Coaching Science: Enhancing Performance & Skill ...

PRESENTED BY

#ideaworld

Coaching Science: Enhancing Performance & Skill Acquisition in Your Clients

Scott Hopson & Hayley Hollander

PURPOSETo upgrade human performance & connection through enhanced coach communication practices.

LEARNING STYLES & INFLUENCESLearning styles vary from client to client. Having the ability to deliver instruction and cueing that maps to all the sensory systems is vital to create environments of transformation.

COACHING TASKSTasks are relatable and represent something tangible to each individual. When we coach tasks, we expedite movement execution, give context, and allow ourselves to coach a subconscious response in our client.

EXTERNAL CUEINGImmediate performance, increased power & force production, skill acquisition, and movement kinematics are just a few of the benefits that come when we use external cueing. When clients see immediate success in their execution of movement they are motivated to push to the next level.

02

01

03

Learning Styles & Influences

Visual (spatial)Aural (auditory-musical)Verbal (linguistic)Physical (kinesthetic)Logical (mathematical)Social (interpersonal)Solitary (intrapersonal)

Dominant (preferred) and overlapping

pathways

AuditoryLearner

KinestheticLearner

VisualLearner

Auditory Kinesthetic

Learner VisualAuditory

KinestheticLearner

Auditory Visual

Learner

VisualKinesthetic

Learner

Five Elements Impacting Learning Styles

Environmental Sociological Emotional Physiological Psychological

RETICULAR ACTIVATING

SYSTEM

• Alertness & Arousal

• Wakefulness

• Filters and Prioritizes

RESPONDS TO

• Emotion• Contrast• Threat• Novelty

Visual LearnersVast majority of the population are visually dominant learners

Increased in a hyper-dominant visual and hypo-dominant tactile world

Secondly, visual information processed by the brain much quicker.

Auditory LearnersAuditory learners are highly influenced by listening & speaking

Pitch, Tone, Rhythm, Background sound, all influence retention in Auditory Learners

Kinesthetic LearnersDefined as Kinesthetic or Tactile

Whole body learning, using the body to create or do something. Done through experience or simulation.

Kinesthetic learning is memory of skill.

Link skills to known tasks.

• DEMONSTRATION• KINESICS• PROXEMICS• ENVIRONMENT• EMOTIONS

VISUAL AUDITORY

• TALKING• PARALANGUAGE• ENVIRONMENT• INTERNAL V.

EXTERNAL CUES

KINESTHETIC

• PERFORMING & EXPERIENCING• SIMULATION OR

COMPARISONS• ENVIRONMENT• SPEED & RHYTHM

Head I understand it

Heart I feel itHands I experience it

Whole Person LearningEmpowerment

Coaching Tasks & External Cueing

Attentional Focus

Impacts

• Immediate performance• Learning (skill acquisition, skill

improvement)• Balance• Movement efficiency (EMG studies &

muscular activity)• Force production• Speed & endurance• Movement kinematics

Attentional Focus

Internal focus induces a conscious type of control, causing

individuals to constrain their motor system by interfering with automatic control processes.

External focus promotes a more automatic mode of control by utilizing unconscious, fast, and reflexive control

processes.

Internal Cues

• Referenced to anatomy.

• Directs’ the client to focus their attention on the body movements associated with the skill.

• Thought to disrupt movement and control because the client has to ‘consciously’ organize their body.

“ bend your hip and knees” “extend your hips”.

External Cues

• Reference to the environment• Provides a visual metaphor• Tangible & kinesthetic to prior

experiences.• Creates a subconscious reaction

• Improved balance and suprapostural tasks.• Enhanced expression of force and velocity. • Quicker change of direction speed.• Efficiency of sport skills with an implement (e.g., darts, golf, tennis, and soccer) • Improved sport skills without an implement (e.g., vertical and horizontal jumping) • Increased speed & endurance (e.g., swimming, running, sprinting, and agility).• Short term & long –term learning and skill retention.

BENEFITS

THE IMPORTANCE OF TASKS

SUBCONSCIOUS RESPONSE

TASKS

• Give Context

• Can be connected to visual examples• Allow a person to take immediate

action

• Subconscious response

• Create external cueing

SPRINT SQUAT PUSH UP PULL UP

INTERNAL INTERNAL INTERNAL

1 32

INTERNAL

4

• Flex your hip• Keep your spine long• Drive your foot back

EXTERNAL

• Break the glass• Show your superwoman

logo• Punch the ground

• Brace your core• Squeeze your glutes• Get hips below knees

• Zip up your jacket• Belt bucket forward when

you stand• Sit in the chair

EXTERNAL

• Squeeze your chest• Engage your abs• Don’t sway your back

EXTERNAL

• Push the ground away• Move like a surfboard• Keep the glass on the

table

• Squeeze your shoulder blades down and back

• Relax your neck muscles• Engage your coreEXTERNAL• Reach the bar to the ceiling• Punch to the ground• Don’t lose the tug of war

VISUAL AUDITORY KINESTHETIC COMBINED

USE THE MOST WITH AWARENESS

AS NEEDED WITH CONTRAST

SLOW WITH RHYTHM

1 32

FILTER & EXCHANGE

4

COACHING & CUEING

Dominant communication pathway, given in demo, body language, gestures, expressions, & emotions.

Anchor to paralanguage practices. Unique opportunity to enunciate important points & attach emotions to words. External v. Internal cues

Happens after visual/auditory coaching. Remain quiet allow the learner to absorb, feel, & experience.

Implement applied communication process, then integrate a variety of ways based on learner.

• Varied learning preferences requires varied coaching delivery• Recognize patterns and preferences within your clients and deliver communication needs

based on their individual needs and successes.• Whole person learning leads to empowerment• Tasks create subconscious reaction

• External cues have higher skill acquisition and show enhanced performance.

• External cues align with the verbal delivery of coaching.

• Map your visual cues to the external cue and allow your para-language to make the external cues come to life.

Summary