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Dynamic Correspondence is a concept developed by Russian sports scientist Yuri Verkhoshansky. It focuses on the idea that training patterns should be highly specific to the movements and physical demands of the sport for which an athlete is preparing. The principle is rooted in the belief that the best way to improve performance in a particular sport is to closely mimic the sport’s movements, speeds, and muscular patterns during training.
The 5 Criteria of Dynamic Correspondence: 1. Accentuated Region & Specificity of Joint Actions:
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Task decomposition and task simplification are strategies used to facilitate the understanding and adaptation of motor skills in relation to the dynamic environment.
Task decomposition involves breaking down a complex motor skill or movement task into isolated components. For example, performing closed change of direction drills where the conditions are predictable.. Task simplification entails modifying the task or environment to reduce its complexity, making it more appropriate for the individual. This can involve manipulating constraints like rules, velocities, playing area or number of participants. It affords opportunities to practice and develop specific elements of the skill in a contextual setting, gradually building up the experience before exposure to complex situations. For example, 1v1s with smaller workspace, simple role specific tasks and manageable amount of unpredictability. Nonlinear pedagogy in athletic development is an educational approach that recognizes the complexity and individuality of skill adaptations. Instead of following a rigid, linear progression of teaching “correct” techniques and drills, nonlinear pedagogy considers the dynamic and unpredictable nature of sport.
In this approach, coaches create environments that encourage athletes to explore and adapt to various situations. They provide opportunities for athletes to make decisions, problem-solve, and develop their own movement solutions. This means less emphasis on rote repetitions and more focus on understanding the underpinning concepts and principles of movement. Coaches using nonlinear pedagogy utilize methods like small-sided games and constraints-led approach (CLA) to facilitate learning. These tactics challenge athletes’ ability to solve problems, adapt to changing conditions, and develop a deeper understanding of their movement signature. By fostering a more interactive and adaptive learning environment, nonlinear pedagogy in the preparation process aims to produce athletes who not only have the physical abilities but also possess a higher level of perceptual attunement, creativity, and adaptability. Nikolai Bernstein’s work laid the foundation for the application of dynamical systems theory (DST). DST is a theoretical framework used to understand complex systems, such as human movement. It highlights the idea that movement emerges from the interactions between the constraints within a system, including the body, the environment, and the task.
One of Bernstein’s key insights was the recognition of the “degrees of freedom problem” in motor control. This refers to the abundance of ways the human body can organize its movement to achieve a goal or complete a task. Bernstein proposed the concept of “synergies” to address the degrees of freedom problem. These are coordinated patterns of the respiratory, postural and locomotion synergies that work together to produce a specific movement. Instead of controlling each muscle or joint individually, the nervous system organizes them into functional solutions. Also, Bernstein emphasized the need for variability in practice. He argued that true motor learning doesn’t occur through mindless repetition of the exact same movement, but rather through a variety of experiences that challenge the system to adapt and improve its coordination. Bernstein’s approach recognizes that motor learning is context-dependent. The optimal movement pattern for a specific task will depend on constraints like the environment, the equipment used, and the intent of the movement. Bernstein believed that motor learning involves a process of refining and optimizing movement patterns. Through practice and feedback, individuals gradually learn to search and discover the most efficient and effective movement solutions for a given task. In the context of athletic development, Bernstein’s ideas have significant implications. Coaches and athletes can apply principles originated from DST to design training programs that emphasize variability, adaptability, and contextual learning. DST views the human movement system as a complex, adaptive system, influenced by various internal and external constraints. It highlights the nonlinear and unpredictable nature of motor learning and control. “Repetition without repetition” and variability in motor learning are closely related concepts. They both highlight the idea that in the process of learning and developing a motor skill, movements are not mechanically repeated in an identical manner (rote repetition). Instead, there is a dynamic adaptation and variation in the skill execution.
The concept of repetition without repetition is often associated with Nikolai Bernstein (Soviet neurophysiologist & movement scientist), he emphasized that motor actions are highly adaptable and context-dependent. Even when performing what seems to be the same motion, various factors (constraints) such as environmental conditions, task goals, and feedback can lead to subtle adjustments in movement patterns. This concept accentuates the dynamic and flexible nature of motor control, highlighting the importance of adaptability over rigid repetition. Variability is an essential component that is often missing in the traditional program. Practicing a skill in different contexts, allows the athlete to develop a more adaptable and robust motor control system. This can lead to better learning opportunities and performance outcomes in a range of situations. Together, these concepts place an importance on dynamic and adaptable training/ practice environments. Instead of rigidly repeating movements, athletes benefit from a process that encourages flexibility and the ability to adjust to different circumstances. This can ultimately lead to more effective and “sticky” motor skills. |
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Email: [email protected]
*By accessing this website and/or purchasing or utilizing the articles, emails, programs, images, videos, services and/or products, you are agreeing to this disclaimer in its entirety. The content on this website and the educational products sold within are the intellectual property of The U of Strength, LLC and may not be replicated, reproduced, or sold without prior written consent from The U of Strength, LLC. Website, social media and product content provided is for informational purposes and meant to be utilized by athletes, sport coaches, and fitness professionals at their own discretion. It is not meant to substitute advice or guidance from qualified medical experts, and misuse of the information can result in serious injury. Any fitness program should be administered under the discretion of qualified professionals who take into account individual differences in health and ability. While our programs have found success with the athletes who train at our facility, individual results vary and we do not guarantee any specific results. The U of Strength, LLC assumes no liability from the misuse of the content provided or products purchased. Users assume all risk when implementing our ideas in theirs or their clients’ real life training experiences.