent on: Ê UÊ -ÃÊ>`Ê>LÌiÃ Ê UÊ ÛÀiÌ>Êv>VÌÀÃ Ê UÊ *ÃÞV « ÞÃ}V>ÊÃÌ>Ìi ...and the interaction of these three variables. The goal of learning is to automate skill so attention can be focused on performance. Four components of golf: Ê UÊ i>À}ÊÌ iÊÃÃ Ê UÊ *iÀvÀ}ÊÌ iÊÃÃ Ê UÊ i>À}ÊÌ iÊ}>i Ê UÊ *iÀvÀ}ÊÌ iÊ}>i Once again, if we as teachers believe that our sole purpose is to teach the skills of golf, we are only accomplishing one-quarter of our job. It is not enough to simply teach the swing. Golfers can know the swing very well and not be able to perform the motion on the golf course. They can also learn all the strategies of playing the game, yet not be able to perform these strategies on the golf course or in competition.
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Feedback Ê Ê
Ê Ê
UÊ Internal Ê qÊ i}>ÌÛiÊii`L>VÊ «ÊÊ-«ÞÊ>ÊVÃi`ÊÃÞÃÌiÊÌ >ÌÊÃi`ÃÊvÀ>ÌÊÌÊ the muscles (efferent signals) and receives information from the muscles (afferent signals). UÊ External Ê qÊ Üi`}iÊvÊ,iÃÕÌÃÊqÊ/ ÃÊViÃÊvÀÊÛ`iÌ>«i]ÊL>Êy} Ì]ÊiÌV°
Feedback is critical to learning the performance of a skill. The most visible feedback in golf is the ball; however, it is not always the logical or the most important form of feedback. It is kinesthetic (feel) feedback that allows us to correct the motion. “Negative feedback loop:” Ê UÊ V}ÊvÀ>ÌÊViÃÊvÀÊÌ iÊÕÃViÃ Ê UÊ / ÃÊvÀ>ÌÊÃÊV«>Ài`ÊÌÊiÝÃÌ}ÊvÀ>ÌÊÌÊ«À`ÕViÊiÌ iÀÊ>ʺ>ÌV »Ê or a “mismatch” Ê UÊ >Ãi`ÊÊÌ iÊvÀ>ÌÊÀiViÛi`ÊvÀÊÌ iÊÕÃViÃÊÌ iÀiÊÃÊ>Ê>`ÕÃÌiÌÊ>`iÊ in the motor program In fact, we correct motion using a “negative feedback loop.” What this means is that incoming information from the muscles is compared to information we already have regarding the template for the motion. If the feedback received from the muscles does not match that of the template, we receive negative information (a mismatch). The only way that we can correct motion is through this comparison of present performance with a past reference of correct motion (error detection and correction). If we perform correctly we receive no informational feedback, only a positive feel. This is why our attention must be focused on kinesthetic feedback during the motion. An easier way to understand this is the “sending” and “receiving” of information.
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Sending and Receiving Information The system for creating motion (the internal feedback loop) can be understood as simply sending and receiving information. In practice and while learning a new motion, the sys-tem will spend resources “sending” information. While playing on the course it would be more beneficial to be in a “receiving” state, paying attention to the incoming information from the muscles. This will allow the system to self-correct during the motion (page 49). Knowledge of results Ê UÊ ÌÕÕÃÊqÊvii`L>VÊ}ÛiÊ>vÌiÀÊi>V ÊÃ Ì Ê UÊ ÌiÀÌÌiÌÊqÊvii`L>VÊ«ÀÛ`i`ÊÊÃiiVÌi`ÊÃ ÌÃ Performance results from continuous feedback will be better on the same day the lesson is given. Performance results from one day, two days, or one week after the lesson is given will be better with intermittent feedback. Semantics Ê UÊ WordsÊqÊVÃVÕÃ Ê Ê qÊ Ý«ÀiÃÃÊvÊÜi`}i Ê Ê qÊ *iÀVi«ÌÊvÊvii Ê Ê
UÊ BehaviorsÊqÊVÃVÕÃÊ>`ÊÃÕLVÃVÕÃ Ê qÊ / Õ} ÌÃÊ>`Êvii}ÃÊ
Words are the least effective form of communication we have, and at the same time, changing one word in a golfer’s self-statement can create a whole different motor pro-gram. Words come from our conscious thought and behaviors express both conscious and subconscious information.
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Interference Ê UÊ Contextual interference Ê Ê qÊ ÜÊqÊVÀi>Ì}Ê>ÊV >i}iÊÌ >ÌÊÃÊiÃÃÊ`i>`}ÊÌÊÌ iÊ`Û`Õ> Ê Ê qÊ } ÊqÊVÀi>Ì}Ê>ÊV >i}iÊÌ >ÌÊÃÊÀiÊ`i>`}ÊÌÊÌ iÊ`Û`Õ> Performance results for today’s lesson will be better if high interference is given first, followed by low interference. Thus, if a behavior is going to be changed, it is better to start with the more difficult one (in the perception of the golfer) rather than the easy one, to enhance today’s performance. Ê Ê Ê
UÊ Practice variability Ê qÊ Vi`ÊqÊÌ iÊÃ>iÊÃ ÌÊÃÊ«iÀvÀi`ÊVÌÕÕÃÞÊ`ÕÀ}Ê«À>VÌVi Ê qÊ ,>`ÊqÊÌ iÊÃ ÌÊÃÊÛ>Ài`Ê`ÕÀ}Ê«À>VÌViÊ`vviÀiÌÊVÕLÊÀÊÌ>À}iÌ]ÊiÌV°®
Once again, the performance results will be better for today if blocked practice is used. ÜiÛiÀ]ÊiÊÀÊÌÜÊ`>ÞÃÊ>ÌiÀÊÀÊ>ÊÜiiÊ>ÌiÀ]Ê«iÀvÀ>ViÊÜÊLiÊLiÌÌiÀÊvÊÀ>`Ê practice is used today. Value of research Ê UÊ VVÕÀ>ÌiÞÊ`iÃVÀLiÃÊÜ >ÌÊÜiÊÃii Ê UÊ ÜÃÊÕÃÊÌÊÌiÃÌÊ`i>Ã Ê UÊ ÜÃÊÕÃÊÌÊV«>ÀiÊÌiV µÕiÃ Ê UÊ ÜÃÊÕÃÊÌÊ}iiÀ>âiÊÀiÃÕÌÃ Ê UÊ ÃÌÊ«ÀÌ>ÌÞÊÊÜiÊ>ÀiÊ>ÊÀiÃi>ÀV iÀÃt Research is simply a systematic approach to answering questions. The more we test ideas for ourselves and record the results, the faster we can find answers to our own ques-tions. It is valuable to ask our students to do the same thing. They need to test options that we provide for them and see what outcomes follow. This way they will have the courage to do Ì iÊÊÌ iÊ}vÊVÕÀÃiÊÜ iÊÌ iÊÕÌViÃÊ>ÀiÊ«ÀÌ>ÌÊÌÊÌ it
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4.2 - Motor Learning
Learning and Performance
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On the Road to Automatic 7 >ÌÊ>ÀiÊÜiÊ>Ã}ÊÕÀÊÃÌÕ`iÌÃÊÌÊ`¶ÊÊ"ÕÀÃiÛiÃÊÌÊ`¶ÊÊ7iÊ>ÀiÊ>Ã}ÊÌÊV >}iÊ be-havior. This is a challenging task for most individuals. There are six taxonomies in psy-chology attempting to explain changes in behavior. Four of the six taxonomies include a change in perception in order to change behavior. Change behavior: Ê UÊ >}iÊ«iÀVi«ÌÃÊÌÊV >}iÊLi >ÛÀÊqÊÌ iÊwÀÃÌÊÃÌi«ÊÃÊÌÊV >}iÊÌ iÊ«iÀVi«Ì Ê UÊ i>ÀÊÕÃ}ÊÕÀÊëiVwVÊÃÌÞiÃÊqÊÛÃÕ>]Ê>Õ`ÌÀÞ]ÊiÃÌ iÌV Ê UÊ *iÀvÀÊÕÃ}ÊÕÌ«iÊÃÌÞiÃÊqÊÛÃÕ>]Ê>Õ`ÌÀÞ]ÊiÃÌ iÌV Ê UÊ 1Ì>ÌiÞÊÜiÊVÀi>ÌiÊÃÞV ÀÞÊqÊV iÀiViÊÊÌ iÊLÀ>Ê>`ÊL`ÞÊVÀi>ÌiÊ optimal mo-tion Schema theory: Ê UÊ *ÀiÃiÌÊV}ÌÃ Ê UÊ V}ÊvÀ>Ì Ê UÊ ÌiÀi`Ê«iÀVi«Ì Ê UÊ yÕiViÃÊLi >ÛÀ Schema theory suggests that we have preset cognitions that influence all the feedback from the muscles to the brain (Schmidt, 1975 pages 52-53). What we believe about an activity or movement will influence all the feedback coming from the muscles before it reaches the conscious cortical areas of the brain. Thus, the same information could be perceived as positive or negative depending on the preset cognitions, or expectations in the brain. What is critical is to self-monitor preset cognitions to maintain a successful feedback environment. Learn: Ê UÊ *ÀiÃiÌÊiÜÊvÀ>ÌÊqÊÜ >ÌÊÜiÊÃ>ÞÊÌÊÕÀÊÃÌÕ`iÌÃ Ê UÊ *ÀiÃiÌÊ>ÊiÜÊ«ÀViÃÃÊqÊ ÜÊÜiÊ«ÀiÃiÌÊÌ iÊvÀ>Ì We are giving golfers information, but more importantly we are giving a process to learn the information. Therefore, when they practice on their own, they will have a system to learn that is optimal (i.e., number of balls to hit, adding importance, feedback schedule, etc).
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Stages of knowing: Ê UÊ ÜÊ>`ÊÕ`iÀÃÌ>`ÊqÊÀiV>Ê>`ÊÀië` Ê UÊ ««V>ÌÊqÊLi}Ê>LiÊÌÊÕÃiÊÌ iÊvÀ>ÌÊivviVÌÛiÞ Ê UÊ Vi«ÌÕ>âiÊ>`ÊiÛ>Õ>ÌiÊqÊLi}Ê>LiÊÌÊÌÀ>ÃviÀÊÌ iÊvÀ>ÌÊ>`ÊÜÊ if it is correct in varying situations From a cognitive perspective, there are three primary levels of learning new information. The basic level is simply to be able to tell someone else the information. The second level incorporates being able to use it or show someone, such as in the golf swing. The final iÛiÊVÕ`iÃÊÜ}ÊvÊÌÊÃÊVÀÀiVÌÊÀÊÌÊÞiÃÉÊÀÊ££äÊÀ>Ì}ÊÃV>i®Ê>`ÊLi}Ê>LiÊÌÊ apply it in a variety of circumstances (i.e., woods, irons, etc.). Verify knowledge: Ê UÊ ÕÊÌÊÊiÝ«>ÊÌ Ê UÊ ,iÌ>ÊÌÊÊ`iÃÌÀ>ÌiÊÌ Ê UÊ /À>ÃviÀÊÌÊÊÛ>ÀÞÊÌ Ê UÊ Ài>ÌiÊÌÊÊVÀi>ÌiÊÌ In order for teachers to verify the learning state of their student we can use these steps. If they can explain the change in motion to you, they know it at a cognitive level. If they V>Ê`iÃÌÀ>ÌiÊÌÊÃÕVViÃÃvÕÞ]ÊiÊÜiiÊ>ÌiÀ]Ênä¯ÊvÊÌ iÊÌi]ÊÌÊ>ÞÊLiÊi>Ài`°ÊÊÊ >``Ì]ÊvÊÌ iÞÊV>ÊÌÀ>ÃviÀÊÌÊÌÊÛ>ÀÞ}ÊVÀVÕÃÌ>ViÊiÊÜiiÊ>ÌiÀÊnä¯ÊvÊÌ iÊÌi®Ê it is considered learned and the instructor can move on to another change in behavior. 1Ì>ÌiÞÊÌ iÊÌ iÊ}viÀÊV>ÊVÀi>ÌiÊÌÊÜ iÊ`iÃÀi`t
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To Summarize Capacity space in the brain: ÊÊä¯Ê
xä¯Ê
£ää¯
Sending Receiving Target We have “X” amount of capacity space in the brain. It is up to us to determine how we want to use it. We can think of two things at one time (parallel processing), but they must be prioritized. Target and receiving “feel” may be optimal for the golf course, while target and sending, or simply sending, may work well on the range to learn a new motion. Stages of learning: Analytic Ê ÛViÊ
Associative ÌiÀi`>ÌiÊ
Automatic `Û>Vi`
Student assessment: Ê UÊ 7 iÀiÊÃÊÌ iÊÃÌÕ`iÌÊÊÌ iÊVÌÕÕÊvÊi>À}¶ Ê UÊ ÀiÊÌ iÞÊÃi`}ÊÀÊÀiViÛ}ÊvÀ>̶ Ê UÊ 7 >ÌÊ«iÀViÌÊvÊ>ÌÌiÌ>ÊvVÕÃÊÃÊÊÌ iÊÌ>À}iÌÊ>`ÊÜ >ÌÊ«iÀViÌÊÃÊÊÌ iÊvii¶ The process: Ê UÊ ÌÊÃÊÕÀÊÌiÌÊÌÊv>VÌ>ÌiÊÌ iÊÃÌÕ`i̽ÃÊ>LÌÞÊÌÊVÀi>ÌiÊÌ iÊ>ÃÜiÀð Ê UÊ vÊÜiÊVÀi>ÌiÊÌ iÊ>ÃÜiÀÊvÀÊÌ i]ÊÜÊÌ iÞÊi>ÀÊÌ iÊ«ÀViÃö Ê UÊ vÊÜiÊVÀi>ÌiÊÌ iÊ>ÃÜiÀÊvÀÊÌ i]ÊV>ÊÌ iÞÊÃiÊ̶ Ê UÊ vÊÌ iÞÊVÀi>ÌiÊÌ iÊ>ÃÜiÀ]ÊÜÊÌ iÞÊÃiÊ̶
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Routines Pre-Shot Routines: A systematic combination of behaviors, cognitions, and emotions created consistently over time (page 107). Research suggests that routines: ,i}Õ>ÌiÊ>ÀÕÃ>ÊqÊiÝVÌiiÌ]ÊV >i}i]Ê>ÝiÌÞ]ÊiÌV° ,i}Õ>ÌiÊ>ÌÌiÌÊqÊV>ÀvÞÊÜ >ÌÊÌÊ>ÌÌi`ÊÌÊ>ÌÊÛ>ÀÕÃÊÌiÃÊ`ÕÀ}Ê«Ài«>À>Ì ,i`ÕViÊ`ÃÌÀ>VÌÃÊqÊvVÕÃÊÊÜ >ÌÊÜiÊÜ>ÌÊÀ>Ì iÀÊÌ >ÊÜ >ÌÊÜiÊ`½ÌÊÜ>Ì Types of routines: Ê UÊ *Ài«>À>ÌÊqÊ>ÃÊiÊÜ>ÃÊÕ«ÊÌÊÌ iÊL>Ê>`Ê>iÃÊ`iVÃÃÊÀi>ÌÛiÊÌÊ the desired shot Ê UÊ *Àià ÌÊqÊÕÃÕ>ÞÊvÀÊLi `ÊÌ iÊL>Ê>ÃÊiÊ«Ài«>ÀiÃÊÌÊÜ>ÊÕ«Ê>`ÊÃÜ} Ê UÊ *ÃÌÊà ÌÊqÊ>vÌiÀÊÌ iÊà ÌÊÌÊ>>}iÊÌ iÊvÀ>ÌÊ>`ÊiÌÊÀiViÛi`Ê from the shot Components: Ê UÊ i >ÛÀÃÊqÊÃÊ>ÌÊÌ iÊ i]ÊÜ>}}iÃ]ÊvÀÜ>À`Ê«ÀiÃÃ]ÊiÌV° Ê UÊ }ÌÃÊqÊ`iVÃÃ]ÊÌ Õ} ÌÃ]ÊÃÜ}ÊiÞÃÊ Ê UÊ -ivÌ>ÊqÊÜ >ÌÊÜiÊV ÃiÊÌÊÃ>ÞÊÌÊÕÀÃiÛiÃÊÌÊ«Ài«>Ài Ê UÊ >}iÀÞÊqÊÕÃ}ÊÛÃÕ>]Ê>Õ`ÌÀÞ]Ê>`ÊviiÊÃiÃÀÞÊ«ÕÌÊÌÊ«À}À>ÊÌ iÊÌ Ê UÊ ,i>Ý>ÌÊqÊLÀi>Ì iÊVÀÀiVÌÞÊÌÊi >ViÊÌ iÊyÜÊvÊiiÀ}ÞÊÊÌ iÊÃÞÃÌi Ê UÊ -ÜÌV }ÊVÕiÊqÊÌ iÊi>ÃÊLÞÊÜ V ÊÜiÊÜÊÜ iÊÌÊÃÌ>ÀÌÊÌ iÊÌÊ (e.g., forward press) Psychophysiological routine: Ê UÊ iVÀi>ÃiÃÊivÌÊ ië iÀiÊ>VÌÛÌÞ Ê UÊ -} ÌÊVÀi>ÃiÊÊÀ} ÌÊ ië iÀiÊ>VÌÛÌÞ Ê UÊ i>ÀÌÊÀ>ÌiÊ`iViiÀ>Ì The state of mind we are in is represented by the psychophysiological state or the heart and brain. The optimal state is characterized by reducing left hemisphere activity and a slight increase in the right hemisphere in the final 2 or 3 seconds before starting the motion. The heart shows an approximate 6bpm heart rate drop in the final 3 seconds before the motion begins. This is a function of attention, not our level of activation (pages 16-18).
