ANALYZE PERFORMANCE REFERENCE GUIDE

Transcription

1 ANALYZE PERFORMANCE REFERENCE GUIDE Perfrmance Level Every athlete deserves a CERTIFIED cach

2 The Caching Assciatin f Canada cllects yur NCCP qualificatins and persnal infrmatin and shares it with all NCCP partners accrding t the privacy plicy detailed at By participating in the NCCP yu are prviding cnsent fr yur infrmatin t be gathered and shared as detailed in the privacy plicy. If yu have any questins r wuld like t abstain frm participating in the NCCP please cntact cach@cach.ca. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 2

3 CONTENTS Intrductin... 4 Ski Racing Bimechanics... 5 Primary Planes f Mtin... 9 Primary Axes f Rtatin...11 Analyzing Perfrmance Referent Mdel Effective Feedback Key Pints n Giving Feedback Debriefing the Training Sessin: sample wrksheet Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 3

4 INTRODUCTION Purpse f this dcument: T use as a reference guide fr candidates attending the CSCF Analyze Perfrmance Mdule. It is intended fr caches f athletes in the Perfrmance Level (Cmpetitin- Develpment) caching cntext. This cntext is related t the Train t Race stage f athlete develpment, 1 and prgressing t the Train t Win stage as described in the ACA AIM 2 WIN dcument. Learning Outcmes It is expected that caches cmpleting the Perfrmance Level (Cmpetitin Develpment) Analyze Perfrmance wrkshp will be able t analyze technical and tactical perfrmance. In particular, they will: Becme familiar with the principles f ski racing bimechanics Becme familiar with three primary planes f mtin Becme familiar with the three primary axes f rtatin Identify key perfrmance factrs and elements that affect perfrmance Becme aware f cntemprary feedback strategies in a practical setting Becme familiar with the tls and methds f Decisin Training 1 Lng Term Skier Develpment: ACA AIM 2 WIN Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 4

5 SKI RACING BIOMECHANICS Intrductin Alpine ski racing puts tremendus lads n the human bdy. External lads include centrifugal frces that act t pull a ski racer utside the arc and trques that are created in multiple planes by the ski and ski racer. These lads are created by the interactin f the ski racer, equipment, hill surface, snw cnditins and gravity and must be reslved in rder fr the ski racer t maintain stability and frward mmentum. This is accmplished by dynamic alignment against external frces (stability) and the generatin f internal frces (muscular effrt) t cunter act external lads. The mst efficient and effective ski racer is the ne wh best manages the stabilitymbility cntinuum and wrks the least fr a given perfrmance. A cach must understand bimechanical principles in rder t make ratinal prescriptins fr technique. A reliance n pinin is a weak frm f knwledge and expses the athlete t trial and errr caching. An understanding f bimechanics allws caches t be critical evaluatrs f evlving techniques and t effectively debate thse caches wh use persnal preferences based n anecdtal experience. Seven Principles 1. Stability and Mbility - lwering the center f gravity and widening the base f supprt (and increasing mass) creates mre stability. The inverse f this principle is that a ski racer with a higher center f gravity/mass and a narrwer base f supprt will be mre unstable. Changing any ne f these variables can have a psitive r negative effect n stability. While mass has a significant effect n stability, it is a hard variable t change. In general, a narrwer stance will facilitate agility and quickness (being tippy ), while a wider stance will enhance stability and allw the ski racer t better resist lateral frces. Cntemprary ski racing demands that a ski racer must adapt their stance width t discver the best cmprmise between the traits f stability and mbility fr any given cmbinatin f turn shape and speed. The "ne size fits all stance width reduces versatility and agility. Nte: Stability is the ability t resist lsing balance which in turn is the ability t cntrl the bdy's equilibrium. It is determined by the relatinship between the C f G and the base f supprt. The stability-mbility cntinuum is influenced by the fllwing factrs: line f gravity height f the center f gravity ver the base f supprt size f the base f supprt amunt f frictin Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 5

