Schlagwort-Archive: motor learning

Learning needs good sleep

Surely you have players that are impatient in practice and matches. Things should happen immediately. But you are convinced that learning implicitly and differentially is sustainable and more efficient. Of course this requires the confidence of coach and player himself in his self-organization ability“.

By the coach suscribed solutions are often only short-term „false solutions“. Learning processes find place in such practice, but they are not directly stansustainably implemented generally.

Learning needs good sleep weiterlesen

Let them fill it with life…

learning spaceVery interesting comment about constraints led coaching in soccer with some nice examples about changing rules and environment:
„Take responsibility for “WHAT” but the concept of “HOW” the players must themselves fill with life…. As Nick Levett said in a previous blog we want our young learners “to recognise the local and global picture of the game where they can use their skill by finding and adapting the right techniques to solve the problem. We take responsibility for “WHAT” (structure), but the concept of “HOW” (variability) the players must themselves fill with life.“
Found on „footblogball„, the blog about Learning-Coaching-Playing

Learn to move ist einmal mehr ein kleiner Exkurs. Ihr erinnert Euch vielleicht daran, dass wir darauf hingewiesen haben, wie Kinder Gehen lernen oder Sprachen lernen und dass wir dies mit unseren Ideen zum Bewegungslernen und im speziellen zum Lernen von sportlichen Bewegungen verbinden. Karen Adolph, Universität New York, beschreibt in diesem Video, wie Kinder Gehen lernen.

This is once again a small excursion. You may remind that we have pointed out how children learn walking or learn languages and that we combine this with our ideas about motor learning and in particular about learning sports motion. Karen Adolph, New York University, describes in this video how children learn to walk.

Juggling with the soccer ball

Frieder Beck („Sport macht schlau“, Berlin, Goldegg-Verlag, 2014) verdanke ich eine nette Anregung zur Beschreibung und Überprüfung unserer Inner Coaching Gedanken: Übe Dich im Jonglieren mit dem Fußball.

Anhand dieses Beispiels lassen sich auch die Ergebnisse aus der Neurobiologie und der Gehirnforschung beschreiben. Mit Gehen lernen und dem Jonglieren von Bällen mit den Händen habe ich schon gezeigt, wie der Mensch implizit (aus der Situation sich ergebend) und ohne explizite Anleitungen (das wären die Beschreibungen einer „richtigen“ Technik) lernt. Entscheidend für das Denken des Lernenden ist der Effekt der Bewegung Juggling with the soccer ball weiterlesen

Skill acquisition in tennis

I’m always looking for studies about motor learning. They give us informations about motor learning and about best way to support our clients.

Skill acquisition in tennis: research and current practice.

by Reid M, Crespo M, Lay B, Berry J.


Common to most tennis players is the desire to improve performance. Equipped with the necessary motivation, these players can spend countless hours rehearsing tennis‘ skills under the guidance of a coach. Often, these practices feature repetitious hitting, with little consideration given to the actual context in which the game’s skills are expressed. Alternatively, training sessions that amount to little more than poorly structured game-play, devoid of any specific goals or objectives, are also discernible. Either way, player learning and long-term performance are unlikely to be optimised. So, where tennis coaches have long relied on certain instructional approaches and types of practices to enhance player performance, their efficacy is uncertain. Indeed, a growing body of research suggests that players stand to benefit from the earlier introduction of variable and random practices and feedback that is more intrinsic in nature rather than time-honoured overly prescriptive coaching. This review considers contemporary skill acquisition research in relation to current tennis coaching practice.