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iwiÊÌ iÊintention -iÌÊÌ iÊÃÌ>Ìi ÌÌÌÕ`iÊÃÊiÛiÀÞÌ } iÀ>ÀV V>ÊVÌÀÊÃÞÃÌi iwiÊÌ iÊattention
The goal for our routine is to decide on our intention, or what we would like to do. Secondly it is important to set the stage or “state” for this to happen. This includes emotions, intensity, attitude, etc. The system works in a hierarchical manner. This means that even the simplest parts of the brain can perform complex tasks. It is not necessary for the cortex of the brain (conscious control) to govern motion. It is important to give up control to the subconscious and resist micro-managing the swing. Finally, the conscious must focus attention on the variables that will enhance the automatic control of the subconscious to create the motion. Defined by the performer: Ê UÊ ÌÊÌ iÀÊÃÌÞi]Ê«ÀiviÀiViÃ]ÊiÌV° Ê UÊ Ì>ÊÞÊ«>ÀÌÃÊÌ >ÌÊ >ÛiÊi>} Ê UÊ "À`iÀÊÌ >ÌÊ>ÜÃÊvÀÊ>ÊVÀi>ÃiÊÊiiÀ}Þ Ê UÊ "«Ì>ÊÌi Ê UÊ ÃÌÊ`vwVÕÌÊvÀÊÌ iÊÃÌÊ`vwVÕÌÊÃ Watch for: Ê UÊ Ài>ÃÊÊiÌÕ Ê UÊ ,i`ÕViÊÌ iÊÕLiÀÊvÊLi >ÛÀÃ Ê UÊ VÀi>ÃiÊÌ iÊÌiÌÊvÊi>V ÊLi >ÛÀ Ê UÊ VÀi>ÃiÊÊÌi Research on routines has shown that while golfers may reduce the number of behaviors in their routine (looks at the hole, waggles, etc), the total routine time becomes longer. This is because each action in the routine is meaningful and serves a purpose. If it does not serve a purpose it will become a distraction and cause breaks in our momentum. Observing where these breaks occur is an indicator of where we can facilitate the routine of the golfer.
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Under stress: Ê UÊ -ÜiÀ Ê UÊ >ÃÌiÀ Ê UÊ >}iÊÌ iÊV«iÌÃ Added importance can often cause the golfer to become faster, slower, or add or skip components of the routine. If the golfer knows their tendency they can do something about it behind the ball. If a player tends to get fast, they must slow down behind the ball, not ÛiÀÊÌ iÊL>°ÊÊ/ iÊÌ iÊÃÜ}ÊÜÊvÜt Post shot routine: Ê UÊ ,ii>Ãi Ê UÊ +ÕVÊ>>ÞÃÃ Ê UÊ it Players can manage the information and emotion after a shot by using a routine. Those golfers that have a challenge letting go of undesirable shots will benefit from a post shot routine. It usually starts with an emotional release in a socially acceptable manner. Then there is a quick analysis of what happened. Some golfers will replay the shot or swing in their mind the way they would have liked it to happen. Lastly, the golfer must be done so Ì iÞÊV>ÊÛiÊ°ÊÊ/ ÃÊÃÊ«ÀÌ>ÌÊvÀÊ}`ÊÃ ÌÃÊ>ÃÊÜit
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Cognitive Development Children are not miniature adults! Ê UÊ `ÀiÊ«ÀViÃÃÊvÀ>ÌÊÃÜiÀÊÌ >Ê>`ÕÌÃ Ê UÊ `ÀiÊ>ÀiÊiÃÃÊ>LiÊÌÊ`ÃVÀ>ÌiÊVÀÀiVÌÊvÀÊVÀÀiVÌÊÛiiÌÊ«>ÌÌiÀÃ Ê UÊ 9Õ}ÊV `ÀiÊÃiiÊLiVÌÃÊ>ÃÊ>ÊÜ i Ê UÊ "`iÀÊV `ÀiÊ>`Ê>`ÕÌÃÊÃiiÊLiVÌÃÊ>ÃÊÜ i«>ÀÌÊVw}ÕÀ>Ìà Piaget defined 4 strategies of development: 1. 5-7 years 2. 7-9 years 3. 9-11 years 4. 12-15 years ÜiÛiÀ]ÊÜiÊÜÊÌ >ÌÊV `ÀiÊV>Ê«iÀvÀÊÊëÀÌÊ>ÌÊV}ÌÛiÊ`iÛi«iÌÊiÛiÃÊÌ >ÌÊ are far advanced of their age. In addition, child experts can outperform novice adults. Organization is a strategy used to combine information and recode it into one unit. Ê UÊ xÞi>À`ÃÊ`ÊÌÊLiiwÌÊvÀÊÀiV`}ÊvÀ>Ì°ÊÊ/ ÃÊi>ÃÊÌÊÃÊLiÌÌiÀÊ to provide simple information. Ê UÊ ÇÞi>À`ÃÊÕÃiÊÀ}>âi`Ê«ÕÌÊÌÊÀiV>ÊvÀ>Ì]ÊLÕÌÊÌ iÞÊV>ÌÊÌÀ>ÃviÀÊÌÊ to another task. This means it may need to be repeated in a new situation. Ê UÊ £Þi>À`ÃÊÀ}>âiÊvÀ>ÌÊÊ>ÌÌiÀÊ ÜÊÌÊÃÊ«ÀiÃiÌi`° Models: Ê UÊ *À>ÀÞÊ`iÊÕ«ÊÌÊ>}iÊ£äÊÃÊÌ iÊ«>ÀiÌ Ê UÊ *À>ÀÞÊ`iÊ>vÌiÀÊ>}iÊ£äÊÃÊ>ÊV>V ÊÀÊÌ iÀÊ«iiÀÃ Ê UÊ 1`iÀÊnÊÞi>ÀÃÊqÊÌ iÊ}viÀÊii`ÃÊÌÊÃiiÊÌ iÊ`iÊLivÀiÊÌ iÞÊLi}ÊÌ iÊÛiiÌ Ê UÊ "ÛiÀÊnÊÞi>ÀÃÊqÊÌ iÊ}viÀÊV>Ê>iÊÕÃiÊvÊ>Ê`iÊÊ>ÌÌiÀÊÜ iÊÌ iÊ`iÊ is introduced to the learner Children learn from modeling. It is important to consider who is modeling, when and how often they show the model, and what the model is portraying. The best model is our own LiÃÌÊ«iÀvÀ>Vit
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Labels: Ê UÊ Ê UÊ Ê UÊ Ê UÊ Ê UÊ
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`ÀiÊii`Ê i«ÊÌÊ}ÀÕ«Ê>`Ê>LiÊvÀ>Ì `ÕÌÃÊÜ ÊÕÃiÊÀÀiiÛ>ÌÊVÕiÃÊV>Ê `iÀÊ«iÀvÀ>Vi xÞi>À`ÃÊLiiwÌÊvÀÊ>ÊÛiÀL>Ê>Li xÇÞi>À`ÃÊÀi i>ÀÃiÊvÀ>ÌÊÃiµÕiÌ>Þ xÇÞi>À`ÃÊÜ Ê}ÀÕ«ÊÌ iÊÛiiÌÃÊvÀÊÀiV>]Ê«iÀvÀÊiÊ£££ÊÞi>ÀÊ`Ã
Labels are the “stimulus” in the stimulus/response pattern of learning. They are what create the automatic response of the swing. It is important to be aware of the labels we are using and the order of presentation with each age group. Children need: Ê UÊ ÌiÌÊ`iwi` Ê UÊ ÌÌiÌÊ`iwi` Ê UÊ /ÊÕ`iÀÃÌ>`ÊÃÌ>ÀÌÊ>`ÊwÃ Ê UÊ /ÊÕ`iÀÃÌ>`ÊÌ>À}iÌ Ê UÊ >}iÀÞ To assist children at each age and developmental stage to define their intention and attention and to understand the role of target, we will have set the stage for learning. Children excel with a clear start and finish to the motion. Lastly, children have incredible imaginations, and if they can use this ability to create their own “stimulus” and motion, they will perform optimally. Children to adults: />À}iÌÊqÊÕ«ÊÌÊ£xÊÞi>Àà >ÞÌVÊqÊ£x£nÊÞi>Àà />À}iÌÊqÊÛiÀÊ£nÊÞi>Àà It is the role of each teacher to decide when to introduce the target in the learning process. The target programs the motion in many respects and thus is important. The analytic phase occurs once the hardwiring in the brain is established, around 15 years. It is important to go through the analytic phase to be able to learn the motion and how to be consistent. ÜiÛiÀ]Ê>ÞÊV `ÀiÊ}iÌÊÃÌÕVÊÊÌ ÃÊ« >ÃiÊ>`Êii`Ê i«ÊÌÊÕÃiÊÌ>À}iÌÊViÊ>}>Ê>`Ê À}>âiÊÌ iÀÊV}ÌðÊÊ`i>ÞÊÜiÊÕÃiÊ}VÊLi `ÊÌ iÊL>Ê>`ÊviiÊÛiÀÊÌ iÊL>tÊ
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Novice adults: Ê UÊ -Ì>ÀÌÊ>>ÞÌV¶ Ê UÊ ÛiÊÌÊÌ>À}i̶ Ê UÊ ÊÜiÊii`ÊÌÊÃÌ>ÀÌÊÌ iÊ>ÌÊÌ>À}i̶ Each teacher can decide for themselves how to begin teaching new golfers. Elderly adults: Ê UÊ 1ÃiÊÌÊÀÊÃiÊÌtÊÊ Ý«iÀiViÊV>Ê>iÊÕ«ÊvÀÊÃÃÊvÊ>LÌiÃ Ê UÊ -ÌÀi}Ì Ê>`ÊyiÝLÌÞ½ Ê UÊ `ÕÀ>Vi Ê UÊ >>Vi Ê UÊ À`>Ì Ê UÊ ,i>VÌÊÌiÉÛiiÌÊ Ê UÊ iÀÞ As we age we typically lose many of our abilities (listed above); however, if we continue to play golf, we can maintain our scores. It is likely that we will use different strategies Ì >ÊÜiÊ``ÊÊÞÕ}iÀÊÞi>ÀÃÊÌÊÃVÀiÊÃ>ÀÞ°ÊÊÜiÛiÀ]ÊÌÊÃÊ«ÃÃLiÊÌÊ>Ì>Ê>ÊÜÊ >`V>«ÊvÊÜiÊÕÃiÊÕÀÊiÝ«iÀiViÊÜÃiÞt
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4.3 - Sports Psychology State of Mind (Being) Definition (page 8) Set Ê Ê Ê Ê
the UÊ UÊ UÊ UÊ
stage for: "«Ì>Ê«iÀvÀ>ViÊ(page 16) -ÕVViÃÃvÕÊ«iÀvÀ>Vi 1ÃÕVViÃÃvÕÊ«iÀvÀ>Vi
}
We as golfers are responsible for setting the stage for performance before we start. It is advantageous to assess the game we are playing with today when we are on the range and putting green warming up. Then we can prepare ourselves to make the best decisions to score optimally if that is our intention. Awareness (page 19) There are two components to be aware of that will assist in how we play the game. The wÀÃÌÊiÊÃÊÕÀÊÃÌ>ÌiÊvÊ`°ÊÊ iÜÊÃÊ>ÊVÌÕÕÊvÀÊ}}ÀiÃÃÛiÊÌÊ*ÀÌiVÌ°ÊÊvÌiÀÊÜiÊ have made a SMART decision regarding the shot we will hit, it is important to know our state of mind: Aggressive
Assertive
Maintain
Protect
Optimal performance is typically in an aggressive/assertive state of mind, not maintain/protect.
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Style of Play (page 22)
65-85 shooter
72-78 shooter
Golfers typically fall into an “expressive” or “controlled” style of play. The expressive player typically has no trouble going low in their scores; they simply have high holes and penalty strokes to eliminate. The controlled player is in a comfort zone and the whole scale of the comfort zone will need to be shifted to lower scores. Expectations: Ê UÊ - ÌÊÇÓÇxÊ Ê Ê Ê UÊ >Ãi`ÊÊ«iÀViÛi`ÊÃÉ>LÌÞÊ Ê UÊ }iÃÊViÊ>}Ê Ê Ê UÊ "««ÀÌÕÌÞÊÌÊÃ ÌÊnÓÊÊ Ê UÊ Ê UÊ
Ê Ê Ê Ê
Goals: - ÌÊÇ{Çn >Ãi`ÊÊ«>ÃÌÊÌÕÀ>iÌÊÃVÀiÃÊ }iÃÊViÊ>} "««ÀÌÕÌÞÊÌÊÃ ÌÊÇÓ
Don’t let the energy of expectations interfere with performance! Expectations and goals need to be the same, or eliminate expectations. Emotional Regulation (Chapter 8 – Adaptability, page 69) Playable Emotions: Ê UÊ }iÀÊ Ê Ê UÊ ÝiÌÞÊÊ Ê UÊ ÝVÌiiÌ Ê UÊ Þ Ê UÊ ÌV«>Ì
Ê Ê
Ê Ê
Unplayable Emotions: ÀÕÃÌÀ>Ì ->`iÃÃ
Playable emotions have energy, unplayable emotions do not. Thus, it will first be important to deal with the frustration and sadness and not wait for the golf ball to make us feel good
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again. Once we have energy, we can choose to use it for the game.
