GUIDANCE HYPOTHESIS - Motor Learning for Coaches

Introducing Kasey, Andy, and Harjiv + why they think motor learning is important.

6:16 - The Guidance Hypothesis in relation to feedback.

6:22 - The only law in motor learning: Fitts Law.
7:19 - Using the analogy of bowling balls and bumper lanes to demonstrate the importance of removing dependence in athletes.
8:30 - Information and feedback is better processed when given in a concise form + why coaches should put in the extra effort to do so.

11:29 - How coaches should approach giving feedback to their athletes.

13:25 - How much of feedback should revolve around the athletes thoughts + using open questions to elicit feedback from athletes.

14:51 - Limiting feedback to avoid overloading athletes with information, while also effectively sharing information with them.

15:00 - Evaluating the influence of the coach’s ego + pushing it aside to better develop athletes.
17:11 - Finding the right time to offer feedback to athletes.
18:32 - How the institution of self-regulated learning within athletes during practice can also be used as a constraint to main focus during matches.

19:43 - What do players actually benefit from becoming less reliant on coaches?

20:51 - Including a step-by-step process instead of overloading athletes with information all at once.
- Identifying critical points of tasks.
- Correlating it to success to improve the mentality of athletes.
21:56 - Precise feedback is not always the most effective feedback.

25:06 - Targeted feedback vs. “untargeted feedback”.

27:01 - Feedback is ultimately a constraint.

30:15 - Studying the effects of giving more feedback.

33:51 - Why youth coaches should hold back on giving vocal feedback without the backing of data, spreadsheets, film, etc.