6 2. Frce - the prductin f maximum frce requires the use f as many jints as pssible. This principle is really referring t a summatin f trques. Every active mvement arund a jint axis results frm a muscular cntractin that creates a trque (a frce acting sme distance frm an axis thrugh a lever arm). These trques rtate bnes resulting in a cmbinatin f mvements against the ski bt, ski, terrain and snw cnditins. The mre trques acting tgether (nt in ppsitin), the mre ttal frce applied. If yu leave ne jint ut f the kinetic chain, nt nly will less ttal frce be created, but less frce will be transmitted frm jints higher up in the chain f cnnectins (ft bnes attached t the leg bnes, cnnected t the hip bne, cnnected t the spine etc.). Prperties f frce: magnitude (hw much) directin pint f applicatin line f actin 3. Velcity - the prductin f maximum velcity requires the use f jints in rder frm largest t smallest. A gd example f this principle is a thrwing sprt where the mvement starts with a big jint the hips. As the hips unwind, mmentum is transferred t bdy segments with less mass (spine, shulder, elbw, wrist, hand). Mmentum is mass times velcity, and because mmentum is cnserved, lighter segments must mve faster. When the unwinding mvement is finished, the light hand has a velcity many times greater than the heavy hip. This example describes an pen kinetic chain mvement, which means that the terminal segment (the hand) is free, nt fixed. In ski racing, the terminal segment (the ft) is fixed against the snw thrugh its relatinship with the equipment, specifically the bts and skis. Thus the ft cannt rtate freely and ski racing is classified as a clsed kinetic chain sprt. This is nt just an academic distinctin. In clsed kinetic chain sprts, jints wrk mre synergistically rather than in distinct sequence like thrwing r swinging mvements. Despite this, there is a sequential cmpnent in the relative mvement f jints when ski racing. The ld mantra f creating edge using the sequence f ankle, knee, hip is a misguided versimplificatin. A ski racer really needs t use ankle and knee and hip at the same time r in summatin. The amunts f each depend n speed, turn shape, and phase f the turn. The executin phase represents the ciling mvement that is similar cnceptually t the windup r preparatry phase in a glfing swing. The transitin phase represents the unwinding mvement where the hips mve frm inside the arc t recver back n tp f the skis tgether with the knee and ankle in rapid successin. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 6

7 Nte: Velcity indicates bth speed and directin Acceleratin indicates the rate f change in velcity Speed is a scalar measure indicating hw fast an bject is travelling 4. Impulse - the greater the applied impulse, the greater the increase in velcity. Impulse is frce multiplied by time. While it is cnceivable t have high impulse using a minimum frce ver a lng perid f time, a ski racer really wants t create impulse with significant frce in a shrt perid f time (especially in the technical events). In fact, the principle shuld be expanded t talk abut increasing velcity by applying an impulse at the right mment (critical instant) in a turn and in the right directin. Impulse applied t early in a turn will disrupt the ski and reduce speed. Hw des impulse increase velcity? An easy example is t cnsider thrwing a ball. Cmpare tw physically identical thrwers taking the same time t thrw - the ne wh applies mre frce will prpel the ball faster and farther. The applicatin f impulse in ski racing is nt s intuitive. One way t apprach the cncept is t apply the law f cnservatin f energy. Impulse is the ski racer's wrk energy added int the system, and this energy must be cnserved r transferred int different frms f energy. Sme f the energy will be lst in the frm f frictin and heat, but sme will becme ptential energy stred in the ski that will prvide kinetic energy when it is released. This is hw pumping the ski n the flats wrks t increase velcity. By applying an impulse at the critical instant, the ski racer is lading the ski much like a trampline. This energy will be returned t the ski racer t help mve the feet laterally at the switch, and t help prpel the center f gravity/mass int the desired line f travel. 5. Directin - mvement ccurs in the directin ppsite t the applied frce. This principle paraphrases ne f Newtn s laws f mtin. The directin f the applied frce is a key factr in creating the desired mvement. The mst bvius example is pushing with yur ples. Pushing backward is necessary t prpel yurself frward. Similarly, pushing against the ski can result in mvement f the center f gravity in the desired line f travel depending n the phase f the turn. This helps a ski racer deliberately send his/her center f gravity/mass in the desired directin (in the line f travel) at the tp f the turn and facilitates re-centering f the center f gravity/mass at the end f the turn ( push t mve ). Nne f this is pssible withut a stable carving utside ski r platfrm. A skidded ski des nt supprt these dynamic mvements r the transmissin f frce required t prduce them. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 7