Ellis’s ABC Theory of Emotion Ê UÊ Ê³Ê ÊrÊ
Ê UÊ Ûi̮ʳÊ,iëÃi ®ÊrÊ"ÕÌVi ® Ê UÊ "ÕÀÊVÌÀÊÃÊÊÌ iÊÀiëÃi Ê UÊ ÃiÊÞÕÀÊÀiëÃiÊÀ>Ì iÀÊÌ >ÊÀi>VÌ}t Use your emotions: Ê UÊ ÌÃÊ>ÀiÊ>ÊÃÕÀViÊvÊiiÀ}Þ Ê UÊ 7iÊV>ÊiÌ iÀÊÕÃiÊiiÀ}ÞÊÌÊVÌÀÊiÌÃÊÀÊÕÃiÊiÌÃÊÌÊ>ÝâiÊiiÀ}Þ Ê UÊ ÌÊÃÊ>ÊV ViÊ°Ê°Ê° For Ê Ê Ê Ê Ê
every shot we can pick one of the following from each pair of words: UÊ ««À>V É>Û` UÊ >i}iÉÌ Ài>Ì UÊ ÕÃÌÀiÃÃÉ`ÃÌÀiÃÃ UÊ *À>VÌÛiÉÀi>VÌÛi UÊ 9ÕÊVÌÀÊÌ iÊ`>t
Please list emotions (states) that energize you: Ê
UÊ £°
Ê
UÊ Ó°
Ê
UÊ Î°
Ê
UÊ {°
Ê
UÊ x°
Psychological Score Card Evaluate any variable you are interested in changing, or increasing awareness, in one of the following manners: Ê UÊ -Ì>ÀÊÃÞÃÌi Ê UÊ ³]Ê]Êä Ê UÊ ££äÊÀ>Ì}
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Key Concepts for Performance 13 key concepts: Ê UÊ iivÃ Ê UÊ >Ã Ê UÊ -iv/> Ê UÊ w`iVi Ê UÊ >}iÀÞ Ê UÊ /iÊ >>}iiÌ Ê UÊ / Õ} ÌÃ Ê UÊ -i`}É,iViÛ} Ê UÊ *À>VÌVi Ê UÊ Ài>Ì}Ê- ÌÃ Ê UÊ ÌÌÌÕ`i Ê UÊ -iÌÌ}ÊÌ iÊ-Ì>}i These will be presented in a different order than the book to accommodate activities for LPGA teachers. 1. Ê Ê Ê Ê Ê Ê
Beliefs (“Core” Energy) (Believe, page 111) Ê UÊ Ê>Ê>Ê, /Ê«ÕÌÌiÀtÊ Ê Ê Ê UÊ ÊyÞÊÕÌÊvÊÌ iÊLVÃtÊÊ Ê Ê Ê UÊ / iÊ>ÃÌÊÌ ÀiiÊ iÃÊ>ÀiÊÞÊLiÃÌtÊ Ê Ê UÊ ÊVÌÀÊÌ iÊ`>tÊ Ê Ê Ê UÊ ÊV>V ÊÌ iÊÌi>tÊ Ê Ê Ê UÊ
*i>ÃiÊÃÌÊÞÕÀÊÜÊ iivÃ\ o o o o o
2. Goal Setting – Energy Setting Stimulus – Response Golf (Habit) Ê UÊ >Ê`ÀiVÌi`ÊLi >ÛÀÊ >}i®Ê Ê UÊ 7ÀÊL>VÜ>À`ÃÊ Ê Ê Ê UÊ ,i>ÃÌVÊÞiÌÊV >i}}ÊÊ Ê Ê UÊ i>ÃÕÀ>LiÉÌiÊvÀ>iÊ Ê Ê Ê UÊ Ý«iVÌ>ÌÃÊ «iÊ>`Ê«À>Þ®Ê Ê
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Ê Ê Ê Ê Ê
What do you want? £° Ó° ΰ {° x°
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3. Self-Talk – Thoughts Direct Energy (page 106) Reduce or Use Energy: Ê UÊ i}>ÌÛiÊ-Ì>ÌiÃÊÊ Ê UÊ ÝiÌÞÉ7ÀÀÞÊ Ê Ê UÊ 1ÜÃÊ Ê Ê UÊ i>ÀÊ Ê Ê Ê Ê qÊ >ÕÀi Ê Ê qÊ -ÕVViÃÃ Ê Ê qÊ ÞÌ } My Self-Talk Tapes: Old Tapes Ê UÊ £°Ê Ê UÊ Ó°Ê Ê UÊ Î°Ê Ê UÊ {°Ê Ê UÊ x°Ê
Ê Ê Ê Ê
SÊ T O P Ê Ê
Ê Ê Ê Ê
Give or Maintain Energy: *ÃÌÛiÊ-Ì>Ìià ÕÀ
>ÀÌÞ
>i}iÃ
iÜÊ/>«ià 1. 2. 3. {° x°
4. Confidence is a Choice! (Channeled Energy, page 88) Please list what “I Know I Can Do!” Ê UÊ / iÊÌÌiÊÜ ÌiÊL>ÊV>½ÌÊÌ>tÊ Ê£° Ê UÊ w`iViÊÃÊVÀi>Ì}Ê "7 -tÊ ÊÓ° Ê UÊ w`iViÊÃÊV >ii`ÊiiÀ}ÞtÊ Êΰ Ê UÊ ÃÊvÀÊÜ >ÌÊÞÕÊÜ>ÌtÊ Ê{° Ê UÊ ÃÊvÀÊÀitÊ Êx°
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5. Imagery Ê UÊ >}iÊÜ >ÌÊÞÕÊÜÕ`ÊiÊÌÊ >««iÊ`}® Ê Ê qÊ `ÊÃÜ}Ã Ê Ê qÊ `Êà ÌÃ Ê Ê qÊ ,iVÛiÀÞÊvÀÊà ÌÃ Ê UÊ >}iÊÜ ÊÞÕÊÜ>ÌÊÌÊLiÊLi}® Ê Ê qÊ `iÊ«>ÞiÀ Ê Ê qÊ 9ÕÀÃiv 6. Time Management (Energy Management, page 14) Ê UÊ {Ê ÕÀÃÊvÊ«>ÞÊà Ì}ÊÇx Ê UÊ ÌÌ}ÊÌ iÊL>Ê ÓÃÊÝÊÇxÊ rÊÊ xÊ Ê UÊ *Àià ÌÊÀÕÌiÊ ÓäÃÊÝÊÇxÊÊ rÊ ÓxÊ Ê UÊ *Ài«>À>ÌÊ ÎäÃÊÝÊÇxÊÊ rÊÊÊ ÎnÊ Ê UÊ -V>â}Ê £xÃÊÝÊÇxÊ rÊÊ £Ê Ê UÊ >``ÞÊ ÎäÃÊÝÊÇxÊÊ rÊ ÎnÊ Total 125 min The total time for a 4-5 hour round that is spent on golf is a little over 2 hours for tour players. It is important to stay neutral to positive for the other 2-3 hours in order to ÃVÀitÊÊ ÜÊÜ >ÌÊÞÕÊÜÕ`ÊiÊÌÊëi`ÊÞÕÀÊÌiÊÌ }Ê>LÕÌ° Time (Energy) Management Ê Ê Ê Ê Ê
UÊ UÊ UÊ UÊ UÊ
>ÌÕÀiÊ À`ÃÊ ÕÃiÃÊ Ài`ÃÊ -}ÃÊ
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Please list positive, engaging activities to use between shots: £° Ó° ΰ {° x°
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7. What we think! (Energy Follows Intention) Ê UÊ 7 >ÌÊÜiÊÌ ÊÃÊÞʤÊvÊÌ iÊÃÌÀÞ° Ê UÊ / iÊÃÌÀÞÊ`iÃÊÌÊ >ÛiÊÌÊÀÕÊÕÀÊ}>i° Ê UÊ ÜÊÜiÊÌ ÊÃÊÀiÊ«ÀÌ>ÌÊÌ >ÊÜ >ÌÊÜiÊÌ ° Ê UÊ ÌiÃÌÞÊ££ä®Ê>`Ê`ÀiVÌÊÌiÀ>ÉiÝÌiÀ>]ÊÃi`}ÉÀiViÛ}®Ê>ÀiÊiÞ° Ê UÊ 9ÕÊVÌÀÊÌ iÊ`>t Levels of cues: Ê UÊ iV >VÃ]Ê«ÃÌÃ]ÊiÌV° Ê UÊ /}]ÊÀ ÞÌ ]ÊL>>Vi Ê UÊ />À}iÌÊ>`ÊviiÊ Research indicates that best performance is characterized by target and feel” cues. / iÊiÝÌÊiÛiÊvÊVÕiÃÊvÀÊ>ʺ »Ê}>iÊ`>ÞÊ} ÌÊLiÊÌ}]ÊÀ ÞÌ Ê>`ÊL>>Vi°ÊÊ It is preferable not to use mechanics, but is necessary be sure to think about them in a receiving manner on the golf course. Intensity of focus: 7 >ÌÊÃÊÞÕÀÊÌiÃÌÞÊvÊvVÕÃÊ££ä]Ê£äÊÃÊ } ®ÊvÀÊi>V Ê«ÕÌÌÊÃÌi`¶ Ê UÊ ÈÊvÌÊ«ÕÌÌÊvÀÊ«>ÀÊÚÚÚÚÚ Ê UÊ ÈÊvÌÊ«ÕÌÌÊvÀÊLÀ`iÊÚÚÚÚÚ Ê UÊ ÈÊvÌÊ«ÕÌÌÊvÀÊL}iÞÊÚÚÚÚÚ The trouble hole: Ê UÊ iÀÞÊÀiV>ÊqÊV>ÊÕ«ÊvÀÊiÀÞÊiÛiÀÞÌ }ÊÞÕÊÜÊ>LÕÌÊÌ ÃÊà ̰ Ê UÊ >ViÊÀi>ÌÞÊ«ÕÌÊÌ iÊV>À`ÃÊÊÌ iÊÌ>LiÊ>`Ê`i>ÊÜÌ ÊÌ i Ê UÊ >iÊ>Ê`iVÃ Ê UÊ iwiÊÌ iÊÌiÌ Ê UÊ iwiÊÌ iÊvVÕÃÊvÊ>ÌÌiÌ Ê UÊ iwiÊÌ iÊ>À}ÊvÊiÀÀÀÊvÀÊÃÕVViÃî Ê UÊ "À}>âiÊ>`ÊiÌÊ}t vÊÜiÊ«>Þi`ÊiÛiÀÞÊ iÊiÊÌ iÊÌÀÕLiÊ i]ÊÜiÊÜÕ`Ê«iÀvÀÊÕV ÊLiÌÌiÀt From practice to play: Ê UÊ vÊÞÕÊ«À>VÌViÊ>ÊÃ]Ê`iÃÊÌÊ}iÌÊLiÌÌiÀÊÀÊÜÀÃiÊÊ«>Þ¶ Ê UÊ vÊÞÕÊ«À>VÌViÊ>ÊÃ]Ê`iÃÊÌÊ}iÌÊLiÌÌiÀÊÀÊÜÀÃiÊÊV«iÌ̶ This will address expectations and intensity. Decide on your goal and the level of intensity Ì >ÌÊÜÀÃÊvÀÊi>V Êà ̰ÊÊ*iÀvÀÊ>VVÀ`}ÞÊÀi}>À`iÃÃÊvÊ ÜÊÕV ÊÞÕÊ«À>VÌVi`t
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4.3 - Sports Psychology
Learning and Performance
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8. Sending and Receiving (Direction of Energy Within, page 8) Ê UÊ -i`}ÊÃÊVÌÀ}]Ê>iÊÌÊ >««i Ê UÊ ,iViÛ}ÊÃÊÌ>}ÊÊvÀ>ÌÊÜÌ ÕÌÊL`iÀÃ Ê UÊ ÊÀiViÛ}ÊÃÌ>ÌiÊ>ÜÃÊvÀÊÃivVÀÀiVÌÊ>`ÊÃÞV Àâ>Ì Play on the course in a receiving state. Sending may be helpful on the range and practice area. 9. Practice (Direct and Regulate Energy) Ê UÊ iÊ>Ü>ÀiÊvÊÜ >ÌÊÞÕÊ>ÀiÊ«À>VÌV} Ê Ê qÊ Vi`ÊÛðÊ,>` Ê Ê qÊ ,iwiÊÛÃ°Ê Ài>Ìi Ê UÊ iÊ>Ü>ÀiÊvÊÞÕÀÊÌiÌ Ê UÊ iÊ>Ü>ÀiÊvÊÞÕÀÊvVÕÃÊvÊ>ÌÌiÌ Ê UÊ Û>Õ>ÌiÊ>`ÊÌiÃÌÊÃÞÃÌi>ÌV>ÞÊ££ä® Ê UÊ iÊ>Ü>ÀiÊÌÊ}À>`Õ>ÞÊVÀi>ÃiÊV >i}i Ê UÊ Ê Ê UÊ Ê Ideally, all of these components would be incorporated into each practice using a systematic approach. 10. All Great Shots are Created (Synchronized Energy, pg 46) Ê UÊ º,i«i>Ì»Ê>`ʺ ÝiVÕÌi»Ê`iÃÊÌÊÀiÃÕÌÊÊ}Ài>ÌÊà ÌÃ Ê UÊ º>}i»ÊÀʺ>}iÀÞ»ÊÃÊiÞt Ê UÊ Ài>ÌÊà ÌÃÊ`ÊÌÊViÊvÀÊÌ iÊ i>`]ÊÌ iÞÊViÊvÀÊÕÀÊViÌiÀ° Ê UÊ / iÊÀiÊV«iÌÃÊÜiÊÃÞV Àâi]ÊÌ iÊÀiÊÜiÊiÞÊÌ iÊÀiÃÕÌ° For the novice golfer, the ability to synchronize the drive is the most challenging; the putt is a simple move. For the expert, the drive is simple and the putt into the target that has great importance becomes the challenge shot. Every shot that is created engages the right side of the brain and is more likely to be successful. Repeat and execute engage the left side of the brain and intensity may go down instead of up. So no matter how good the practice swing may be, the swing at the ball has the possibility of being even better because it has more importance.
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Attitude is Everything (Approach Energy) UÊ iÀ>ÀV V>ÊVÌÀÊÃÞÃÌi UÊ ÃiÊÞÕÀÊ}>ÃÃià UÊ iÊÌ iÊV>V t UÊ *>ÞÊqÊLÃiÀÛiÊqÊ«>Þo UÊ iÊÞÕÀÃivt
The hierarchical control system is designed for simplicity. The most complex tasks can be performed by the most basic parts of the brain. It is up to us to choose how we look at our game, our swing, and the day in front of us. We have the opportunity to play, observe, choose and create what we would like. The more we play like who we are as a person, the better we will play. Therefore, it is wise to know ourselves. 12. Setting The Stage (Optimizing Energy) UÊ i >ÛÀÃÊ UÊ / Õ} ÌÃÊ
Ê
Ê
ÌÊÊÊ
Ê
*iÀvÀ>Vi
UÊ ÌÃÊ UÊ * ÞÃ}Þ It is our behaviors, thoughts, emotions and physiology that interact to create motion and this leads to performance. We set the stage accordingly to create the motion and the performance. It is in our pre-shot routine that all the pieces of the puzzle are put together. Pre-shot routine: Ê i >ÛÀÃ Cognitions Psychophysiological state Start
Putt
At some point in our routine we stop the behaviors and hopefully most of the thoughts. The only component that continues through the motion is our psychopysiological state. Know and create your state for optimal performance.
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4.3 - Sports Psychology
Control Ê UÊ Ê Ê Ê UÊ Ê UÊ
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(Choices, page 79): ÌÊÃÊ«ÃÃLiÊÌÊ}ÛiÊÕ«ÊVÌÀÊÌÀÕÃÌÊÌ]ÊiÌÊ}]ÊiÌÊÌÊ >««i]ÊiÌV°®ÊÊvÊÜiÊwÀÃÌÊ `½ÌÊLiiÛiÊÌ >ÌÊÜiÊ >ÛiÊVÌÀt ̽ÃÊ >À`ÊÌÊ}ÛiÊÕ«ÊÜ >ÌÊÜiÊ`½ÌÊ >Ûit
Ài>ÌiÊ>Êvii}Êvʺ½ÊÊVÌÀ»
It is the perception of being in control that is more important than actually being in control. In an important shot, or hole, or round of golf, we may not feel like we have control of the Û>À>LiÃÊ>ÀÕ`ÊÕðÊÊ ÕÌÊÕÀÊ«iÀVi«ÌÊV>ÊVÀi>ÌiÊ>Êvii}ÊvÊLi}ÊÊVÌÀ]Ê>`ÊÜiÊ can perform great. We can use our past experiences, pre-shot routine, magic box to help us perceive being in control, and ultimately give up control so our body (subconscious) can ÃÜ}ÊÌ iÊVÕLt Basketball Analogy (page 81): Ê UÊ >V ÊrÊ ` Ê UÊ /i>ÊrÊ `Þ]Ê ÕL]Ê >]Ê/>À}iÌ In golf, the coach is our mind and the team is our body, club, ball, and target. The coach prepares, strategizes, motivates, supports, but is never allowed on the court. In golf it is the Ã>i]ÊÌ iÞÊ`Ê>ÊÌ iÊÃ>iÊÌ }ÃÊ>`Ê`ÊÌÊÃÜ}ÊÌ iÊVÕLtÊÊ/ iÊÌi>ÊVÀi>ÌiÃÊÌ iÊÃÜ}Ê and the outcome. The relationship between the coach and the team is very important. / iÞÊLÌ Ê >ÛiÊÀiÃÊÌÊvÕwÊ>`ÊÕÌÕ>ÊÀiëiVÌÊvÀÊi>V ÊÌ iÀt Setting the Stage (#12 continued): Ê UÊ >i}iÊÛðÊÌ Ài>Ì Ê UÊ ÃÌ>Là ÊÞÕÀÊÜÃ Ê UÊ -Ì>ÌiÊÛiÀÞÊëiVwV>ÞÊÞÕÀÊintention Ê UÊ iwiÊÞÕÀ attention Ê UÊ Ài>Ì iÊ>`Ê>}i Ê UÊ Ài>ÌiÊL>>Vi Ê UÊ Ìi}À>Ì To set the stage to perform the best we can is a process. The result may or may not come out exactly the way we had planned, but we have done our job if we take care of the items listed above. Accept the challenge, confidence is what I know I can do today, be clear about your intention and focus of attention, breathe, image, create the motion and observe and integrate the feedback for future performance.
