Instruction Versus Environment

In an earlier post (The Problem with Stack and Tilt) I stated that the most adaptive co-ordination patterns are those that are soft assembled and in tune with environmental fluctuations - this new post is will look at this notion in more detail.

 When movement patterns are soft assembled the player is able to focus ‘externally’ on the anticipated outcome of the action, instead of ‘internally’ on the specific movement itself.  In other words the player begins with the outcome in mind (based on how they perceive the shot/situation) and this perception is then orientated to an appropriate movement pattern – this is called action-perception coupling.

In contrast to this, movement patterns that begin life as instructor led demonstrations of the correct posture, weight shift, arm position, hip action etc.,  have been shown to degrade performance under pressure and in some cases are more detrimental to performance than receiving no instruction at all.

(Typically this type of instruction occurs in highly managed, static environments that are characterised by safety and control. In order to reduce information overload ‘part task' practice activities are learned as a precursor to performing the whole skill)

It is likely that during the initial rehearsal of these new movements the player experiences a degree of improved performance. This is likely caused by practicing in a stable environment that allows fine tuning of movement parameters from one attempt to another. This often results in an artificially high level of performer confidence which often results in poor or negative transfer to a stressful performance situation.

It would of course be wrong to suggest that an emerging performer/novice needs no instruction at all, however skill acquisition practitioners advice that as soon as the learner acquires a rough approximation of the movement pattern they should shift their training to a more random schedule.

Whilst time spent in an instructional context would seem to diminish positive transfer to target context this should not have negative implications for the golf coach/instructor/teacher. Instead it would be hoped that a generation of cutting edge coaching research begings to inform the future direction of the industry.

References

Davids, K; Button, C; Bennett (2009) Dynamics of Skill Acquisition, A constraints led approach, Champaign, Human Kinetics

Schmidt, R.A & Wrisberg, C.A (2008) Motor Learning and Performance, A situation based learning approach Champaign, Human Kinetics

Wulf,G., Lauterbach,B., & Toole,T. (1999). Learning advantages of an external focus of attention in golf.Research Quarterly for Exercise & Spor