8 6. Angular Mtin - prduced by the applicatin f a frce acting at sme distance frm an axis, that is, by a trque. The mst natural plane f rtatin is arund the lng axis f the bdy. This is the plane f mvement utilized by spinning figure skaters, and by batters and glfers in wind-up and swing mechanics. In ski racing, the single largest lever arm acting n the bdy is the ski, and since frces are applied differentially alng its length, trque is created. The ski racer must resist r manage this trque in rder t remain stable and carve. By resisting the trque, the ski racer is able t stre energy like a twisting spring. Trque is managed by upper bdy separatin at the tp f the turn and resisted in the cre during the executin phase. Unwinding takes place in the transitin phase. Less effrt is required in the cre t resist rtatin if the hands are held wide. By spreading the mass f the arms ut, the skier is rtatinally stabilized. In physics, this is called increasing the mment f inertia. It s the same cncept that figure skaters use when they want t increase the rate f spin withut adding energy t the system they bring their arms in clser t the bdy (decreasing the mment f inertia). 7. Angular Mmentum - is cnstant when an athlete r bject is free in the air. Mmentum is simply velcity multiplied by mass. In this case angular r rtatinal velcity is initiated by sme impulse acting a distance frm the axis f rtatin. The system nw has energy stred in it in the frm f mmentum. This mmentum is what allws figure skaters and freestyle skiers t cmplete flips and twists in the air that are initiated by mvements that were started while still in cntact with the grund. Fr ski racers, the implicatin is clear. A turn that is nt finished n the grund will be cmpleted (and then sme!) in the air. This is why it is imprtant fr caches t set turning gates abve r belw a rll, nt n it. It is als crucial that speed event ski racers have turns cmpleted befre rlls and jumps. (Adapted frm article by Dr. Matt DiStefan, MD, BA P/Ed ) Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 8

9 PRIMARY PLANES OF MOTION Intrductin There are three primary planes f mtin. The human bdy functins in a threedimensinal envirnment meaning there is simultaneus mvements in all three planes f mtin. These simultaneus mvements can be viewed as ne mtin with three cmpnents and referred t as tri-planar mtin. Mvements in sprt invlves a cmbinatin f mvements in different planes f mtin. During these mvements, when the skeletal system and musculature are wrking efficiently and effectively, they wrk tgether t prduce, resist, stabilize and reduce frce in all three planes. Sagittal Plane The sagittal plane lies vertically and passes thrugh the bdy frnt t back, dividing the bdy int left and right sides. Mvements in the sagittal plane are up and dwn mvements referred t as flexin and extensin. Frntal (crnal) plane The frntal plane, als knwn as the crnal plane, als lies vertically but divides the bdy int frnt (anterir) and back (psterir). Mvements in the frntal plane are side r lateral flexin and abductin and adductin. Transverse Plane The transverse plane lies hrizntally and divides the bdy int tp (superir) and bttm (inferir). Mvements in the transverse plane are rtatinal in nature such as internal/external, hrizntal flexin and extensin and prnatin r supinatin. Figure 1. Three Primary Planes f Mtin (adapted frm chkdsprts.cm) Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 9

10 Anatmical Neutral (Fundamental Starting Psitin) This term describes the starting psitin f the human bdy fr any mvements. It is imprtant t knw this term in rder t understand what is meant by certain mvement patterns. It is als knwn as the fundamental starting psitin. Characteristics f the anatmical neutral psitin: standing upright legs tgether and knees straight tes pinting straight frwards arms by the sides palms facing frward Nte: Crnal plane refers t frntal plane Figure 2. Anatmical Neutral and Planes f Mtin - (adapted frm crespi.cm) Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 10

11 PRIMARY AXES OF ROTATION Intrductin An axis is a line in the bdy arund which rtatin ccurs. Mvement at the jint takes place in a plane abut an axis. There are three primary axes f rtatin. sagittal axis frntal (crnal) axis vertical axis Sagittal Axis The sagittal axis passes hrizntally frm the frnt (anterir) f the bdy t the back (psterir). It is frmed by an intersectin f the sagittal and transverse planes f mtin. Frntal (Crnal) Axis The frntal axis als passes hrizntally thrugh the bdy, hwever, it passes left t right and is frmed by the intersecting f the frntal and transverse planes f mtin. Vertical Axis The vertical axis passes vertically thrugh the bdy frm bttm (inferir) t the tp (superir) and is frmed by the intersecting f the sagittal and frntal planes f mtin. Cnclusin The three primary planes f mtin and axes f rtatin allws six degrees f latitude and freedm f mvement. Understanding this cncept helps with evaluating skill develpment and perfrmance. Figure 3. Planes f Mtin and Axes f Rtatin - (adapted frm pt.ntu.edu.) Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 11