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Performing Under Pressure Attentional capacity:
We have an unlimited amount of capacity space in the brain. When we first learn to swing the club, we spend most of our capacity space on mechanics. When we become “automatic” in our performance, we spend very little capacity space on mechanics; but it is very important to know what to allocate our capacity space to in order to perform. Target and feel are the most commonly reported attentional cues when golfers are performing well. Timing, rhythm and balance would probably be next in line. Know what you are going to think about while you swing the club, before you start the round. It may change along the way, but have a plan. It is also good to know what you are going to Ì Ê>LÕÌÊLi `ÊÌ iÊL>Ê>`ÊLiÌÜiiÊÃ ÌÃt The magic of being done! The left hemisphere dominant players have trouble finishing their check list and the right hemisphere player is waiting for the right feel. It is the process of getting done that allows ÕÃÊÌÊ«iÀvÀtÊÊ
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4.4 - Summary & Key Points Summary Learning and performance are two phases of motor skill acquisition. Understanding how the system (mind and body) creates motion is very important for teaching the skill. The student will learn the motion and then learn how to create it in a variety of circumstances, especially when it is important to the student. Performance in teaching, coaching, and managerial leadership begins with self awareness. Understanding how we look at the world facilitates our decision making, preparation, motivation and practice. These variables contribute to our adaptability which is key to successful performance. Lastly, it is critical to evaluate for effective changes in behavior. The experts in teaching, coaching and managerial leadership know to trust their intuition and act accordingly once the ground work has been established. The system (mind and body) is designed to be efficient and effective at creating motion. Motor learning concepts such as stimulus/response and goal directed behavior, feedback systems, effective practice techniques; Schema Theory, etc. will enhance the learning process. Motor development principles explain how they system learns and performs as we age. Children process differently from adults and teaching to their cognitive developmental age will facilitate the learning process. Older adults are able to maintain performance using different strategies from when they were young. Routines are the key at all ages to pull all the pieces of the puzzle together for performance. Knowing what works for each individual and doing it consistently sets the stage for optimal performance. Knowing our tendencies under pressure can allow us to create strategies to perform in all conditions. Sport psychology provides techniques to enhance performance in any arena. Understanding our style of play and state of mind to play the game of golf allows us to set the stage to perform optimally on any given day. Strategies to do this include goal setting, emotional regulation, attentional focus, optimizing self-talk, imagery, defining our beliefs, understanding perceived control, and adaptability. The game of golf is what we are “doing” and the “game of the game” of golf is who we are “being” when we perform. It is «ÀÌ>ÌÊÌÊ«>ÞÊLÌ Ê}>iÃÊvÊÜiÊÜ>ÌÊÌÊÃVÀiÊÜit Some key points to remember: Level I: Performance Ê UÊ -ivÊ>Ü>ÀiiÃÃÊÃÊÌ iÊwÀÃÌÊÃÌi«ÊÌÊÕ`iÀÃÌ>`}Ê«iÀvÀ>Vi° Ê UÊ -Ì>ÌiÊvÊ`ÊÃiÌÃÊÌ iÊÃÌ>}iÊvÀÊ«Ì>Ê«iÀvÀ>Vi° Ê UÊ iw}ÊÕÀÊÜÊLiÃÌÊ«Ài«>À>Ì]Ê«À>VÌVi]Ê>`ÊÌÛ>Ì>ÊÃÃÊVÌÀLÕÌiÃÊ
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to our best performance. Ê UÊ / iÊ>LÌÞÊÌÊ>`>«ÌÊ>`ÊÕÃiÊÕÀÊÌÕÌÊ`iÃVÀLiÃÊiÝ«iÀÌÊ«iÀvÀiÀð Ê UÊ Û>Õ>ÌÊÃÊ>ÊiViÃÃ>ÀÞÊV«iÌÊvÀÊLi >ÛÀÊV >}i° Level II: Motor Learning Ê UÊ i>À}Ê>`Ê«iÀvÀ>ViÊ>ÀiÊÌÜÊ« >ÃiÃÊvÊi>À}Ê>ÊÌÀÊð Ê UÊ / iÊÃÞÃÌiÊVÀi>ÌiÃÊivwViÌÊ>`ÊivviVÌÛiÊÌÊÌ ÀÕ} ÊivwViÌÊ>`ÊivviVÌÛiÊ principles of practice, feedback, cognition, and organization. Ê UÊ `ÀiÊ>ÀiÊÌÊ>ÌÕÀiÊ>`ÕÌÃÊ>`Êi>ÀÊLiÃÌÊvÊÌ iÊ`iÊÃÊ>}iÊ>`Ê cognitive developmentally appropriate. Ê UÊ "`iÀÊ>`ÕÌÃÊ>ÞÊÃiÊÃiÊÃÊ>`Ê>LÌiÃÆÊ ÜiÛiÀ]ÊÌ iÞÊV>Ê«iÀvÀÊ well using new strategies and experience. Ê UÊ ,ÕÌiÃÊÕÃÌÊLiÊ`iwi`ÊëiVwV>ÞÊvÀÊi>V Ê«iÀvÀiÀ°ÊÊ-ÌÀ>Ìi}iÃÊ>ÀiÊ defined for pressure situations, distractions, varying circumstances and incorporated in the routine. Level III: Sports Psychology Ê UÊ -«ÀÌÊ«ÃÞV }ÞÊÌiV µÕiÃÊ«ÀÛ`iÊÃÌÀ>Ìi}iÃÊÌÊ«iÀvÀÊ«Ì>ÞÊÊ>Ê Ê Ê V`ÌðÊÊi«Ê`iwiÊÌ iÊÃÌÀ>Ìi}iÃÊÌ >ÌÊÜÀÊvÀÊi>V Ê`Û`Õ>° Ê UÊ iÃ}Ê«À>VÌViÊ>`Ê«Ài«>À>ÌÊÀÕÌiÃÊÌ >ÌÊ`iÛi«Ê«ÃÞV }V>ÊÃÃÊ for optimal performance.
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Included in this section is information presented by Debbie Crews Ketterling, PhD. and covers the subject matter of her book, “Golf: Energy In Motion.” This book is required reading for the LPGA written evaluations at all three levels of certification. All page references in this section (unless otherwise stated) are to pages in “Golf: Energy in Motion.” The objectives of this section are to help you: Level I – Performance 1. Learn and understand the concept of “performance” in teaching, coaching and managerial leadership 2. Identify variables that will allow you to assess and enhance performance charac-teristics for yourself and your students, athletes and/or staff. 3. Develop strategies integrating the variables that will allow you, your students, athletes or staff to reach personal goals and the goals of their organizations. Level – Motor Learning 1. Learn and understand motor learning and control concepts that allow you to un-derstand how the body creates motion. 2. Understand the value of routines for successful performance in golf and to assist a golfer in developing a successful individualized routine. 3. Know and be able to apply developmental concepts to teaching children and sen-iors successfully. Level – Sport Psychology 1. Learn sport psychology concepts to enhance golf performance and enjoyment of the game. 2. Evaluate the psychological components of the golfer. 3. Assist golfers develop psychological strategies to create desirable motion and to enhance performance and enjoyment of the game.
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4.1 - Performance Definitions Learning is defined as “a relatively permanent change in the skills and ability to perform a task, a result of experience” (Schmidt, 1988, page 7). Performance is defined as “how a task is executed (created) at a given point in time” (Thomas & Thomas, 1994, page 7). The goal of learning is to automate the skill so attention can be focused on performance strategies. Performance is determined by the interaction of these three variables: 1. Skill level 2. Environmental factors 3. Psychophysiological state Automated skill allows our attentional focus and effort to self-regulate our reactions to environmental conditions and our psychophysiological state. Psychophysiological state is the psychological and physiological predisposition an individual possesses for performance. State of being refers to our physical, psychological, emotional and intuitive self at a given point in time. There are obviously some states that enhance performance (seeing the glass half full) and other states that interfere with performance (seeing the glass half empty). We as individuals can learn to self-regulate this state once we are aware of its existence and importance. Golf as a metaphor Whether we are a teacher, coach, or managerial leader, golf is the “stage” that we perform on. We often say that sport is a microcosm of society. Life plays itself out in sport. Golf becomes the agent for learning and performance. The game of golf includes at least four components: Learning the skill 1. Performing the skill 2. Learning to play the game 3. Performing the game of golf If we as teachers believe that our sole purpose is to teach the skills of golf, we are only accomplishing one-quarter of our job. It is not enough to simply teach the swing. Golfers can know the swing very well and not be able to perform the motion on the golf course. They can also learn all the strategies of playing the game, yet not be able to perform these strategies on the golf course or in competition. It is our job as professionals to teach not only motor learning, but also motor control to our students. The goal of this manual is to not only teach knowledge of the skill of golf and the game of golf, but to also teach strategies and a process to learn and facilitate performance.
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Self Awareness (page 20) Optimal performance is a state of heightened awareness. If we are not aware, we cannot influence our performance or make change. Once we become aware we can go through the four-step process that will put us in control and provide the opportunity to do what we want to achieve. This four step process is: 1. Make it okay 2. Make a decision 3. Make a plan 4. Monitor the results Be the observer! It is not enough to simply “do” golf. We must “be” present to perform optimally. One technique is to “do” a shot and then step back and “be” the observer. This process can allow the conscious and subconscious to be on the same page. Techniques to increase awareness: There are many important tools that can be used to increase awareness. The LPGA employs the following list of questionnaires for self-report, teaches interview techniques, encourages the use of statistics and structured observation, and believes that experts know to follow their intuition. Ê Ê Ê Ê Ê Ê Ê
UÊ ië iÀVÊ`>ViÊqÊivÌ]ÊÀ} ÌÊ UÊ -iÃÀÞÊ`>ViÊqÊÛÃÕ>]Ê>Õ`ÌÀÞ]ÊiÃÌ iÌVÊvii® UÊ ÞiÀÃÊ À}}ÃÊ/Þ«iÊ`V>ÌÀÊqÊÌÀÛiÀÃÉiÝÌÀÛiÀÃ]ÊÃiÃ}ÉÌÕÌ]ÊÌ }É feeling, judging/perceiving UÊ ÌiÀÛiÜÃÊqÊiÃÃÃ]ÊLÃ]ÊÀiVÀÕÌà UÊ -Ì>ÌÃÌVÃÊqÊ}>i]Ê}Ã]ÊÕÌVià UÊ "LÃiÀÛ>ÌÊqÊV`}]ÊÃiv>ÃÃiÃÃiÌ]Ê«>ÌÌiÀà UÊ ÌÕÌÊqÊÃ}ÃÊ>`ÊÃ}>Ã]Ê}VÊÛðÊvii
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Preparation (page 52) Preparation begins internally. We are the filter, so it is important that we do everything we can to optimize the filter. Optimize the filter - We do not have to attend to everything that comes into our head. We have the option to change the channel and use only the information and events that contribute to successful performance. Optimizing the filter includes the following: Ê UÊ Know what works for youÊqÊVÀi>Ã}Ê>Ü>ÀiiÃÃÊ}ÛiÃÊÕÃÊÌ ÃÊvÀ>Ì Ê UÊ Develop routinesÊqÊÌ iÊL`ÞÊ>`Ê`ÊÌ iÊÃÞÃÌi®ÊV>ÊÀi>ÝÊÜ iÊÌÊÜÃÊÜ >ÌÊ is coming. Routines provide these patterns of behavior. Ê UÊ Set the stageÊqÊ>ÀÀ>}iÊiÛiÀÞÌ }ÊÜiÊV>ÊVÌÀÊÌÊÜÀÊÊÕÀÊv>ÛÀÊÌ`>Þ Ê UÊ Work backwardsÊqÊ >ÛiÊÌ iÊi`«ÌÊÊ`Ê>`Ê>ÜÊÌ ÃÊ>}iÊÌÊ}Õ`iÊÕÀÊ preparation and decision making Ê UÊ Anticipate and planÊqÊÌ Ê> i>`ÊvÊ>ÊÌ iÊÛ>À>LiÃÊÌ >ÌÊVÕ`ÊyÕiViÊ performance and plan strategies to manage the outcomes
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Practice (page 55) Practice contributes to optimizing the filter. Two components to practice: Ê UÊ What ÜiÊ«À>VÌViÊqÊiV >VÃ]ÊÀ ÞÌ ]ÊL>>Vi]ÊÀÕÌiÃ]ÊV >i}i]Ê>}iÀÞ Ê UÊ How ÜiÊ«À>VÌViÊqÊÀ}>â>Ì It is important to: Ê UÊ 6>ÀÞÊ«À>VÌViÊqÊ}>iÃ Ê UÊ >ÀivÕÞÊ>``ÊV >i}iÊqÊ« ÞÃV>]ÊiÌ>]ÊiÌ> Ê UÊ i>}vÕÊ«À>VÌVi Ê Ê qÊ ÌiÌÃ Ê Ê qÊ ÌÌiÌà UÊ Û>Õ>ÌiÊqÊÞiÃÊÀÊ]Ê££ä]ÊÃVÀiÊÀ>}ià Possibilities (page 46) There are numerous possibilities on any given day. To transform fear and the unknown to a “game of possibilities” can lead us to our defined success. In order to maximize our possibilities it will be important to do the following. Ê
Ê Ê Ê
UÊ The game of the gameÊqÊÕ`iÀÃÌ>`ÊÌ >ÌÊÜiÊ>ÀiÊ«>Þ}ÊÌÜÊ}>iÃ]ÊiÊÃÊÌ iÊ game of golf (what we are doing) and the other is the “game of the game” or the one that surrounds what we are doing (who we are being). UÊ ImagineÊqÊÌ iÊÕÌViÊ>`Ê ÜÊÌÊ>V iÛiÊÌ UÊ AcceptÊÌ iÊV >i}iÊqÊiÛiÀÞÌ }ÊÃÊiÌ iÀÊ>ÊV >i}iÊÀÊ>ÊÌ Ài>Ì]Ê>iÊÌÊ a challenge UÊ CreateÊqÊiÛiÀÞÊà ÌÊÊ}vÊÃÊVÀi>Ìi`]Êi}>}iÊÌ iÊÀ} ÌÊ ië iÀiÊ>`ÊVÀi>ÌiÊ your possibilities
