Implicit Practice for Technique Adaptation in Expert Performers

Abstract

Coaches traditionally rely on explicit approaches (e.g., instruction, video feedback) to adapt technique in skilled athletes. While such methods can generate relatively rapid learning outcomes, the resultant technical execution is susceptible to breakdown under competition pressure. An alternative approach is to use ‘implicit motor learning’ in which adaptations occur without conscious knowledge of the underlying rules and the newly learned skill is less likely to breakdown under pressure. However, research has not demonstrated whether implicit motor learning can be used to adapt technique in athletes whose skills are already expert. Two expert netball players undertook a 6-week training intervention in which they practiced shooting to an adapted ring (hypothesised to cause an advantageous increase in the trajectory of shots) while responding to a concurrent secondary task (high and low pitched tones). Pre- and post-testing of shooting performance revealed a change in the maximum ball height following the intervention. The players showed no increase in generic or episodic knowledge, remained robust under secondary task load, and were unable to differentiate between pre- and post-test video footage of their shots. These measures indicate that players were unaware of the knowledge underlying adaptations of their technique, but equally highlight the need for further empirical investigation of implicit practice in expert performers.

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

“…If control over the target variable remained largely subconscious, as is thought ideal for performance (Csikszentmihalyi, 1990;Swann, Crust, Keegan, Piggott, & Hemmings, 2015), it would be difficult to see how any long-term changes could be initiated. Indeed, Rendell, Farrow, Masters, and Plummer (2011) have demonstrated the limitations of implicit strategies in this particular context. More specifically, athletes counting the number of tones overlaid on music soundtracks (i.e., an effort not to think about the movement) during netball shooting practice to a higher than regulation ring led to an eventual lower ball flight trajectory instead of an intended higher trajectory, despite athletes not being aware of any change taking place.…”

The key to success in elite athletes? Explicit and implicit motor learning in youth elite and non-elite soccer players

“…Importantly, a study by Rendell et al (2011) showed that implicit learning was effective in improving already learned sport-specific techniques also in expert performers (professional netball players). Gabbett and Masters (2011) described several possible effective strategies for improving implicit learning such as the use of errorless learning (learning without mistakes through step-by-step introducing of parts of a new skill), random practice (flexible working on skills, instead of a logical structure during training) or using dual-tasks to avoid step-by-step learning of a specific skill.…”

“…Explicit learning is the learning of new skills using explicit instructions and rules, resulting in declarative knowledge and the ability to articulate how to perform the skill (Liao & Masters, 2001). In contrast, implicit learning is learning unconsciously, without instruction and rules, leading to few declarative knowledge (Reber, 1989;Rendell, Farrow, Masters, & Plummer, 2011). A review of Reber (2013) summarised existing literature on neural substrates of implicit and explicit motor learning and reported that implicit motor learning reflects general plasticity of neuronal circuits.…”

Tracking Technical Refinement in Elite Performers: The Good, the Better, and the Ugly

“…As such, data are provided to inform applied coaching practice about what to avoid (see also Rendell, Farrow, Masters, & Plummer, 2011). Crucially from this case study, is the strong influence that Peter's mind-set had on the process.…”