12 Image f a ski racer perfrming a racing turn illustrating where the planes f mtin and axes f rtatin act upn the ski racer's general frm. Figure 4. Applying Planes f Mtin and Axes f Rtatin The primary planes f mtin are indicated by the apprximate lcatins f the varius shades f clr. Green shading illustrates the frntal plane f mtin; the range shading indicates the sagittal plane while the blue shading indicates the transverse plane. The primary axes f rtatin are indicated by the crrespnding clred lines within the shaded areas. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 12

13 Figure 5. Frces acting n a ski racer at high speed (adapted frm Bimechanics: Thery t Practice, Allan Wrigley, PhD - Canadian Sprt Center/Pacific) Centrifugal frce: A frce that tends t pull a ski racer mving n a circular (curvilinear) path ut and away frm the center f the intended path Centripetal frce: A frce that tends t pull a ski racer mving n a circular (curvilinear) path twards the center f the intended path (Nte: Centripetal frce = Mass (mass) X V 2 (velcity squared) /radius which results frm tipping the ski ver, bending the ski and scribing an arc - increased frce requires increased edge angle. The faster the velcity f the ski racer, the less the racer has t "push" n the ski. They just "tip the ski ver" mre. Winning ski racers are masters at managing centripetal frce, they are able t "tip the ski ver mre at the critical instant and fr the right duratin resulting in increased frce and the right trajectry) Center f Gravity: The theretical balance pint f a ski racer. In ski racing, the distance a ski racer's center f gravity shifts frm ne psitin r anther depends n hw much f the ski racer's mass is mved and hw far. The quality f a ski racer's perfrmance requires precise psitining f the ski racer's center f gravity Gravity: A frce that pulls n all f the mass f a ski racer's bdy. The line f gravity can be represented by drawing a straight line frm the center f gravity f the racer t the grund. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 13

14 ANALYZING PERFORMANCE Cmpetitin Develpment (Train t Race) Phase 1: Intentin Phase Purpse: T identify factrs and elements (indicatrs) that may influence perfrmance This phase invlves: Identifying verall intentin Identifying key perfrmance factrs (KPFs) Identifying elements f KPFs Think f a skill r tactic that is cmmnly used in cmpetitive ski racing and what the intended perfrmance wuld lk like. Fr the skill r tactic yu have identified, describe an utcme that defines yur expectatins and identifies an end pint that explains why the skill is imprtant. Once yu have defined the utcme, cnsider key perfrmance factrs and elements that identify hw the utcme is achieved. The key perfrmance factrs are the factrs and elements that describe ptimal r effective executin f the task, skill, r tactic. The number f key indicatrs and factrs will depend n the degree f sphisticatin expected in detecting the athlete s perfrmance. Key Perfrmance indicatrs and elements: technical (bimechanics, planes f mtin, axes f rtatin) tactical (decisin making, line interpretatin, explitatin) psychlgical (mental preparatin skills, mtivatin, cnfidence) physilgical (physicality, preparedness, intensity level) envirnmental/equipment (cmpetitin readiness) Phase 2: Detectin Phase Purpse: T bserve and define key perfrmance factrs and elements that may influence perfrmance. The detectin phase invlves using the Referent Mdel (p. 20) t: Determine the relatinships between key perfrmance factrs, key indicatrs and utcmes Determine the relatinship between the primary planes f mtin, the primary axes f rtatin and utcmes Cnduct a gap analysis where the actual perfrmance is cmpared t the desired r intended perfrmance The detectin phase requires yu t bserve the perfrmance, detect critical signs, and identify ptential factrs and elements. Yu may cycle thrugh these steps several times befre making a decisin n what t crrect. At this pint, there are tw key questins that a cach must cnsider: Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 14