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Decisions (pages 30-36, 80) Once we have identified the options or possibilities, it is important to make decisions that combine our possibilities with our intended outcomes. We make decisions based on the following: Ê UÊ IntentionÊqÊÜ >ÌÊ`ÊÜiÊÜ>̶ÊÊ*ÀÛ`iÊÌ iÊÃÞÃÌiÊÜÌ Ê>ÊVi>ÀÊ>`ÊëiVwVÊÃiÌÊ of instructions. It’s only goal is to give us what we ask for the best that it can at this point in time. Ê UÊ AttentionÊqÊ ÜÊÜÊÜiÊvVÕöÊ7 >ÌÊÜiÊvVÕÃÊÊÃÊÌ iÊÜ`ÜÊÌÊÕÀÊ`iÃÀi`Ê Ê Ê ÕÌVi°ÊÊÜÊÜiÊvVÕÃÊÜÊ>ÜÊÕÃÊÌÊ>V iÛiÊÌ iÊÕÌViÊÌiÃÌÞ]Ê`ÀiVÌ]Ê width of focus, etc.). Ê UÊ PhilosophyÊqÊÌ iÊÜ>ÞÊÊÜ V ÊÜiÊV ÃiÊÌÊÛiÊÊÌ iÊÜÀ` Ê UÊ BeliefsÊqÊÌ Õ} ÌÃÊ>`Ê>}iÃÊÜiÊ>VVi«ÌÊ>ÃÊÌÀÕÌ ÊvÀÊÕÀÃiÛiðÊÊ iivÃÊ`ÊÌÊ need proof of existence. Emotions, Motivation and Energy (pages 41, 72-74) “Emotion” is “energy in motion.” Emotions are the source of energy. Thoughts and emotion provide us with motivation. Ê Ê Ê Ê Ê Ê Ê
UÊ Use your emotionsÊqÊÊiÌÃÊ«ÀÛ`iÊiiÀ}Þ]ÊiÝVi«ÌÊvÀÕÃÌÀ>ÌÊ>`ÊÃ>`iÃðÊÊ These two emotions take our energy away. UÊ Task versus ego orientationÊqÊÌ iÊLiÃÌÊ«iÀvÀiÀÃÊ>ÀiÊ } ÊÊLÌ ÊÌ>ÃÊ>`Ê ego orientation. UÊ What you wantÊqÊ7 >ÌÊÞÕÊ`½ÌÊÜ>ÌÊqÊÃiÊ«i«iÊ>ÀiÊÌÛ>Ìi`ÊLÞÊÌ iÊ carrot, or what they want. Others are more motivated by what they don’t Ê Ü>ÌÊà Ì}ÊÛiÀÊä®°ÊÊ ÜÊÜ >ÌÊÜÀÃÊvÀÊÞÕt UÊ Synchronize your energy Ê qÊ 7 >ÌÊ}ÛiÃÊÞÕÊiiÀ}Þ¶ Ê qÊ 7 >ÌÊÌ>iÃÊiiÀ}ÞÊ>Ü>Þ¶
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Evaluation Any desired change of behavior will be expedited if it is evaluated. Accountability creates a higher level of attention, which increases the likelihood of the desired outcome. Ê UÊ ScorecardsÊqÊ>Ê}vÊÃVÀiV>À`ÊÃÊÕÃi`ÊÌÊii«ÊÃVÀi]ÊÌÊV>Ê>ÃÊLiÊÕÃi`Ê>ÃÊ>Ê psychological scorecard, a shot pattern scorecard, etc. Ê UÊ Weekly MeetingsÊqÊ>VVÕÌ>LÌÞÊÜÊVÀi>ÃiÊÜÌ ÊÀi}Õ>ÀÊiiÌ}ð Ê UÊ Performance ReviewsÊqÊ>ÊvÀ>Êi>ÃÊvÊ>ÃÃiÃÃiÌÊ>ÜÃÊvÀÊVÀi>Ãi`Ê awareness and accountability. Ê UÊ 1-10 ratingsÊqÊÌ ÃÊÃÞÃÌiÊV>ÊLiÊÕÃi`ÊÌÊÃVÀiÊÃÌÊ>ÞÊ`iÃÀi`ÊLi >ÛÀÊ or outcome. Intuition Expert-level teachers and coaches are characterized by their use of intuition. They not only have an awareness of it, they trust it and make decisions accordingly even if it appears to contradict logic. Our intuition comes to us through: Ê UÊ Sixth senseÊqÊÕÀÊ}ÕÌÊvii} Ê Ê Ê
UÊ Logic and feelÊqÊÌÕÌÛiÊ«i«iÊÜÊV ÃiÊvii UÊ Signs and signals qÊÌÕÌÊViÃÊÊ>ÞÊvÀÃÊ>ÃÊÃ}ÃÊ>`ÊÃ}>ðÊÊ They will keep coming until we receive the message. UÊ Energy patternsÊqÊ>Ê>Ü>ÀiiÃÃÊvÊiiÀ}ÞÊ«>ÌÌiÀÃÊÜÊ i«ÊÕÃÊÌÀÕÃÌÊÕÀÊÌÕÌ°
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Adaptability “We are an oscillating system in an oscillating environment” (page 70). “Responding is making good choices to perform in a state of mind that… ultimately can lead to great performance” (page 72). Our ability to be adaptable comes from the following. Ê UÊ BeliefsÊqÊÃÌ>ÌiiÌÃÊÌ >ÌÊÜiÊV ÃitÊ(page 112). Ê UÊ Control the dialÊqºÊ>ÊÊV >À}it»Ê7iÊÌÕÀÊÌÊÕ«Ê>`ÊÌÕÀÊÌÊ`ÜÊ(page 96). Ê UÊ Post shot routinesÊqÊ>ÜÊÕÃÊÌÊLiÊ>`>«Ì>LiÊÃÊÜiÊ>ÀiÊ>LiÊÌÊÛiÊ°ÊÊ Other examples in life are team meetings, debriefings, etc.
Regulating Stress (page 99) Learning and performance of the skills and the game of golf require us to perform under varying conditions of importance. We may also call this stress; however, what is stress to one person may not be to another person. What is important is that we vary the conditions so we learn the skills to regulate our stress response. Three elements are listed to assist us: Ê UÊ Structure the environment qÊ7iÊ >ÛiÊÌ iÊ>LÌÞÊÌÊÃÌÀÕVÌÕÀiÊÃiÊÛ>À>LiÃÊÊ Ê Ê Ì iÊiÛÀiÌÊÌÊ«ÌâiÊÕÀÊ«iÀvÀ>Vi°ÊÊ ÌÀÊÌ iÊVÌÀ>LiÃt Ê UÊ Challenge and threatÊqÊ ÛiÀÞÊÃÌÕ>ÌÊV>ÊLiÊ`iwi`Ê>ÃÊ>ÊV >i}iÊÀÊÌ Ài>Ì°ÊÊ We are likely to perform better if we label it as a challenge. Ê UÊ Magic boxÊqÊÊ>}VÊLÝÊVÌ>ÃÊÌ Õ} ÌÃ]Êvii}Ã]ÊLi >ÛÀÃ]ÊiÌV°ÊÌ >ÌÊV>Ê Ê Ê LiÊÕÃi`ÊÌÊÀi}Õ>ÌiÊÕÀÊÃÌÀiÃÃÊÀiëÃiÊ«>}iÊ£ä{®°
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4.2 - Motor Learning On the Road to Automatic Knowing and understanding research related to: Ê UÊ ÌÀÊ i>À} Ê UÊ ÌÀÊ ÌÀ Ê UÊ Õ>Ê ÛiiÌ Learning “A relatively permanent change in the ability to perform a skill; a result of experi-ence.”(page 7). Fitts and Posner’s 3-Stage Model (1967, page 92) includes: Ê UÊ >ÀÞ]Ê>>ÞÌVÊÃÌ>}iÊÊiV >VÃ Ê UÊ ÌiÀi`>Ìi]Ê>ÃÃV>ÌÛiÊÃÌ>}iÊÊÃÊ>ÀiÊ>`iÊLiÌÜiiÊ>VÌÊ>`ÊÕÌVi Ê UÊ `Û>Vi`]Ê>ÕÌ>ÌVÊÃÌ>}iÊÊÃÕLVÃVÕÃÊ«iÀvÀ>Vi Putting these three phases on a continuum allows the learner to estimate where they are on the road to automatic. It also suggests that because we obtain automaticity, that we are done learning the motion. If the swing needs refinement, we simply go back to the analytical phase for the refining technique, not for the whole swing. As soon as possible we move to the associative phase for the refined motion and on to the automatic. / iʵÕiÃÌÊLiViÃ\ÊʺÜÊ`ÊÜiÊÜÊÜ iÊ>ÊÃÊÃÊi>Ài`¶»ÊÊ/ iÊwi`ÊvÊÌÀÊ learning uses two markers to determine if a skill is learned. A skill is learned if it meets the following criteria: Ê UÊ Retention Ê Ê qÊ £ÊÌÊÓÊ`>ÞÃÊ>ÌiÀÊÌ iÊÌÊV>ÊLiÊ«iÀvÀi`ÊÇä¯ÊvÊÌ iÊÌi Ê UÊ Transfer Ê Ê qÊ 6>ÀÞ}ÊVÀVÕÃÌ>ViÃÊ`vviÀiÌÊVÕL]ÊÌ>À}iÌ]ÊiÌV®ÊÌ iÊÌÊV>ÊLiÊ Ê Ê Ê «iÀvÀi`ÊÇä¯ÊvÊÌ iÊÌi There are two systems that are used to control motion in the body. UÊ Stimulus response system:Ê>LÌÊqÊ>ÊëiVwVÊÃÌÕÕÃÊVÕi®ÊiVÌÃÊ>ÊëiVwVÊÌ UÊ Goal-oriented behavior: Change- a new stimulus must be created to elicit a new re-sponse
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Performance “how a task is (executed) created at a given point in time.” (Thomas, et al., 1994, pg 7) Performance is dependent on: Ê UÊ -ÃÊ>`Ê>LÌiÃ Ê UÊ ÛÀiÌ>Êv>VÌÀÃ Ê UÊ *ÃÞV « ÞÃ}V>ÊÃÌ>Ìi ...and the interaction of these three variables. The goal of learning is to automate skill so attention can be focused on performance. Four components of golf: Ê UÊ i>À}ÊÌ iÊÃÃ Ê UÊ *iÀvÀ}ÊÌ iÊÃÃ Ê UÊ i>À}ÊÌ iÊ}>i Ê UÊ *iÀvÀ}ÊÌ iÊ}>i Once again, if we as teachers believe that our sole purpose is to teach the skills of golf, we are only accomplishing one-quarter of our job. It is not enough to simply teach the swing. Golfers can know the swing very well and not be able to perform the motion on the golf course. They can also learn all the strategies of playing the game, yet not be able to perform these strategies on the golf course or in competition.
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Feedback Ê Ê
Ê Ê
UÊ Internal Ê qÊ i}>ÌÛiÊii`L>VÊ «ÊÊ-«ÞÊ>ÊVÃi`ÊÃÞÃÌiÊÌ >ÌÊÃi`ÃÊvÀ>ÌÊÌÊ the muscles (efferent signals) and receives information from the muscles (afferent signals). UÊ External Ê qÊ Üi`}iÊvÊ,iÃÕÌÃÊqÊ/ ÃÊViÃÊvÀÊÛ`iÌ>«i]ÊL>Êy} Ì]ÊiÌV°
Feedback is critical to learning the performance of a skill. The most visible feedback in golf is the ball; however, it is not always the logical or the most important form of feedback. It is kinesthetic (feel) feedback that allows us to correct the motion. “Negative feedback loop:” Ê UÊ V}ÊvÀ>ÌÊViÃÊvÀÊÌ iÊÕÃViÃ Ê UÊ / ÃÊvÀ>ÌÊÃÊV«>Ài`ÊÌÊiÝÃÌ}ÊvÀ>ÌÊÌÊ«À`ÕViÊiÌ iÀÊ>ʺ>ÌV »Ê or a “mismatch” Ê UÊ >Ãi`ÊÊÌ iÊvÀ>ÌÊÀiViÛi`ÊvÀÊÌ iÊÕÃViÃÊÌ iÀiÊÃÊ>Ê>`ÕÃÌiÌÊ>`iÊ in the motor program In fact, we correct motion using a “negative feedback loop.” What this means is that incoming information from the muscles is compared to information we already have regarding the template for the motion. If the feedback received from the muscles does not match that of the template, we receive negative information (a mismatch). The only way that we can correct motion is through this comparison of present performance with a past reference of correct motion (error detection and correction). If we perform correctly we receive no informational feedback, only a positive feel. This is why our attention must be focused on kinesthetic feedback during the motion. An easier way to understand this is the “sending” and “receiving” of information.
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Sending and Receiving Information The system for creating motion (the internal feedback loop) can be understood as simply sending and receiving information. In practice and while learning a new motion, the sys-tem will spend resources “sending” information. While playing on the course it would be more beneficial to be in a “receiving” state, paying attention to the incoming information from the muscles. This will allow the system to self-correct during the motion (page 49). Knowledge of results Ê UÊ ÌÕÕÃÊqÊvii`L>VÊ}ÛiÊ>vÌiÀÊi>V ÊÃ Ì Ê UÊ ÌiÀÌÌiÌÊqÊvii`L>VÊ«ÀÛ`i`ÊÊÃiiVÌi`ÊÃ ÌÃ Performance results from continuous feedback will be better on the same day the lesson is given. Performance results from one day, two days, or one week after the lesson is given will be better with intermittent feedback. Semantics Ê UÊ WordsÊqÊVÃVÕÃ Ê Ê qÊ Ý«ÀiÃÃÊvÊÜi`}i Ê Ê qÊ *iÀVi«ÌÊvÊvii Ê Ê
UÊ BehaviorsÊqÊVÃVÕÃÊ>`ÊÃÕLVÃVÕÃ Ê qÊ / Õ} ÌÃÊ>`Êvii}ÃÊ
Words are the least effective form of communication we have, and at the same time, changing one word in a golfer’s self-statement can create a whole different motor pro-gram. Words come from our conscious thought and behaviors express both conscious and subconscious information.
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Interference Ê UÊ Contextual interference Ê Ê qÊ ÜÊqÊVÀi>Ì}Ê>ÊV >i}iÊÌ >ÌÊÃÊiÃÃÊ`i>`}ÊÌÊÌ iÊ`Û`Õ> Ê Ê qÊ } ÊqÊVÀi>Ì}Ê>ÊV >i}iÊÌ >ÌÊÃÊÀiÊ`i>`}ÊÌÊÌ iÊ`Û`Õ> Performance results for today’s lesson will be better if high interference is given first, followed by low interference. Thus, if a behavior is going to be changed, it is better to start with the more difficult one (in the perception of the golfer) rather than the easy one, to enhance today’s performance. Ê Ê Ê
UÊ Practice variability Ê qÊ Vi`ÊqÊÌ iÊÃ>iÊÃ ÌÊÃÊ«iÀvÀi`ÊVÌÕÕÃÞÊ`ÕÀ}Ê«À>VÌVi Ê qÊ ,>`ÊqÊÌ iÊÃ ÌÊÃÊÛ>Ài`Ê`ÕÀ}Ê«À>VÌViÊ`vviÀiÌÊVÕLÊÀÊÌ>À}iÌ]ÊiÌV°®
Once again, the performance results will be better for today if blocked practice is used. ÜiÛiÀ]ÊiÊÀÊÌÜÊ`>ÞÃÊ>ÌiÀÊÀÊ>ÊÜiiÊ>ÌiÀ]Ê«iÀvÀ>ViÊÜÊLiÊLiÌÌiÀÊvÊÀ>`Ê practice is used today. Value of research Ê UÊ VVÕÀ>ÌiÞÊ`iÃVÀLiÃÊÜ >ÌÊÜiÊÃii Ê UÊ ÜÃÊÕÃÊÌÊÌiÃÌÊ`i>Ã Ê UÊ ÜÃÊÕÃÊÌÊV«>ÀiÊÌiV µÕiÃ Ê UÊ ÜÃÊÕÃÊÌÊ}iiÀ>âiÊÀiÃÕÌÃ Ê UÊ ÃÌÊ«ÀÌ>ÌÞÊÊÜiÊ>ÀiÊ>ÊÀiÃi>ÀV iÀÃt Research is simply a systematic approach to answering questions. The more we test ideas for ourselves and record the results, the faster we can find answers to our own ques-tions. It is valuable to ask our students to do the same thing. They need to test options that we provide for them and see what outcomes follow. This way they will have the courage to do Ì iÊÊÌ iÊ}vÊVÕÀÃiÊÜ iÊÌ iÊÕÌViÃÊ>ÀiÊ«ÀÌ>ÌÊÌÊÌ it
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On the Road to Automatic 7 >ÌÊ>ÀiÊÜiÊ>Ã}ÊÕÀÊÃÌÕ`iÌÃÊÌÊ`¶ÊÊ"ÕÀÃiÛiÃÊÌÊ`¶ÊÊ7iÊ>ÀiÊ>Ã}ÊÌÊV >}iÊ be-havior. This is a challenging task for most individuals. There are six taxonomies in psy-chology attempting to explain changes in behavior. Four of the six taxonomies include a change in perception in order to change behavior. Change behavior: Ê UÊ >}iÊ«iÀVi«ÌÃÊÌÊV >}iÊLi >ÛÀÊqÊÌ iÊwÀÃÌÊÃÌi«ÊÃÊÌÊV >}iÊÌ iÊ«iÀVi«Ì Ê UÊ i>ÀÊÕÃ}ÊÕÀÊëiVwVÊÃÌÞiÃÊqÊÛÃÕ>]Ê>Õ`ÌÀÞ]ÊiÃÌ iÌV Ê UÊ *iÀvÀÊÕÃ}ÊÕÌ«iÊÃÌÞiÃÊqÊÛÃÕ>]Ê>Õ`ÌÀÞ]ÊiÃÌ iÌV Ê UÊ 1Ì>ÌiÞÊÜiÊVÀi>ÌiÊÃÞV ÀÞÊqÊV iÀiViÊÊÌ iÊLÀ>Ê>`ÊL`ÞÊVÀi>ÌiÊ optimal mo-tion Schema theory: Ê UÊ *ÀiÃiÌÊV}ÌÃ Ê UÊ V}ÊvÀ>Ì Ê UÊ ÌiÀi`Ê«iÀVi«Ì Ê UÊ yÕiViÃÊLi >ÛÀ Schema theory suggests that we have preset cognitions that influence all the feedback from the muscles to the brain (Schmidt, 1975 pages 52-53). What we believe about an activity or movement will influence all the feedback coming from the muscles before it reaches the conscious cortical areas of the brain. Thus, the same information could be perceived as positive or negative depending on the preset cognitions, or expectations in the brain. What is critical is to self-monitor preset cognitions to maintain a successful feedback environment. Learn: Ê UÊ *ÀiÃiÌÊiÜÊvÀ>ÌÊqÊÜ >ÌÊÜiÊÃ>ÞÊÌÊÕÀÊÃÌÕ`iÌÃ Ê UÊ *ÀiÃiÌÊ>ÊiÜÊ«ÀViÃÃÊqÊ ÜÊÜiÊ«ÀiÃiÌÊÌ iÊvÀ>Ì We are giving golfers information, but more importantly we are giving a process to learn the information. Therefore, when they practice on their own, they will have a system to learn that is optimal (i.e., number of balls to hit, adding importance, feedback schedule, etc).
