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Mindset: Recent motor behavior research applied to volleyball. Nels Rydberg, MS Assistant Coach University of Portland. Preview. Background Information Motor Behavior Research Focus of Attention Choose your words carefully Observational Learning Two for the price of one Mindset

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Mindset recent motor behavior research applied to volleyball

Mindset: Recent motor behavior research applied to volleyball

Nels Rydberg, MS

Assistant Coach

University of Portland


Preview
Preview volleyball

  • Background Information

    • Motor Behavior Research

  • Focus of Attention

    • Choose your words carefully

  • Observational Learning

    • Two for the price of one

  • Mindset

    • What are they thinking?

  • Ideas and Questions


Background information
Background Information volleyball

  • Motor behavior research

    • Learning vs performance

      • Retention test

    • Open vs closed skills

      • Generalizability

      • Transfer test

        • Volleyball skills


Focus of attention
Focus of Attention volleyball

  • Internal focus: on body movements

  • External focus: on the movement effect

    • Not related to visual focus

      Wulf, G. (2013). Attentional focus and motor learning: a review of 15 years. International Review of Sportand Exercise Psychology, 6(1), 77-104.

      Wulf, G. (2007). Attention and motor skill learning. Champaign, IL: Human Kinetics.


Focus of attention1
Focus of Attention volleyball

  • Initial findings

    Wulf, G., Höß, M., & Prinz, W. (1998). Instructions for motor learning: Differential effects of internal versus external focus of attention. Journal of Motor Behavior, 30, 169-179.

    • Pressure exerted on platform vs feet exerting the pressure

    • Markers on board horizontal rather than feet horizontal

      • Retention (and later, transfer) had no instructions, internal or external


Focus of attention2
Focus of Attention volleyball

  • Movement effectiveness

    • Accuracy, consistency, balance

  • Movement efficiency

    • Muscular activity, force production, cardiovascular responses

      • Higher skill level is achieved sooner

      • Benefits performance and learning


Focus of attention3
Focus of Attention volleyball

  • Measurements

    • Balance, accuracy, muscular activity, maximum force production, speed and endurance, movement kinematics and kinetics (whole-body coordination patterns optimized)

  • Tasks

    • Golf shots, volleyball serve, kicks, free throws, weight lifting, throwing accuracy and form, jumping, sprinting, agility, swimming, rowing


Focus of attention4
Focus of Attention volleyball

  • “…even a single instructional cue can impact whole-body coordination” (Wulf, 2013, p. 78).

    • Why does this work?

      • “Self-invoking trigger”

      • Negative effects of self-consciousness

        • Mindset?


Focus of attention5
Focus of Attention volleyball

  • In your gym

    • Serving

      • Target, point of impact on the ball

    • Passing

      • Target, trajectory

    • Blocking

      • Attacker’s shoulders, points to reach for

    • Reading and external focus


Focus of attention6
Focus of Attention volleyball

Beckmann, J., Gröpel, P., & Ehrlenspiel, F. (2013). Preventing motor skill failure through hemisphere-specific priming: Cases from choking under pressure. Journal of Experimental Psychology: General, 142(3), 679-691.

  • In short

    • Right brain = automated behavior

    • Squeeze left hand to activate right hemisphere


Observational practice
Observational Practice volleyball

Shea, C. H., Wulf, G., & Whitacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31, 119-125.

Shea, C. H., Wright, D. L., Wulf, G., & Whitacre, C. (2000). Physical and observational practice afford unique learning opportunities. Journal of Motor Behavior, 32(1), 27-36.

  • Form of mental training

    • Model does not have to be an expert


Observational practice1
Observational Practice volleyball

  • Experiment 1

    • Physical vs observational practice

      • Retention

        • physical > observational > control

      • Transfer

        • physical = observational > control

          • Better able to apply parameters and strategies


Observational practice2
Observational Practice volleyball

  • Experiment 2

    • Dyads: “…participants develop some form of interactive relationship during practice…” (Shea, et al., 2000, p. 34)

    • Physical vs combined (physical and observational) practice

      • Acquisition

        • Physical = combined

      • Retention

        • Physical = combined > control


Observational practice3
Observational Practice volleyball

  • Physical vs combined (cont.)