15 Can the athlete identify any gaps between his r her perfrmance and the intended utcme befre the cach intervenes? When des the gap between the bserved perfrmance and the intended utcme reach a pint that makes a caching interventin necessary? The bservatin will require yu t chse several vantage pints t best identify the utcme and key perfrmance factrs. Different vantage pints may reveal different key factrs r ther ptential influences n perfrmance. It is imprtant that the bservatin strategy prvide the best picture f the intended perfrmance. As yu bserve the perfrmance, yu will begin lking fr signs r indicatrs that may explain a gap between the actual perfrmance and what is intended. This prcess will assist yu in priritizing ptential influences that may have the greatest impact n perfrmance. When priritizing the ptential influences, use a hierarchy t filter yur perceptins. Ask yurself whether a preliminary influence has a greater impact than technical influences. Often a technical influence may have very little effect n perfrmance if a preliminary influence is nt first addressed. As yu begin t priritize the preliminary influences, yu may wish t re-bserve the perfrmance t see whether the identified influence changes yur perspective f the detectable signs. (Nte: If there is a gap in the perfrmance and it is relatively small r variable, it is imprtant fr the cach t recgnize that the athlete may be in the prcess f learning r testing different appraches where upn an interventin may be unwarranted and untimely) Phase 3: Crrectin Phase Purpse: T implement and assess crrective measures. This third phase invlves: Implementing and assessing crrective measures Prviding timely and effective feedback The crrectin phase helps yu clse the gap between the bserved perfrmance and the intended utcme. Yu shuld select the crrective measure that has the greatest impact n the identified influence. Crrective measures may be specific caching interventins, activity r drill mdificatins, r cmpetitive interventins. Applying the crrective measure requires yu t cnsider hw yu will supprt the athlete in training r cmpetitin envirnments. Once the crrectin is implemented, it is imprtant that yu reflect n the achievement f the actual perfrmance relative t the intended perfrmance Cnclusin Traditinal perfrmance analysis relies heavily n the ability f the cach t bserve and evaluate athlete perfrmance. Observatin and evaluatin skis are cnsidered t be crucial parts f the caching prcess. In additin, caches are expected t be experts in bservatin and assessment whether in a training r a cmpetitin cntext. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 15

16 The reality is that studies dating back t the early 1990's suggest that caches are able t recall nly 30-40% f the key perfrmance factrs and elements that they had witnessed even with special training in bservatin. It appears then that caching skills in bservatin and analysis may have limitatins. Hence the need fr a systematic apprach t analyzing perfrmance. Observatin, identificatin and measuring a range f perfrmance factrs and elements that may influence perfrmance can have a very real bearing n the utcme f any perfrmance. Cntemprary perfrmance analysis in the cmpetitin develpment and high perfrmance cntext, requires caches t be nt nly well trained in bservatin skills and in identifying key perfrmance factrs and elements, but they must als be thrughly familiar with and utilize available technlgy and perfrmance analysis sftware that can be used t enhance the athletes' and caches' ability t further define and describe specific gaps in perfrmance. Perfrmance analysis technlgy and sftware can prvide the fllwing: simple and quick perfrmance analysis prcesses gap analysis - differentiating between actual and desired perfrmance visual cmmunicatin via vide feedback use f tuch screen technlgy athlete perfrmance mnitring and tracking tracking perfrmance benchmarks and imprvisatins custmizing key perfrmance factrs and indicatrs encuraging athlete(s) t becme mre self reliant and autnmus Summary: Steps in Analyzing Perfrmance bserving and evaluating perfrmance using perfrmance analysis technlgy and sftware identifying factrs and elements influencing perfrmance evaluating perfrmance - gap analysis athlete interventin - self caching capacity cach interventin - managing athlete insight frmulating and prviding effective feedback (athlete r cach) reflectin - assessing feedback effectiveness "It is critical that athlete(s) be an integral part f the analyze perfrmance prcess. One f the primary tasks fr the cach is t encurage and manage athlete insight and self caching capacity" (adapted frm MDMD) Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 16

