REINVESTMENT THEORY - Motor Learning for Coaches

1:04 - The guidance hypothesis: the dichotomy of implicit and explicit learning.

Generally well developed and researched.

1:49 - Rich Masters and the role of implicit and explicit learning on the effects of pressure and stress on performance.

2:54 - Defining explicit and implicit learning.

4:52 - Using golf putting as an example of studying the effects of implicit and explicit learning.

6:00 - Tendencies to believe that implicit learning is drastically superior to explicit learning.

Both implicit and explicit groups in the golf putting study improved.

6:32 - How the introduction of pressure and stress changed the results of the study.

The implicit group found little to no decrease in performance while the explicit group had detrimental effects to their performance.

7:14 - Combating “choking” from a motor learning perspective.

8:46 - Defining choking and its causes.

10:15 - Rich Masters methods to induce implicit learning.

“Dual-task learning”

13:25 - Creating an effective environment for implicit learning

15:16 - Balancing explicit learning and implicit learning: how much time should athletes spend in each environment?

Depends on the athlete’s skill level.

20:58 - Despite having a heavy emphasis on implicit learning, does Kasey still debrief with his athletes or give them direct instructions?

Overlapping elements.

26:39 - Using the theories to also guide communication with athletes.

30:13 - How coaches can know if they have actually established an effective implicit learning environment with benefits to their athletes’ performance.