    • Transfer

      • Combined > physical > control

        • Physical deteriorated in transfer, combined did not

  • Possible explanations

    • What worked vs what did not

    • Mental processing that cannot be done during physical practice

    • Social interactions including motivation and social comparison

      • Mindset?


Observational practice4
Observational Practice volleyball

  • Benefits and application

    • Increased learning efficiency

      • Space, equipment, time

    • Decreased fatigue and chance of injury/overuse

      • Effective use of rest intervals

    • Teach your players to observe each other

    • Design drills that facilitate observational learning


Observational practice5
Observational Practice volleyball

Granados, C., & Wulf, G. (2007). Enhancing motor learning through dyad practice: Contributions of observation and dialogue. Research Quarterly for Exercise & Sport, 78(3), 197-203.

  • Observational practice enhanced learning regardless of dialogue


Mindset
Mindset volleyball

  • More specifically

    • Enhanced expectancies

    • Conceptions of ability

    • Self-confidence

    • Social-cognitive

    • Positive affect

    • Intrinsic motivation


Mindset1
Mindset volleyball

  • Self-Determination Theory (SDT)

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

    http://www.selfdeterminationtheory.org/

    • Basic needs

      • Autonomy, competence, relatedness

        • Intrinsic motivation, positive affect


Mindset2
Mindset volleyball

  • Feedback after successful trials

    • Increased intrinsic motivation and self-confidence

      • Catch someone doing something well and tell them about it

      • Trip on the curb, shank one pass

        Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73, 408-415.


Mindset3
Mindset volleyball

Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good trials enhances intrinsic motivation. Research Quarterly for Exercise and Sport, 82, 360-364.

Badami, R., VaezMousavi, M., Namazizadeh, M., & Wulf, G. (2012). Feedback after good versus poor trials: Differential effects on self-confidence and activation. Research Quarterly for Exercise and Sport, 83(2), 196-203.


Mindset4
Mindset volleyball

  • Acquirable skill > inherent ability

    • Incremental theorists > entity theorists

      Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning. Journal of Motor Behavior, 41(5), 461-467.

  • Normative feedback

    • “Above average” performance 

      Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. QuarterlyJournal of Experimental Psychology, 63(4), 738-749.


Mindset5
Mindset volleyball

  • Performance under pressure

    • Throwing accuracy

      McKay, B., Lewthwaite, R., & Wulf, G. (2012). Enhanced expectancies improve performance under pressure. Frontiers in Psychology, 3:8. doi:10.3389/fpsyg.2012.00008


Mindset6
Mindset volleyball

Experienced, trained athletes

Increased physiological efficiency

Stoate, I., Wulf, G., & Lewthwaite, R. (2012). Enhanced expectancies improve movement efficiency in runners. Journal of Sports Sciences, 30(8), 815-823.


Mindset7
Mindset volleyball

  • Why?

    • Automaticity vs conscious control processes

  • How?

    • Instructions or feedback should focus on learners’ improvements or effort invested in practice

  •  Ideas?

    • Feedback after good trials

    • Self-controlled feedback

      • Establish the proper mindset


Review
Review volleyball

  • Background Information

    • Motor Behavior Research

  • Focus of Attention

    • Choose your words carefully

  • Observational Learning

    • Two for the price of one

  • Mindset

    • What are they thinking?

  • Ideas and Questions


Mindset8
Mindset volleyball

  • Sharing of ideas

    • Focus of attention

    • Observational practice

    • Mindset

  • Questions


Thank you
Thank you! volleyball

Nels Rydberg

[email protected]


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