17 REFERENT MODEL Analysis f Key Perfrmance Factrs Equipment Envirnment Affective Cgnitive Physical Tactical Technical Bt fit Weather Fear Understanding Strength Decisinmaking Phases f Ski tuning Track Mtivatin Knwledge Stamina mvement Bt cnditins Self-efficacy Cncentratin Speed Strategies Bimechanical alignment Visibility Self- esteem Fcus/Refcus Suppleness Tactic principles Canting Ski ple Altitude Type f set Interest Attitude/ Arusal cntrl Skill Cue explitatin Planes f mtin length Safety Behaviur recgnitin Axes f Apprpriate factrs Cgnitive rtatin prtective wear triggers Athlete self caching capacity Athlete insight Frces Determining the gaps between actual and intended perfrmance Implementing Pssible Crrective Measures Athlete/Cach Interventins Technical/Tactical Mdificatins Cmpetitive Interventins Ensure athlete engagement Timely interventin Help r reassure Explain r ask questins Simplify mitigate variables as much as pssible Encurage mental skills strategy (e.g., re-fcusing, visualizatin, r gal setting) Demnstrate r mdel crrect perfrmance Prvide feedback Adjust t athlete learning style Ensure athlete engagement Adjust equipment Adjust task demands ensure challenge zne is maintained Adjust prgressin Adjust speed Adjust training envirnment accrding t athlete respnse Adjust vlume/ intensity Ensure athlete engagement Adjust inspectin rutine Adjust strategies r tactics Use distractin/relaxatin techniques Encurage mental skills strategy (e.g., re-fcusing, visualizatin, r gal setting) Prvide feedback r results Adjust t athlete learning style Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 17

18 EFFECTIVE FEEDBACK Intrductin Prviding timely and effective feedback is a critical part f the caching cntinuum. First, caches must determine if an interventin is warranted. Secndly, feedback shuld be frmulated and presented in a way that matches the athlete's learning style. Effective feedback is: gal riented and task relevant transparent specific rather than general useful and actinable timely rather than immediate cnsistently presented balanced between descriptive and prescriptive cnstructive in way that psitively influences the athlete's self esteem Prviding Feedback Timing is everything when prviding feedback: the athlete needs t be pen t hearing it and near enugh t hear yu. Draw the athlete s attentin t sme element external t his r her bdy r t the anticipated effect f the mvement, rather than t the way the mvement is being dne. Let athletes practise withut always interrupting them. The mre yu talk, the less they can practise! Repeating the same general cmments (e.g. That s great!, Keep ging! ) is nt enugh. Effective feedback is mre than general encuragement. T prmte acquisitin and develpment f skills, yu must prvide specific infrmatin rather than general (e.g. Yu did perfectly instead f That s great! ). T be useful, feedback must als be accurate. T be accurate, yu must: (1) really knw the skills the athlete is wrking n; (2) have a clear reference pint as far as crrect executin is cncerned; and (3) be in the right place t bserve the athlete s perfrmance. In the case f mtr skills, a demnstratin (i.e. nn-verbal feedback r the executin f a very precise mvement) is ften useful feedback t give t the athlete. Feedback given t the whle grup is ften effective. Althugh feedback is imprtant and cntributes t learning, avid giving feedback t ften r giving t much at nce. Remember that it is always the quality and nt the quantity f feedback that determines its effectiveness. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 18

19 KEY POINTS ON GIVING FEEDBACK Until recently, the vast majrity f caching publicatins recmmended prviding feedback: As ften as pssible As sn as pssible after the executin f the mvement r task In the mst precise manner pssible During recent years, hwever, researchers have re-examined sme f these recmmendatins n the grunds that they were based n studies f shrt-term imprvement in perfrmance, nt lnger term learning. Lnger term learning is the ultimate aim f caching. While the recmmendatin regarding prviding precise feedback remains unchanged, the mst recent research n feedback indicates that: Feedback must require sme reflectin r cgnitive effrt n the part f the learner. Feedback must be seen as supprting infrmatin that the learner is expected t interpret and use in an active way; it shuld therefre require sme analysis and decisin making by the learner. Feedback must encurage the athlete t be an independent and autnmus learner and t lk fr slutins t the particular challenges psed by the practice. The lnger term bjective is fr the athlete t be able t maintain and mdify perfrmance withut the cach s interventin. Very frequent feedback des nt prmte learning. A cmparisn between intermittent feedback (after every tw r three repetitins r even less frequently) and frequent feedback (after every repetitin r attempt) shws that very frequent feedback des nt prmte learning. In ther wrds, mre is nt necessarily better. Feedback given during the executin f the task may lead t shrt-term perfrmance imprvement but is nt ptimal fr prmting learning. Feedback prvided while an individual perfrms a task appears t bst perfrmance in the shrt term but actually degrades learning cmpared t feedback prvided after the executin f the task. (In this case, it is particularly imprtant t understand the difference between perfrmance and learning t get things in perspective.) The least effective apprach: frequent feedback during executin. The negative effect f the phenmenn described in the preceding paragraph is even mre evident when feedback is given very ften while the learner is practising. This may lead t shrt-term imprvement, but it als tends t create dependency n this kind f feedback, which can impair lnger term learning. In the shrt term, summary feedback is nt as effective as instantaneus feedback, but it des lead t superir learning and retentin f skills. Summary feedback invlves giving feedback after several attempts at r repetitins f a task in a way that gives (1) an bjective view f tendencies bserved during executin f a mvement r (2) infrmatin abut the average perfrmance achieved after several repetitins. Cmpared with instantaneus feedback (that is, feedback given after every repetitin), summary feedback des nt lead t rapid, shrt-term acquisitin f new mtr skills; hwever, it leads t superir lng-term learning and better retentin f skills. Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 19