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Stages of knowing: Ê UÊ ÜÊ>`ÊÕ`iÀÃÌ>`ÊqÊÀiV>Ê>`ÊÀië` Ê UÊ ««V>ÌÊqÊLi}Ê>LiÊÌÊÕÃiÊÌ iÊvÀ>ÌÊivviVÌÛiÞ Ê UÊ Vi«ÌÕ>âiÊ>`ÊiÛ>Õ>ÌiÊqÊLi}Ê>LiÊÌÊÌÀ>ÃviÀÊÌ iÊvÀ>ÌÊ>`ÊÜÊ if it is correct in varying situations From a cognitive perspective, there are three primary levels of learning new information. The basic level is simply to be able to tell someone else the information. The second level incorporates being able to use it or show someone, such as in the golf swing. The final iÛiÊVÕ`iÃÊÜ}ÊvÊÌÊÃÊVÀÀiVÌÊÀÊÌÊÞiÃÉÊÀÊ££äÊÀ>Ì}ÊÃV>i®Ê>`ÊLi}Ê>LiÊÌÊ apply it in a variety of circumstances (i.e., woods, irons, etc.). Verify knowledge: Ê UÊ ÕÊÌÊÊiÝ«>ÊÌ Ê UÊ ,iÌ>ÊÌÊÊ`iÃÌÀ>ÌiÊÌ Ê UÊ /À>ÃviÀÊÌÊÊÛ>ÀÞÊÌ Ê UÊ Ài>ÌiÊÌÊÊVÀi>ÌiÊÌ In order for teachers to verify the learning state of their student we can use these steps. If they can explain the change in motion to you, they know it at a cognitive level. If they V>Ê`iÃÌÀ>ÌiÊÌÊÃÕVViÃÃvÕÞ]ÊiÊÜiiÊ>ÌiÀ]Ênä¯ÊvÊÌ iÊÌi]ÊÌÊ>ÞÊLiÊi>Ài`°ÊÊÊ >``Ì]ÊvÊÌ iÞÊV>ÊÌÀ>ÃviÀÊÌÊÌÊÛ>ÀÞ}ÊVÀVÕÃÌ>ViÊiÊÜiiÊ>ÌiÀÊnä¯ÊvÊÌ iÊÌi®Ê it is considered learned and the instructor can move on to another change in behavior. 1Ì>ÌiÞÊÌ iÊÌ iÊ}viÀÊV>ÊVÀi>ÌiÊÌÊÜ iÊ`iÃÀi`t
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To Summarize Capacity space in the brain: ÊÊä¯Ê
xä¯Ê
£ää¯
Sending Receiving Target We have “X” amount of capacity space in the brain. It is up to us to determine how we want to use it. We can think of two things at one time (parallel processing), but they must be prioritized. Target and receiving “feel” may be optimal for the golf course, while target and sending, or simply sending, may work well on the range to learn a new motion. Stages of learning: Analytic Ê ÛViÊ
Associative ÌiÀi`>ÌiÊ
Automatic `Û>Vi`
Student assessment: Ê UÊ 7 iÀiÊÃÊÌ iÊÃÌÕ`iÌÊÊÌ iÊVÌÕÕÊvÊi>À}¶ Ê UÊ ÀiÊÌ iÞÊÃi`}ÊÀÊÀiViÛ}ÊvÀ>̶ Ê UÊ 7 >ÌÊ«iÀViÌÊvÊ>ÌÌiÌ>ÊvVÕÃÊÃÊÊÌ iÊÌ>À}iÌÊ>`ÊÜ >ÌÊ«iÀViÌÊÃÊÊÌ iÊvii¶ The process: Ê UÊ ÌÊÃÊÕÀÊÌiÌÊÌÊv>VÌ>ÌiÊÌ iÊÃÌÕ`i̽ÃÊ>LÌÞÊÌÊVÀi>ÌiÊÌ iÊ>ÃÜiÀð Ê UÊ vÊÜiÊVÀi>ÌiÊÌ iÊ>ÃÜiÀÊvÀÊÌ i]ÊÜÊÌ iÞÊi>ÀÊÌ iÊ«ÀViÃö Ê UÊ vÊÜiÊVÀi>ÌiÊÌ iÊ>ÃÜiÀÊvÀÊÌ i]ÊV>ÊÌ iÞÊÃiÊ̶ Ê UÊ vÊÌ iÞÊVÀi>ÌiÊÌ iÊ>ÃÜiÀ]ÊÜÊÌ iÞÊÃiÊ̶
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Routines Pre-Shot Routines: A systematic combination of behaviors, cognitions, and emotions created consistently over time (page 107). Research suggests that routines: ,i}Õ>ÌiÊ>ÀÕÃ>ÊqÊiÝVÌiiÌ]ÊV >i}i]Ê>ÝiÌÞ]ÊiÌV° ,i}Õ>ÌiÊ>ÌÌiÌÊqÊV>ÀvÞÊÜ >ÌÊÌÊ>ÌÌi`ÊÌÊ>ÌÊÛ>ÀÕÃÊÌiÃÊ`ÕÀ}Ê«Ài«>À>Ì ,i`ÕViÊ`ÃÌÀ>VÌÃÊqÊvVÕÃÊÊÜ >ÌÊÜiÊÜ>ÌÊÀ>Ì iÀÊÌ >ÊÜ >ÌÊÜiÊ`½ÌÊÜ>Ì Types of routines: Ê UÊ *Ài«>À>ÌÊqÊ>ÃÊiÊÜ>ÃÊÕ«ÊÌÊÌ iÊL>Ê>`Ê>iÃÊ`iVÃÃÊÀi>ÌÛiÊÌÊ the desired shot Ê UÊ *Àià ÌÊqÊÕÃÕ>ÞÊvÀÊLi `ÊÌ iÊL>Ê>ÃÊiÊ«Ài«>ÀiÃÊÌÊÜ>ÊÕ«Ê>`ÊÃÜ} Ê UÊ *ÃÌÊà ÌÊqÊ>vÌiÀÊÌ iÊà ÌÊÌÊ>>}iÊÌ iÊvÀ>ÌÊ>`ÊiÌÊÀiViÛi`Ê from the shot Components: Ê UÊ i >ÛÀÃÊqÊÃÊ>ÌÊÌ iÊ i]ÊÜ>}}iÃ]ÊvÀÜ>À`Ê«ÀiÃÃ]ÊiÌV° Ê UÊ }ÌÃÊqÊ`iVÃÃ]ÊÌ Õ} ÌÃ]ÊÃÜ}ÊiÞÃÊ Ê UÊ -ivÌ>ÊqÊÜ >ÌÊÜiÊV ÃiÊÌÊÃ>ÞÊÌÊÕÀÃiÛiÃÊÌÊ«Ài«>Ài Ê UÊ >}iÀÞÊqÊÕÃ}ÊÛÃÕ>]Ê>Õ`ÌÀÞ]Ê>`ÊviiÊÃiÃÀÞÊ«ÕÌÊÌÊ«À}À>ÊÌ iÊÌ Ê UÊ ,i>Ý>ÌÊqÊLÀi>Ì iÊVÀÀiVÌÞÊÌÊi >ViÊÌ iÊyÜÊvÊiiÀ}ÞÊÊÌ iÊÃÞÃÌi Ê UÊ -ÜÌV }ÊVÕiÊqÊÌ iÊi>ÃÊLÞÊÜ V ÊÜiÊÜÊÜ iÊÌÊÃÌ>ÀÌÊÌ iÊÌÊ (e.g., forward press) Psychophysiological routine: Ê UÊ iVÀi>ÃiÃÊivÌÊ ië iÀiÊ>VÌÛÌÞ Ê UÊ -} ÌÊVÀi>ÃiÊÊÀ} ÌÊ ië iÀiÊ>VÌÛÌÞ Ê UÊ i>ÀÌÊÀ>ÌiÊ`iViiÀ>Ì The state of mind we are in is represented by the psychophysiological state or the heart and brain. The optimal state is characterized by reducing left hemisphere activity and a slight increase in the right hemisphere in the final 2 or 3 seconds before starting the motion. The heart shows an approximate 6bpm heart rate drop in the final 3 seconds before the motion begins. This is a function of attention, not our level of activation (pages 16-18).
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iwiÊÌ iÊintention -iÌÊÌ iÊÃÌ>Ìi ÌÌÌÕ`iÊÃÊiÛiÀÞÌ } iÀ>ÀV V>ÊVÌÀÊÃÞÃÌi iwiÊÌ iÊattention
The goal for our routine is to decide on our intention, or what we would like to do. Secondly it is important to set the stage or “state” for this to happen. This includes emotions, intensity, attitude, etc. The system works in a hierarchical manner. This means that even the simplest parts of the brain can perform complex tasks. It is not necessary for the cortex of the brain (conscious control) to govern motion. It is important to give up control to the subconscious and resist micro-managing the swing. Finally, the conscious must focus attention on the variables that will enhance the automatic control of the subconscious to create the motion. Defined by the performer: Ê UÊ ÌÊÌ iÀÊÃÌÞi]Ê«ÀiviÀiViÃ]ÊiÌV° Ê UÊ Ì>ÊÞÊ«>ÀÌÃÊÌ >ÌÊ >ÛiÊi>} Ê UÊ "À`iÀÊÌ >ÌÊ>ÜÃÊvÀÊ>ÊVÀi>ÃiÊÊiiÀ}Þ Ê UÊ "«Ì>ÊÌi Ê UÊ ÃÌÊ`vwVÕÌÊvÀÊÌ iÊÃÌÊ`vwVÕÌÊÃ Watch for: Ê UÊ Ài>ÃÊÊiÌÕ Ê UÊ ,i`ÕViÊÌ iÊÕLiÀÊvÊLi >ÛÀÃ Ê UÊ VÀi>ÃiÊÌ iÊÌiÌÊvÊi>V ÊLi >ÛÀ Ê UÊ VÀi>ÃiÊÊÌi Research on routines has shown that while golfers may reduce the number of behaviors in their routine (looks at the hole, waggles, etc), the total routine time becomes longer. This is because each action in the routine is meaningful and serves a purpose. If it does not serve a purpose it will become a distraction and cause breaks in our momentum. Observing where these breaks occur is an indicator of where we can facilitate the routine of the golfer.
