In motor learning, “attractors” represent optimal movement patterns for a motor task. They are not specific, fixed positions but rather overarching movement principles that the body naturally gravitates towards due to factors like anatomical structure, biomechanical efficiency, neuromuscular coordination, previous experiences (sporting background & injury history), and task demands. Instead of prescribing rigid positions, these movement principles represent efficient and stable solutions to a particular task or movement.
On the other hand, “fluctuators” refer to the variability and adaptability present within an athlete’s movement. These fluctuations allow for adjustments and adaptations in real-time based on the changing individual, task and/ or environment constraints. Fluctuators are essential for dealing with unpredictable situations in sport (opponent’s actions, uneven playing surface, unexpected changes in game dynamics), maturation process (puberty, increase in bodyweight, force development, improved coordination, etc.) and tissue reeducation process (injuries). These concepts deal with how motor skills are adapted, improved, and consolidated over time through practice and experience. It involves understanding the underlying processes and mechanisms that govern the learning of motor tasks. Both attractors and fluctuators play crucial roles. The attractors represent the stable, well-learned movement pattern, while fluctuators account for the inherent variability and adaptability necessary for effective motor control. Understanding how attractors and fluctuators interact is fundamental for coaches and athletes. It aids in designing training programs that effectively develop and improve optimal movement patterns while also preparing athletes to adapt to the uncertainty of sporting environments.
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Open and closed environments refer to the conditions under which a movement is performed, and the implications for motor learning and performance.
In an open environment, the conditions are unpredictable, which means the athlete needs to constantly adapt to the dynamic changes. This requires the individual to be flexible and adjust their movements in real-time. The actions are influenced by external constraints, such as workspace, teammates, opponents and weather. In a closed environment, the conditions are stable and predictable. The athlete can anticipate what will happen. The elements in the environment remain constant and do not change during the performance of the skill. The actions are not influenced by external factors; the motor pattern is isolated. Understanding whether a skill is performed in an open or closed environment is crucial for designing an effective preparation process. Training should focus on problem-solving, decision-making, and the ability to adapt to changing conditions. Mimicking game-like situations and incorporating activities (small sided games) with unpredictability is crucial. On the other hand, there are times when the emphasis can be placed on improving specific motor patterns and solutions in a controlled setting (speed, plyometrics & resistance training). This allows the individual to experience movement opportunities (shapes, velocities, force vectors, etc.) that wouldn’t be possible in a chaotic environment. Training programs need to incorporate a mix of both types of environments to prepare athletes for a range of situations and the demands of sport. In the context of motor learning, "safe uncertainty" involves creating an environment where individuals can explore, practice, and expand their motor skills with the understanding that mistakes and variability are part of the developmental process. Here are the key elements:
1. Acceptance of Variability Recognizing that variability in performance is natural and beneficial for learning motor skills. Emphasizing that mistakes are opportunities for learning and continuous improvement. 2. Creating a Safe Learning Environment Ensuring a supportive and non-judgmental atmosphere where learners feel comfortable taking risks and trying new movements. Providing constructive feedback that focuses on progress and effort rather than just outcomes. 3. Encouraging Exploration Allowing learners to experiment with different movement solutions to find what works best and what doesn’t work for them. Promoting a trial-and-error approach to discover effective motor patterns. 4. Gradual Progression Introducing tasks with increasing levels of difficulty to match the learner's growing skill set. Ensuring that challenges are appropriate to the learner’s current abilities, avoiding overwhelming them with tasks that are too difficult. 5. Use of Feedback Providing timely and specific feedback to guide learners in refining their movements. Balancing extrinsic feedback (from a coach) with intrinsic feedback (sensations and self-assessment). 6. Emotional Regulation Helping learners manage frustration and anxiety associated with making mistakes or facing challenges. Encouraging a growth mindset where learners view challenges as opportunities to develop their skills. 7. Error Tolerance Encouraging athletes to take risks and learn from their mistakes without fear of harsh criticism or punishment. In motor learning, safe uncertainty is about creating a balance between challenge and support. It involves accepting variability, encouraging exploration, and providing a safe environment where learners can take risks and learn from their mistakes. This approach ultimately leads to more effective and resilient motor skill development. "Fundamentals" Vs. Movement Diversification
There’s a misconception that the athlete should master the “fundamentals” and adhere to a universal “technique”. The training process doesn’t have to include preplanned movements, “correct” techniques, and rote repetitions, instead it should follow a principles-based approach, embrace the messiness, and offer a diverse amount of movement opportunities (problems & solutions). Movement diversification refers to the process of developing a wide range of patterns and skills. This concept is crucial in motor learning, athletic development, and human performance because it helps individuals become more adaptable and capable in various situations. One important aspect of movement diversification is contextual interference. This refers to training multiple tasks (rather than practicing a single skill repetitively) in varied and unpredictable environments to enhance the athlete’s solutions, leading to more adaptable and resilient behaviors. This approach introduces “interference” in the learning process, which sounds counterintuitive because it can initially result in poorer performance during training. However, it enhances long-term learning, versatility and enhancing the ability to transfer learned skills across different contexts (activities). Other benefits from diversifying movement patterns are the following:
Movement diversification is a foundational concept in motor learning and athletic development. It involves exposure to a range of movements and skills, which leads to improved adaptability, enhanced motor skills, and better overall physical development. Self-organization refers to the natural process by which the human body organizes and improves movement patterns through internal feedback mechanisms, without explicit external guidance. This concept is fundamental in understanding how athletes adapt and develop motor skills.
When an individual learns a new motor skill, initially, there may be a degree of trial and error. Over time, the system discovers movement patterns to achieve the desired outcome with greater efficiency and accuracy. The process of self-organization takes into account an individual’s unique physical abilities, such as structure, force potential, elasticity, and coordination. The body intuitively finds the most effective way to perform a task based on these constraints. In motor learning, the sensory system plays a pivotal role. It encompasses the various sensory inputs an individual receives from their environment and their own body. This includes proprioception (awareness of body position and movement), visual, auditory, and tactile sensations. During the process of learning and improving motor skills, the sensory system provides critical intrinsic feedback. Through a continuous loop of action, feedback, and adjustment, an athlete refines their motor skills. This process is dynamic and adaptive, allowing individuals to respond to changes in the environment, opponents, or task requirements. Self-organization aims to achieve the desired outcome with the least amount of effort, resulting in more efficient movement patterns. Once a skill is mastered, similar movement principles can often be applied to related tasks, illustrating the adaptability and versatility of the self-organizing process. Self-organization emphasizes the importance of providing opportunities for athletes to explore and discover movement patterns, allowing them to actively participate in the learning process and develop skills that are well-suited to their own unique constraints. |
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AuthorJamie Smith is a proud husband and father, passionate about all things relating to athletic development and a life long learner, who is open to unorthodox ideas as long they are beneficial to his athletes. Categories |