Performance
versus Learning
Transfer
Not
what your old coach did
Can you think for yourself
Learning Curve
Is this the very best use of time
C
I
Warm-up
Main Part
O N
M T
P
E
L
N
E
S
X
E
TIME
Cool Down
 1/
Inventory
 2/
Reference or Teaching Points
 3/
Drill Design
 4/
Success Criteria
 5/
Evaluation
Behavioural Training Methods
Decision Training Methods
Goal of practice: To improve
physical and technical skills
Goal of practice: To improve
physical, technical & decision
making skills
Part to whole training
Tactical, whole training
Simple to complex drills
Competition-like drills
Technical emphasis
Technique with tactics
Blocked practice
Random practice
Low variability drills
High variability drills
Questioning low
Questioning high
Low athlete detection and error
correction
High athlete detection and error
correction
Low use of video modelling & FB
High use of video modelling & FB
Low levels of athlete cognitive effort
High levels of athlete cognitive effort
1.
2.
3.
4.
5.
6.
7.
Variable Practice
Random Practice
Bandwidth Feedback
Questioning
Video Feedback
Hard-first instruction
Modelling
There are two processes by which extrinsic rewards can
affect IM
REWARDS
How are rewards perceived by athletes?
Athlete’s perception is more important than the intention

Informational  Competence
• Increase IM if there is a perception of competence attached
• Feedback about competency
• Example: ACAC or CCAA All star Selections

Controlling  Self determination
• Decrease IM if there is a perception of lack of self determination
• “coach is trying to control us”
• Example: Scholarships?
 Think
back to when you choked.
 What
were you feeling physically?
 What
were you feeling mentally?
 Did
you work your way out of it?
Drive theory
Performance
Arousal
 Drawback(s)
Inverted U Hypothesis
Performance
 Drawback(s)
I
II
Arousal
III
Good
Golf
Weight lifting
Performance
Poor
Low
Moderate
Arousal
High
Low skilled
Introvert
Good High trait
anxiety
Performance
High Skilled
Extrovert
Low Trait
Anxiety
Poor
Low
Moderate
Arousal
High
Catastrophe Theory
Perf
Arousal
-Practice with a score and consequence
(positive or negative)
-Create situations and repeat them until
successful (e.g. Score 22 -20 and you are
serving)
-Have a Psychological skill as a
reference/teaching point
-Use the reversal theory and create a
positive hedonic tone regarding
competition