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Under stress: Ê UÊ -ÜiÀ Ê UÊ >ÃÌiÀ Ê UÊ >}iÊÌ iÊV«iÌÃ Added importance can often cause the golfer to become faster, slower, or add or skip components of the routine. If the golfer knows their tendency they can do something about it behind the ball. If a player tends to get fast, they must slow down behind the ball, not ÛiÀÊÌ iÊL>°ÊÊ/ iÊÌ iÊÃÜ}ÊÜÊvÜt Post shot routine: Ê UÊ ,ii>Ãi Ê UÊ +ÕVÊ>>ÞÃÃ Ê UÊ it Players can manage the information and emotion after a shot by using a routine. Those golfers that have a challenge letting go of undesirable shots will benefit from a post shot routine. It usually starts with an emotional release in a socially acceptable manner. Then there is a quick analysis of what happened. Some golfers will replay the shot or swing in their mind the way they would have liked it to happen. Lastly, the golfer must be done so Ì iÞÊV>ÊÛiÊ°ÊÊ/ ÃÊÃÊ«ÀÌ>ÌÊvÀÊ}`ÊÃ ÌÃÊ>ÃÊÜit
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Cognitive Development Children are not miniature adults! Ê UÊ `ÀiÊ«ÀViÃÃÊvÀ>ÌÊÃÜiÀÊÌ >Ê>`ÕÌÃ Ê UÊ `ÀiÊ>ÀiÊiÃÃÊ>LiÊÌÊ`ÃVÀ>ÌiÊVÀÀiVÌÊvÀÊVÀÀiVÌÊÛiiÌÊ«>ÌÌiÀÃ Ê UÊ 9Õ}ÊV `ÀiÊÃiiÊLiVÌÃÊ>ÃÊ>ÊÜ i Ê UÊ "`iÀÊV `ÀiÊ>`Ê>`ÕÌÃÊÃiiÊLiVÌÃÊ>ÃÊÜ i«>ÀÌÊVw}ÕÀ>Ìà Piaget defined 4 strategies of development: 1. 5-7 years 2. 7-9 years 3. 9-11 years 4. 12-15 years ÜiÛiÀ]ÊÜiÊÜÊÌ >ÌÊV `ÀiÊV>Ê«iÀvÀÊÊëÀÌÊ>ÌÊV}ÌÛiÊ`iÛi«iÌÊiÛiÃÊÌ >ÌÊ are far advanced of their age. In addition, child experts can outperform novice adults. Organization is a strategy used to combine information and recode it into one unit. Ê UÊ xÞi>À`ÃÊ`ÊÌÊLiiwÌÊvÀÊÀiV`}ÊvÀ>Ì°ÊÊ/ ÃÊi>ÃÊÌÊÃÊLiÌÌiÀÊ to provide simple information. Ê UÊ ÇÞi>À`ÃÊÕÃiÊÀ}>âi`Ê«ÕÌÊÌÊÀiV>ÊvÀ>Ì]ÊLÕÌÊÌ iÞÊV>ÌÊÌÀ>ÃviÀÊÌÊ to another task. This means it may need to be repeated in a new situation. Ê UÊ £Þi>À`ÃÊÀ}>âiÊvÀ>ÌÊÊ>ÌÌiÀÊ ÜÊÌÊÃÊ«ÀiÃiÌi`° Models: Ê UÊ *À>ÀÞÊ`iÊÕ«ÊÌÊ>}iÊ£äÊÃÊÌ iÊ«>ÀiÌ Ê UÊ *À>ÀÞÊ`iÊ>vÌiÀÊ>}iÊ£äÊÃÊ>ÊV>V ÊÀÊÌ iÀÊ«iiÀÃ Ê UÊ 1`iÀÊnÊÞi>ÀÃÊqÊÌ iÊ}viÀÊii`ÃÊÌÊÃiiÊÌ iÊ`iÊLivÀiÊÌ iÞÊLi}ÊÌ iÊÛiiÌ Ê UÊ "ÛiÀÊnÊÞi>ÀÃÊqÊÌ iÊ}viÀÊV>Ê>iÊÕÃiÊvÊ>Ê`iÊÊ>ÌÌiÀÊÜ iÊÌ iÊ`iÊ is introduced to the learner Children learn from modeling. It is important to consider who is modeling, when and how often they show the model, and what the model is portraying. The best model is our own LiÃÌÊ«iÀvÀ>Vit
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`ÀiÊii`Ê i«ÊÌÊ}ÀÕ«Ê>`Ê>LiÊvÀ>Ì `ÕÌÃÊÜ ÊÕÃiÊÀÀiiÛ>ÌÊVÕiÃÊV>Ê `iÀÊ«iÀvÀ>Vi xÞi>À`ÃÊLiiwÌÊvÀÊ>ÊÛiÀL>Ê>Li xÇÞi>À`ÃÊÀi i>ÀÃiÊvÀ>ÌÊÃiµÕiÌ>Þ xÇÞi>À`ÃÊÜ Ê}ÀÕ«ÊÌ iÊÛiiÌÃÊvÀÊÀiV>]Ê«iÀvÀÊiÊ£££ÊÞi>ÀÊ`Ã
Labels are the “stimulus” in the stimulus/response pattern of learning. They are what create the automatic response of the swing. It is important to be aware of the labels we are using and the order of presentation with each age group. Children need: Ê UÊ ÌiÌÊ`iwi` Ê UÊ ÌÌiÌÊ`iwi` Ê UÊ /ÊÕ`iÀÃÌ>`ÊÃÌ>ÀÌÊ>`ÊwÃ Ê UÊ /ÊÕ`iÀÃÌ>`ÊÌ>À}iÌ Ê UÊ >}iÀÞ To assist children at each age and developmental stage to define their intention and attention and to understand the role of target, we will have set the stage for learning. Children excel with a clear start and finish to the motion. Lastly, children have incredible imaginations, and if they can use this ability to create their own “stimulus” and motion, they will perform optimally. Children to adults: />À}iÌÊqÊÕ«ÊÌÊ£xÊÞi>Àà >ÞÌVÊqÊ£x£nÊÞi>Àà />À}iÌÊqÊÛiÀÊ£nÊÞi>Àà It is the role of each teacher to decide when to introduce the target in the learning process. The target programs the motion in many respects and thus is important. The analytic phase occurs once the hardwiring in the brain is established, around 15 years. It is important to go through the analytic phase to be able to learn the motion and how to be consistent. ÜiÛiÀ]Ê>ÞÊV `ÀiÊ}iÌÊÃÌÕVÊÊÌ ÃÊ« >ÃiÊ>`Êii`Ê i«ÊÌÊÕÃiÊÌ>À}iÌÊViÊ>}>Ê>`Ê À}>âiÊÌ iÀÊV}ÌðÊÊ`i>ÞÊÜiÊÕÃiÊ}VÊLi `ÊÌ iÊL>Ê>`ÊviiÊÛiÀÊÌ iÊL>tÊ
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Novice adults: Ê UÊ -Ì>ÀÌÊ>>ÞÌV¶ Ê UÊ ÛiÊÌÊÌ>À}i̶ Ê UÊ ÊÜiÊii`ÊÌÊÃÌ>ÀÌÊÌ iÊ>ÌÊÌ>À}i̶ Each teacher can decide for themselves how to begin teaching new golfers. Elderly adults: Ê UÊ 1ÃiÊÌÊÀÊÃiÊÌtÊÊ Ý«iÀiViÊV>Ê>iÊÕ«ÊvÀÊÃÃÊvÊ>LÌiÃ Ê UÊ -ÌÀi}Ì Ê>`ÊyiÝLÌÞ½ Ê UÊ `ÕÀ>Vi Ê UÊ >>Vi Ê UÊ À`>Ì Ê UÊ ,i>VÌÊÌiÉÛiiÌÊ Ê UÊ iÀÞ As we age we typically lose many of our abilities (listed above); however, if we continue to play golf, we can maintain our scores. It is likely that we will use different strategies Ì >ÊÜiÊ``ÊÊÞÕ}iÀÊÞi>ÀÃÊÌÊÃVÀiÊÃ>ÀÞ°ÊÊÜiÛiÀ]ÊÌÊÃÊ«ÃÃLiÊÌÊ>Ì>Ê>ÊÜÊ >`V>«ÊvÊÜiÊÕÃiÊÕÀÊiÝ«iÀiViÊÜÃiÞt
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4.3 - Sports Psychology State of Mind (Being) Definition (page 8) Set Ê Ê Ê Ê
the UÊ UÊ UÊ UÊ
stage for: "«Ì>Ê«iÀvÀ>ViÊ(page 16) -ÕVViÃÃvÕÊ«iÀvÀ>Vi 1ÃÕVViÃÃvÕÊ«iÀvÀ>Vi
}
We as golfers are responsible for setting the stage for performance before we start. It is advantageous to assess the game we are playing with today when we are on the range and putting green warming up. Then we can prepare ourselves to make the best decisions to score optimally if that is our intention. Awareness (page 19) There are two components to be aware of that will assist in how we play the game. The wÀÃÌÊiÊÃÊÕÀÊÃÌ>ÌiÊvÊ`°ÊÊ iÜÊÃÊ>ÊVÌÕÕÊvÀÊ}}ÀiÃÃÛiÊÌÊ*ÀÌiVÌ°ÊÊvÌiÀÊÜiÊ have made a SMART decision regarding the shot we will hit, it is important to know our state of mind: Aggressive
Assertive
Maintain
Protect
Optimal performance is typically in an aggressive/assertive state of mind, not maintain/protect.
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Style of Play (page 22)
65-85 shooter
72-78 shooter
Golfers typically fall into an “expressive” or “controlled” style of play. The expressive player typically has no trouble going low in their scores; they simply have high holes and penalty strokes to eliminate. The controlled player is in a comfort zone and the whole scale of the comfort zone will need to be shifted to lower scores. Expectations: Ê UÊ - ÌÊÇÓÇxÊ Ê Ê Ê UÊ >Ãi`ÊÊ«iÀViÛi`ÊÃÉ>LÌÞÊ Ê UÊ }iÃÊViÊ>}Ê Ê Ê UÊ "««ÀÌÕÌÞÊÌÊÃ ÌÊnÓÊÊ Ê UÊ Ê UÊ
Ê Ê Ê Ê
Goals: - ÌÊÇ{Çn >Ãi`ÊÊ«>ÃÌÊÌÕÀ>iÌÊÃVÀiÃÊ }iÃÊViÊ>} "««ÀÌÕÌÞÊÌÊÃ ÌÊÇÓ
Don’t let the energy of expectations interfere with performance! Expectations and goals need to be the same, or eliminate expectations. Emotional Regulation (Chapter 8 – Adaptability, page 69) Playable Emotions: Ê UÊ }iÀÊ Ê Ê UÊ ÝiÌÞÊÊ Ê UÊ ÝVÌiiÌ Ê UÊ Þ Ê UÊ ÌV«>Ì
Ê Ê
Ê Ê
Unplayable Emotions: ÀÕÃÌÀ>Ì ->`iÃÃ
Playable emotions have energy, unplayable emotions do not. Thus, it will first be important to deal with the frustration and sadness and not wait for the golf ball to make us feel good
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again. Once we have energy, we can choose to use it for the game.
Ellis’s ABC Theory of Emotion Ê UÊ Ê³Ê ÊrÊ
Ê UÊ Ûi̮ʳÊ,iëÃi ®ÊrÊ"ÕÌVi ® Ê UÊ "ÕÀÊVÌÀÊÃÊÊÌ iÊÀiëÃi Ê UÊ ÃiÊÞÕÀÊÀiëÃiÊÀ>Ì iÀÊÌ >ÊÀi>VÌ}t Use your emotions: Ê UÊ ÌÃÊ>ÀiÊ>ÊÃÕÀViÊvÊiiÀ}Þ Ê UÊ 7iÊV>ÊiÌ iÀÊÕÃiÊiiÀ}ÞÊÌÊVÌÀÊiÌÃÊÀÊÕÃiÊiÌÃÊÌÊ>ÝâiÊiiÀ}Þ Ê UÊ ÌÊÃÊ>ÊV ViÊ°Ê°Ê° For Ê Ê Ê Ê Ê
every shot we can pick one of the following from each pair of words: UÊ ««À>V É>Û` UÊ >i}iÉÌ Ài>Ì UÊ ÕÃÌÀiÃÃÉ`ÃÌÀiÃÃ UÊ *À>VÌÛiÉÀi>VÌÛi UÊ 9ÕÊVÌÀÊÌ iÊ`>t
Please list emotions (states) that energize you: Ê
UÊ £°
Ê
UÊ Ó°
Ê
UÊ Î°
Ê
UÊ {°
Ê
UÊ x°
Psychological Score Card Evaluate any variable you are interested in changing, or increasing awareness, in one of the following manners: Ê UÊ -Ì>ÀÊÃÞÃÌi Ê UÊ ³]Ê]Êä Ê UÊ ££äÊÀ>Ì}
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Key Concepts for Performance 13 key concepts: Ê UÊ iivÃ Ê UÊ >Ã Ê UÊ -iv/> Ê UÊ w`iVi Ê UÊ >}iÀÞ Ê UÊ /iÊ >>}iiÌ Ê UÊ / Õ} ÌÃ Ê UÊ -i`}É,iViÛ} Ê UÊ *À>VÌVi Ê UÊ Ài>Ì}Ê- ÌÃ Ê UÊ ÌÌÌÕ`i Ê UÊ -iÌÌ}ÊÌ iÊ-Ì>}i These will be presented in a different order than the book to accommodate activities for LPGA teachers. 1. Ê Ê Ê Ê Ê Ê
Beliefs (“Core” Energy) (Believe, page 111) Ê UÊ Ê>Ê>Ê, /Ê«ÕÌÌiÀtÊ Ê Ê Ê UÊ ÊyÞÊÕÌÊvÊÌ iÊLVÃtÊÊ Ê Ê Ê UÊ / iÊ>ÃÌÊÌ ÀiiÊ iÃÊ>ÀiÊÞÊLiÃÌtÊ Ê Ê UÊ ÊVÌÀÊÌ iÊ`>tÊ Ê Ê Ê UÊ ÊV>V ÊÌ iÊÌi>tÊ Ê Ê Ê UÊ
*i>ÃiÊÃÌÊÞÕÀÊÜÊ iivÃ\ o o o o o
2. Goal Setting – Energy Setting Stimulus – Response Golf (Habit) Ê UÊ >Ê`ÀiVÌi`ÊLi >ÛÀÊ >}i®Ê Ê UÊ 7ÀÊL>VÜ>À`ÃÊ Ê Ê Ê UÊ ,i>ÃÌVÊÞiÌÊV >i}}ÊÊ Ê Ê UÊ i>ÃÕÀ>LiÉÌiÊvÀ>iÊ Ê Ê Ê UÊ Ý«iVÌ>ÌÃÊ «iÊ>`Ê«À>Þ®Ê Ê
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Ê Ê Ê Ê Ê
What do you want? £° Ó° ΰ {° x°
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3. Self-Talk – Thoughts Direct Energy (page 106) Reduce or Use Energy: Ê UÊ i}>ÌÛiÊ-Ì>ÌiÃÊÊ Ê UÊ ÝiÌÞÉ7ÀÀÞÊ Ê Ê UÊ 1ÜÃÊ Ê Ê UÊ i>ÀÊ Ê Ê Ê Ê qÊ >ÕÀi Ê Ê qÊ -ÕVViÃÃ Ê Ê qÊ ÞÌ } My Self-Talk Tapes: Old Tapes Ê UÊ £°Ê Ê UÊ Ó°Ê Ê UÊ Î°Ê Ê UÊ {°Ê Ê UÊ x°Ê
Ê Ê Ê Ê
SÊ T O P Ê Ê
Ê Ê Ê Ê
Give or Maintain Energy: *ÃÌÛiÊ-Ì>Ìià ÕÀ
>ÀÌÞ
>i}iÃ
iÜÊ/>«ià 1. 2. 3. {° x°
4. Confidence is a Choice! (Channeled Energy, page 88) Please list what “I Know I Can Do!” Ê UÊ / iÊÌÌiÊÜ ÌiÊL>ÊV>½ÌÊÌ>tÊ Ê£° Ê UÊ w`iViÊÃÊVÀi>Ì}Ê "7 -tÊ ÊÓ° Ê UÊ w`iViÊÃÊV >ii`ÊiiÀ}ÞtÊ Êΰ Ê UÊ ÃÊvÀÊÜ >ÌÊÞÕÊÜ>ÌtÊ Ê{° Ê UÊ ÃÊvÀÊÀitÊ Êx°
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5. Imagery Ê UÊ >}iÊÜ >ÌÊÞÕÊÜÕ`ÊiÊÌÊ >««iÊ`}® Ê Ê qÊ `ÊÃÜ}Ã Ê Ê qÊ `Êà ÌÃ Ê Ê qÊ ,iVÛiÀÞÊvÀÊà ÌÃ Ê UÊ >}iÊÜ ÊÞÕÊÜ>ÌÊÌÊLiÊLi}® Ê Ê qÊ `iÊ«>ÞiÀ Ê Ê qÊ 9ÕÀÃiv 6. Time Management (Energy Management, page 14) Ê UÊ {Ê ÕÀÃÊvÊ«>ÞÊà Ì}ÊÇx Ê UÊ ÌÌ}ÊÌ iÊL>Ê ÓÃÊÝÊÇxÊ rÊÊ xÊ Ê UÊ *Àià ÌÊÀÕÌiÊ ÓäÃÊÝÊÇxÊÊ rÊ ÓxÊ Ê UÊ *Ài«>À>ÌÊ ÎäÃÊÝÊÇxÊÊ rÊÊÊ ÎnÊ Ê UÊ -V>â}Ê £xÃÊÝÊÇxÊ rÊÊ £Ê Ê UÊ >``ÞÊ ÎäÃÊÝÊÇxÊÊ rÊ ÎnÊ Total 125 min The total time for a 4-5 hour round that is spent on golf is a little over 2 hours for tour players. It is important to stay neutral to positive for the other 2-3 hours in order to ÃVÀitÊÊ ÜÊÜ >ÌÊÞÕÊÜÕ`ÊiÊÌÊëi`ÊÞÕÀÊÌiÊÌ }Ê>LÕÌ° Time (Energy) Management Ê Ê Ê Ê Ê
UÊ UÊ UÊ UÊ UÊ
>ÌÕÀiÊ À`ÃÊ ÕÃiÃÊ Ài`ÃÊ -}ÃÊ
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Please list positive, engaging activities to use between shots: £° Ó° ΰ {° x°