20 T prmte learning, feedback shuld be given nly when the difference between the athlete s perfrmance and the desired result requires it. Bandwidth feedback refers t the practice f prviding feedback nly when perfrmance is utside an acceptable range f crrectness, fr instance if perfrmance is mre than 25% wrse than the acceptable target result. The target result can be either the frm f the mvement r the precisin f the executin. Mtr learning research indicates that using a relatively large bandwidth is beneficial fr learning. This tends t (1) reduce the frequency with which feedback is prvided; (2) prmte summary feedback, which may encurage the athlete t cmpare less successful attempts with thse that fell within the acceptable range f perfrmance; and (3) develp a degree f autnmy in the athlete, as well as the ability t analyze his r her perfrmance. In this last case, the cach may ask the athlete t cmpare his r her selfanalysis with the cach s infrmatin abut crrect r incrrect executin f the task. Anther aspect f feedback that has been studied recently is the nature f feedback. Amng ther things, researchers have sught t determine what athletes shuld be tld t fcus n during the executin f a mtr activity: (1) n the way the mvement is perfrmed (internal fcus) r (2) n sme external fcus r n the anticipated effects f the actin (external fcus). Majr research findings in this area may be summarized as fllws: T prmte greater learning, feedback shuld direct the attentin f the learner t sme external fcus f attentin r t the expected effects f the mvement, rather than t the way the mvement is perfrmed. When a mvement is being perfrmed, fcusing t much attentin n the way it is being executed (fr example, thinking abut the exact psitin f the elbw and the flick f the wrist at the end f the mvement) may delay mtr learning. During the executin f the mvement, it seems t be mre effective t draw the athlete s attentin t sme external element (e.g. the target t hit) r t the expected utcme f the mvement (like the particular trajectry f the ball) rather than t internal elements (e.g. feeling each phase f the mvement during its executin). This tpic is knwn as fcus f attentin. There is gd evidence t suggest that feedback directed tward an external fcus f attentin has a psitive impact n bth shrt-term perfrmance (during the sessin) and lnger term perfrmance, s it prmtes bth learning and retentin f skills. Furthermre, feedback directed tward an external fcus f attentin appears t be effective fr mst sprt skills, whatever the level f the athlete. Finally, the effectiveness f this type f feedback des nt appear t have any negative effect n the mvements themselves; in ther wrds, the quality f executin des nt seem t be negatively affected. "Timely interventin enhances lng term learning" Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 20

21 DEBRIEFING THE TRAINING SESSION: SAMPLE WORKSHEET 1. Opening: Asking Key Questins (avid questins that can be answered yes r n) 2. Facilitatin: Leading the athlete in Guided Discvery 3. Clsing: Summarizing Key Pints and Prviding Feedback Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 21

22 Successful vs. Unsuccessful Perfrmers: sample wrksheet Factr/Element Equipment Successful Perfrmers in Ski racing D This Unsuccessful Perfrmers in Ski Racing D This Envirnment Affective Cgnitive/Mental Physical/Mtr Tactical Technical Cpyright 2016 Caching Assciatin f Canada - Alpine Canada Alpin 22