For the life of me I cannot find this study again in my search history but there's almost 1,000 words of notes I've taken from it that you can use in your own coaching for season 2023 and beyond.
Traditional coaching practices need to die so be a pioneer of the revolution of local/amateur coaching!
- Practice distribution, constant v variable practice, scheduling of variable practice and part-whole v whole practice are all related to the physical structure of practice and can be easily controlled by manipulating parameters such as time, spacing, number of practice variable's, the interleaving of practice trials and the components of the tasks
- Deliberate practice is designed to improve the current level of performance and requires focused attention, immediate feedback, repetition and high levels of effort but is neither inherently enjoyable nor intrinsically motivating and often frustrating, like a workman-like approach
- Deliberate play involves activities that are intrinsically motivating, provide immediate gratification and are designed to maximise enjoyment, informally regulated by modified rules established/enforced and further modified by the participants themselves
- Early exposure to deliberate play to later engagement in deliberate practice has a beneficial effect on talent development in sport
- Exposure to playful practice and specifically playful attitude towards practice has intrinsic value regardless of the learner’s stage of learning/skill development
- Play is the opposite of work and all forms of play tend to follow exploration with a structure that is highly variable and appearing to have low purpose yet it is intrinsically motivating and involves experimentation with objects, the environment, your own body/motor patterns and/or with other organisms
- Preoccupation during play appears to be driven more by means rather then ends (goals) with a combo of motor patterns more greater than any other form of behavior
- Is adaptive as it increases behavioral variability which leads to the discovery of novel/innovative action patterns/combination of behaviors that can propagated to other individual's via observational learning
- Stirs imagination/encourages a sense of adventurousness
- Pressure free context maximises variability because it minimises the consequences of 1’s actions and therefore risk, thus encouraging an extension of behavioral limits
- Wide variation in behavior patterns then provides a base upon which selection can operate
- Benefits are generally realised over the long term which is why most coaches tend to err towards structured play that looks like short term improvement, but is rarely retained for when it matters most
- Can enhance learning via enhanced exploration where we must perceive in order to move, but we must move in order to perceive
- Skill acquisition should focus on how performers can develop exploratory behavior rather than learn a specific movement
- Typically precedes play but does not disappear once play emerges
- Mindfulness is a flexible state of mind in which we are actively engaged in the present noticing new things and being sensitive to context
- Play is almost always mindful
- Playful practice might be the most reliable way to encourage mindfulness
- A mindful attitude can enhance learning
- De-emphasises explicit instruction where learners are rarely exposed to explicit instruction during play
- Explicit instructions degrade the ability to adapt to novel task varibility/changes in context
- Learners given explicit instruction about when to apply force to the platform of a ski simulation performed much more poorly during practice compared to those receiving no instructions and were being evaluated
- Explicit instruction leads to a narrow focus of attention and discourages exploration
- May also impede learning about task dynamics/critical sources of intrinsic information by increasing the information processing load and the demands on attention
- May force the learner to only focus on finding the correct solution to a motor problem leading to them repeat this solution and fitting a square peg in a round hole
- De - emphasise on goals results in implicit learning = incidental learning = lots of what we learn/remember is learned without conscious awareness or as a side effect of pursuing explicit goals
- Non-specific goals leads to a rapid learning of essential characteristics of the problem structure
- Attention to previous visited problem states/moves associated with those states is important for schema acquisition
- Means-end problem solving imposes a high cognitive load as you have to keep so many pieces of information in mind such as goal state, current problem state, the relationship between the goal/current state and relations between problem solving operators which can limit processing cap for schema acquisition even if the learner solves the problem
- Repetition without repetition learning is a form of problem solving characterised by a search through the problem space
- The process of practice towards the achievement of new motor habits essentially consists in the gradual success of a search for optimal motor solutions to the appropriate problems.
- Repetition of a movement/action are necessary in order to solve motor problem many times (better and better) and to find the best ways of solving it
- What learners repeat during practice are not specific solutions to the motor problem but the process of solving the problem again and again and discovering better and better solutions suggesting skill acquisition as exploration, discovery and selection
- Skill acquisition is less an acquisition of something that can be selected and more of a transformation of the learner’s ability to solve the problem
- Problem solving and learning are not the same thing as you can solve a problem but learn nothing about the problem structure in the process via trial and error type solutions
- Deeper understanding can lead to the generation of solutions to not only the current problems but similar problems = transfer of learning
- A person’s response to a problem is not an attempt to make the best choice from existing options but to create more options that may provide better solutions later on
- Learning can be viewed as a search for solutions to motor problems if the search space reveals the structure of the problem space and the rules that bind them together, showing that not all types of searching are equal and some searches may actually compromise learning
- When evaluating the effects of playful practice benefits won’t reveal themselves after limited amounts of practice or in immediate tests and far less likely to reveal themselves on retention tests compared to a test of transfer
- Like discovery learning, it shows up after large amounts of practice when learners are tested with novel tasks or in novel contexts
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