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7. What we think! (Energy Follows Intention) Ê UÊ 7 >ÌÊÜiÊÌ ÊÃÊÞʤÊvÊÌ iÊÃÌÀÞ° Ê UÊ / iÊÃÌÀÞÊ`iÃÊÌÊ >ÛiÊÌÊÀÕÊÕÀÊ}>i° Ê UÊ ÜÊÜiÊÌ ÊÃÊÀiÊ«ÀÌ>ÌÊÌ >ÊÜ >ÌÊÜiÊÌ ° Ê UÊ ÌiÃÌÞÊ££ä®Ê>`Ê`ÀiVÌÊÌiÀ>ÉiÝÌiÀ>]ÊÃi`}ÉÀiViÛ}®Ê>ÀiÊiÞ° Ê UÊ 9ÕÊVÌÀÊÌ iÊ`>t Levels of cues: Ê UÊ iV >VÃ]Ê«ÃÌÃ]ÊiÌV° Ê UÊ /}]ÊÀ ÞÌ ]ÊL>>Vi Ê UÊ />À}iÌÊ>`ÊviiÊ Research indicates that best performance is characterized by target and feel” cues. / iÊiÝÌÊiÛiÊvÊVÕiÃÊvÀÊ>ʺ »Ê}>iÊ`>ÞÊ} ÌÊLiÊÌ}]ÊÀ ÞÌ Ê>`ÊL>>Vi°ÊÊ It is preferable not to use mechanics, but is necessary be sure to think about them in a receiving manner on the golf course. Intensity of focus: 7 >ÌÊÃÊÞÕÀÊÌiÃÌÞÊvÊvVÕÃÊ££ä]Ê£äÊÃÊ } ®ÊvÀÊi>V Ê«ÕÌÌÊÃÌi`¶ Ê UÊ ÈÊvÌÊ«ÕÌÌÊvÀÊ«>ÀÊÚÚÚÚÚ Ê UÊ ÈÊvÌÊ«ÕÌÌÊvÀÊLÀ`iÊÚÚÚÚÚ Ê UÊ ÈÊvÌÊ«ÕÌÌÊvÀÊL}iÞÊÚÚÚÚÚ The trouble hole: Ê UÊ iÀÞÊÀiV>ÊqÊV>ÊÕ«ÊvÀÊiÀÞÊiÛiÀÞÌ }ÊÞÕÊÜÊ>LÕÌÊÌ ÃÊà ̰ Ê UÊ >ViÊÀi>ÌÞÊ«ÕÌÊÌ iÊV>À`ÃÊÊÌ iÊÌ>LiÊ>`Ê`i>ÊÜÌ ÊÌ i Ê UÊ >iÊ>Ê`iVÃ Ê UÊ iwiÊÌ iÊÌiÌ Ê UÊ iwiÊÌ iÊvVÕÃÊvÊ>ÌÌiÌ Ê UÊ iwiÊÌ iÊ>À}ÊvÊiÀÀÀÊvÀÊÃÕVViÃî Ê UÊ "À}>âiÊ>`ÊiÌÊ}t vÊÜiÊ«>Þi`ÊiÛiÀÞÊ iÊiÊÌ iÊÌÀÕLiÊ i]ÊÜiÊÜÕ`Ê«iÀvÀÊÕV ÊLiÌÌiÀt From practice to play: Ê UÊ vÊÞÕÊ«À>VÌViÊ>ÊÃ]Ê`iÃÊÌÊ}iÌÊLiÌÌiÀÊÀÊÜÀÃiÊÊ«>Þ¶ Ê UÊ vÊÞÕÊ«À>VÌViÊ>ÊÃ]Ê`iÃÊÌÊ}iÌÊLiÌÌiÀÊÀÊÜÀÃiÊÊV«iÌ̶ This will address expectations and intensity. Decide on your goal and the level of intensity Ì >ÌÊÜÀÃÊvÀÊi>V Êà ̰ÊÊ*iÀvÀÊ>VVÀ`}ÞÊÀi}>À`iÃÃÊvÊ ÜÊÕV ÊÞÕÊ«À>VÌVi`t
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4.3 - Sports Psychology
Learning and Performance
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8. Sending and Receiving (Direction of Energy Within, page 8) Ê UÊ -i`}ÊÃÊVÌÀ}]Ê>iÊÌÊ >««i Ê UÊ ,iViÛ}ÊÃÊÌ>}ÊÊvÀ>ÌÊÜÌ ÕÌÊL`iÀÃ Ê UÊ ÊÀiViÛ}ÊÃÌ>ÌiÊ>ÜÃÊvÀÊÃivVÀÀiVÌÊ>`ÊÃÞV Àâ>Ì Play on the course in a receiving state. Sending may be helpful on the range and practice area. 9. Practice (Direct and Regulate Energy) Ê UÊ iÊ>Ü>ÀiÊvÊÜ >ÌÊÞÕÊ>ÀiÊ«À>VÌV} Ê Ê qÊ Vi`ÊÛðÊ,>` Ê Ê qÊ ,iwiÊÛÃ°Ê Ài>Ìi Ê UÊ iÊ>Ü>ÀiÊvÊÞÕÀÊÌiÌ Ê UÊ iÊ>Ü>ÀiÊvÊÞÕÀÊvVÕÃÊvÊ>ÌÌiÌ Ê UÊ Û>Õ>ÌiÊ>`ÊÌiÃÌÊÃÞÃÌi>ÌV>ÞÊ££ä® Ê UÊ iÊ>Ü>ÀiÊÌÊ}À>`Õ>ÞÊVÀi>ÃiÊV >i}i Ê UÊ Ê Ê UÊ Ê Ideally, all of these components would be incorporated into each practice using a systematic approach. 10. All Great Shots are Created (Synchronized Energy, pg 46) Ê UÊ º,i«i>Ì»Ê>`ʺ ÝiVÕÌi»Ê`iÃÊÌÊÀiÃÕÌÊÊ}Ài>ÌÊà ÌÃ Ê UÊ º>}i»ÊÀʺ>}iÀÞ»ÊÃÊiÞt Ê UÊ Ài>ÌÊà ÌÃÊ`ÊÌÊViÊvÀÊÌ iÊ i>`]ÊÌ iÞÊViÊvÀÊÕÀÊViÌiÀ° Ê UÊ / iÊÀiÊV«iÌÃÊÜiÊÃÞV Àâi]ÊÌ iÊÀiÊÜiÊiÞÊÌ iÊÀiÃÕÌ° For the novice golfer, the ability to synchronize the drive is the most challenging; the putt is a simple move. For the expert, the drive is simple and the putt into the target that has great importance becomes the challenge shot. Every shot that is created engages the right side of the brain and is more likely to be successful. Repeat and execute engage the left side of the brain and intensity may go down instead of up. So no matter how good the practice swing may be, the swing at the ball has the possibility of being even better because it has more importance.
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Attitude is Everything (Approach Energy) UÊ iÀ>ÀV V>ÊVÌÀÊÃÞÃÌi UÊ ÃiÊÞÕÀÊ}>ÃÃià UÊ iÊÌ iÊV>V t UÊ *>ÞÊqÊLÃiÀÛiÊqÊ«>Þo UÊ iÊÞÕÀÃivt
The hierarchical control system is designed for simplicity. The most complex tasks can be performed by the most basic parts of the brain. It is up to us to choose how we look at our game, our swing, and the day in front of us. We have the opportunity to play, observe, choose and create what we would like. The more we play like who we are as a person, the better we will play. Therefore, it is wise to know ourselves. 12. Setting The Stage (Optimizing Energy) UÊ i >ÛÀÃÊ UÊ / Õ} ÌÃÊ
Ê
Ê
ÌÊÊÊ
Ê
*iÀvÀ>Vi
UÊ ÌÃÊ UÊ * ÞÃ}Þ It is our behaviors, thoughts, emotions and physiology that interact to create motion and this leads to performance. We set the stage accordingly to create the motion and the performance. It is in our pre-shot routine that all the pieces of the puzzle are put together. Pre-shot routine: Ê i >ÛÀÃ Cognitions Psychophysiological state Start
Putt
At some point in our routine we stop the behaviors and hopefully most of the thoughts. The only component that continues through the motion is our psychopysiological state. Know and create your state for optimal performance.
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4.3 - Sports Psychology
Control Ê UÊ Ê Ê Ê UÊ Ê UÊ
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(Choices, page 79): ÌÊÃÊ«ÃÃLiÊÌÊ}ÛiÊÕ«ÊVÌÀÊÌÀÕÃÌÊÌ]ÊiÌÊ}]ÊiÌÊÌÊ >««i]ÊiÌV°®ÊÊvÊÜiÊwÀÃÌÊ `½ÌÊLiiÛiÊÌ >ÌÊÜiÊ >ÛiÊVÌÀt ̽ÃÊ >À`ÊÌÊ}ÛiÊÕ«ÊÜ >ÌÊÜiÊ`½ÌÊ >Ûit
Ài>ÌiÊ>Êvii}Êvʺ½ÊÊVÌÀ»
It is the perception of being in control that is more important than actually being in control. In an important shot, or hole, or round of golf, we may not feel like we have control of the Û>À>LiÃÊ>ÀÕ`ÊÕðÊÊ ÕÌÊÕÀÊ«iÀVi«ÌÊV>ÊVÀi>ÌiÊ>Êvii}ÊvÊLi}ÊÊVÌÀ]Ê>`ÊÜiÊ can perform great. We can use our past experiences, pre-shot routine, magic box to help us perceive being in control, and ultimately give up control so our body (subconscious) can ÃÜ}ÊÌ iÊVÕLt Basketball Analogy (page 81): Ê UÊ >V ÊrÊ ` Ê UÊ /i>ÊrÊ `Þ]Ê ÕL]Ê >]Ê/>À}iÌ In golf, the coach is our mind and the team is our body, club, ball, and target. The coach prepares, strategizes, motivates, supports, but is never allowed on the court. In golf it is the Ã>i]ÊÌ iÞÊ`Ê>ÊÌ iÊÃ>iÊÌ }ÃÊ>`Ê`ÊÌÊÃÜ}ÊÌ iÊVÕLtÊÊ/ iÊÌi>ÊVÀi>ÌiÃÊÌ iÊÃÜ}Ê and the outcome. The relationship between the coach and the team is very important. / iÞÊLÌ Ê >ÛiÊÀiÃÊÌÊvÕwÊ>`ÊÕÌÕ>ÊÀiëiVÌÊvÀÊi>V ÊÌ iÀt Setting the Stage (#12 continued): Ê UÊ >i}iÊÛðÊÌ Ài>Ì Ê UÊ ÃÌ>Là ÊÞÕÀÊÜÃ Ê UÊ -Ì>ÌiÊÛiÀÞÊëiVwV>ÞÊÞÕÀÊintention Ê UÊ iwiÊÞÕÀ attention Ê UÊ Ài>Ì iÊ>`Ê>}i Ê UÊ Ài>ÌiÊL>>Vi Ê UÊ Ìi}À>Ì To set the stage to perform the best we can is a process. The result may or may not come out exactly the way we had planned, but we have done our job if we take care of the items listed above. Accept the challenge, confidence is what I know I can do today, be clear about your intention and focus of attention, breathe, image, create the motion and observe and integrate the feedback for future performance.
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Performing Under Pressure Attentional capacity:
We have an unlimited amount of capacity space in the brain. When we first learn to swing the club, we spend most of our capacity space on mechanics. When we become “automatic” in our performance, we spend very little capacity space on mechanics; but it is very important to know what to allocate our capacity space to in order to perform. Target and feel are the most commonly reported attentional cues when golfers are performing well. Timing, rhythm and balance would probably be next in line. Know what you are going to think about while you swing the club, before you start the round. It may change along the way, but have a plan. It is also good to know what you are going to Ì Ê>LÕÌÊLi `ÊÌ iÊL>Ê>`ÊLiÌÜiiÊÃ ÌÃt The magic of being done! The left hemisphere dominant players have trouble finishing their check list and the right hemisphere player is waiting for the right feel. It is the process of getting done that allows ÕÃÊÌÊ«iÀvÀtÊÊ
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4.4 - Summary & Key Points Summary Learning and performance are two phases of motor skill acquisition. Understanding how the system (mind and body) creates motion is very important for teaching the skill. The student will learn the motion and then learn how to create it in a variety of circumstances, especially when it is important to the student. Performance in teaching, coaching, and managerial leadership begins with self awareness. Understanding how we look at the world facilitates our decision making, preparation, motivation and practice. These variables contribute to our adaptability which is key to successful performance. Lastly, it is critical to evaluate for effective changes in behavior. The experts in teaching, coaching and managerial leadership know to trust their intuition and act accordingly once the ground work has been established. The system (mind and body) is designed to be efficient and effective at creating motion. Motor learning concepts such as stimulus/response and goal directed behavior, feedback systems, effective practice techniques; Schema Theory, etc. will enhance the learning process. Motor development principles explain how they system learns and performs as we age. Children process differently from adults and teaching to their cognitive developmental age will facilitate the learning process. Older adults are able to maintain performance using different strategies from when they were young. Routines are the key at all ages to pull all the pieces of the puzzle together for performance. Knowing what works for each individual and doing it consistently sets the stage for optimal performance. Knowing our tendencies under pressure can allow us to create strategies to perform in all conditions. Sport psychology provides techniques to enhance performance in any arena. Understanding our style of play and state of mind to play the game of golf allows us to set the stage to perform optimally on any given day. Strategies to do this include goal setting, emotional regulation, attentional focus, optimizing self-talk, imagery, defining our beliefs, understanding perceived control, and adaptability. The game of golf is what we are “doing” and the “game of the game” of golf is who we are “being” when we perform. It is «ÀÌ>ÌÊÌÊ«>ÞÊLÌ Ê}>iÃÊvÊÜiÊÜ>ÌÊÌÊÃVÀiÊÜit Some key points to remember: Level I: Performance Ê UÊ -ivÊ>Ü>ÀiiÃÃÊÃÊÌ iÊwÀÃÌÊÃÌi«ÊÌÊÕ`iÀÃÌ>`}Ê«iÀvÀ>Vi° Ê UÊ -Ì>ÌiÊvÊ`ÊÃiÌÃÊÌ iÊÃÌ>}iÊvÀÊ«Ì>Ê«iÀvÀ>Vi° Ê UÊ iw}ÊÕÀÊÜÊLiÃÌÊ«Ài«>À>Ì]Ê«À>VÌVi]Ê>`ÊÌÛ>Ì>ÊÃÃÊVÌÀLÕÌiÃÊ
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to our best performance. Ê UÊ / iÊ>LÌÞÊÌÊ>`>«ÌÊ>`ÊÕÃiÊÕÀÊÌÕÌÊ`iÃVÀLiÃÊiÝ«iÀÌÊ«iÀvÀiÀð Ê UÊ Û>Õ>ÌÊÃÊ>ÊiViÃÃ>ÀÞÊV«iÌÊvÀÊLi >ÛÀÊV >}i° Level II: Motor Learning Ê UÊ i>À}Ê>`Ê«iÀvÀ>ViÊ>ÀiÊÌÜÊ« >ÃiÃÊvÊi>À}Ê>ÊÌÀÊð Ê UÊ / iÊÃÞÃÌiÊVÀi>ÌiÃÊivwViÌÊ>`ÊivviVÌÛiÊÌÊÌ ÀÕ} ÊivwViÌÊ>`ÊivviVÌÛiÊ principles of practice, feedback, cognition, and organization. Ê UÊ `ÀiÊ>ÀiÊÌÊ>ÌÕÀiÊ>`ÕÌÃÊ>`Êi>ÀÊLiÃÌÊvÊÌ iÊ`iÊÃÊ>}iÊ>`Ê cognitive developmentally appropriate. Ê UÊ "`iÀÊ>`ÕÌÃÊ>ÞÊÃiÊÃiÊÃÊ>`Ê>LÌiÃÆÊ ÜiÛiÀ]ÊÌ iÞÊV>Ê«iÀvÀÊ well using new strategies and experience. Ê UÊ ,ÕÌiÃÊÕÃÌÊLiÊ`iwi`ÊëiVwV>ÞÊvÀÊi>V Ê«iÀvÀiÀ°ÊÊ-ÌÀ>Ìi}iÃÊ>ÀiÊ defined for pressure situations, distractions, varying circumstances and incorporated in the routine. Level III: Sports Psychology Ê UÊ -«ÀÌÊ«ÃÞV }ÞÊÌiV µÕiÃÊ«ÀÛ`iÊÃÌÀ>Ìi}iÃÊÌÊ«iÀvÀÊ«Ì>ÞÊÊ>Ê Ê Ê V`ÌðÊÊi«Ê`iwiÊÌ iÊÃÌÀ>Ìi}iÃÊÌ >ÌÊÜÀÊvÀÊi>V Ê`Û`Õ>° Ê UÊ iÃ}Ê«À>VÌViÊ>`Ê«Ài«>À>ÌÊÀÕÌiÃÊÌ >ÌÊ`iÛi«Ê«ÃÞV }V>ÊÃÃÊ for optimal performance.
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