Schlagwort-Archive: constraints

The frames of implicit skill acquisation

In 2007 Machar Reid, Miguel Crespo and Brandon Lay wrote an article on the acquisition of tennis skills in the Journal of Science and Medicine in Sport, in which they reviewed the state of research and current practice. They come to the conclusion, that implicit learning brings better results but a differential view on the implicit approach is necessary. This is in one point due to the fact that there can be no pure implicit learning. To rely exclusively on liberate play leads in the long term to unfavorable skills and limited tactical creativity. The frames of implicit skill acquisation weiterlesen

Constraints led coaching„Constraints led coaching“ ist das, was wir im Inner Coaching (TMS) unter Veränderung der Rahmenbedingungen verstehen. Durch Veränderung des Materials, des Umfelds, der Spielfeldgrößen, der Regeln, usw.. Im constraint led coaching gibt es drei veränderbare Faktoren: individual, task, environment.

Das Lernen unter und durch veränderte Rahmenbedingungen verläuft spielerisch und implicit und vertraut auf die Selbst(neu)organisationsfähigkeit des Systems (Athlet/Team). In dieser Methodik werden Bewegungseinschränkungen gesetzt. Diese führen zu einer Erweiterung des Bewegungsspielraums in Technik und Taktik.

Constraints led coaching weiterlesen


Ash Smith describes in this article, how the effects of pressure on performance and how the natural defence mechanism of our bodies can lead into “mind blindness” and consequently to making poor decisions. And you can find some very nice examples for differencial and implicit learning!

„In a constraints led model the coach will design practice so that the task contains a specific constraint, or so that the performer themselves is constrained in some way (physically or cognitively). The constraint being such that it guides the performer towards the desired change of movement pattern or behaviour. This approach has the benefit of helping the performer develop feel for the change from their own experiences and as such internalise it more effectively – thus accelerating the speed of skill acquisition.“ (Ash Smith: Comfortable with being uncomfortable?)