Optimizing Verbal Communication in the Instruction of Weightlifting to Weightlifting Naïve Athletes

Abstract

Motor learning theories should be used by coaches to optimally apply their technical knowledge of weightlifting. The OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning highlights the importance of motivation and attention in the motor learning process, with enhanced expectancies and autonomy underpinning the athlete's motivation and an external focus of attention optimizing the athlete's attention. Better results are obtained by collaborating with athletes in an athlete-centered approach, giving them a sense of control and ownership of their learning process and making them feel able to succeed in the learning process. The success resulting from the right balance between the athlete's confidence and task difficulty leads to an increase in the athlete's self-efficacy, further improving the learning process. When instructing weightlifting, coaches should say as much as necessary, but as little as possible, while using an implicit coaching strategy that focuses on the task goal. Instructions and cues should have an external focus of attention, relative to the athlete's body, or use analogies to provide a clear task goal while using simple language associated with familiar motor skills.

Do verbal coaching cues and analogies affect motor skill performance in youth populations?

“…The constrained action hypothesis [ 5 ] implies that an external focus of attention can result in improved motor performance on the basis that it underpins the automaticity of movement control during a given action and supports implicit learning [ 6 ]. Conversely, the use of an internal focus of attention is said to promote conscious control of an action thus impeding automatic control and negatively affecting motor performance [ 34 ].…”

“…The use of analogies in coaching youths may serve as a more relatable model of communication that facilitates a better understanding of a coach’s cue than the use of traditional biomechanical terminology [ 19 ]. In this way, the evocative language of instructing a young athlete to “take off like a rocket” [ 6 ] could be preferable if it results in a better contextual understanding than a cue relating to the movement and angles of specific limbs. However, where ADCs could potentially have drawbacks is in relation to the kinetic and kinematic characteristics of a given movement.…”

“…Cues that direct a performer’s attention externally (focus placed outside of the body) or internally (focus on body part) have been shown to have effects on subsequent motor skill performance [ 2 – 4 ]. The constrained action hypothesis [ 5 ] suggests that an external focus of attention can result in improved motor performance by increasing the automaticity of movement control during an action [ 6 ]. It has been proposed that an external focus reduces the attentional capacity that is needed to carry out a movement which can also be enhanced through greater coordination between working muscles [ 7 ].…”

“…‘towards’ vs. ‘away’) is sparse [ 21 ]. Moreover, to the authors’ knowledge, no previous study has examined these types of foci when combined with analogies in any population, let alone in youths; this despite the merging of ECs with analogies being suggested to be an effective way to retain focus for optimal performance [ 6 , 8 ]. This might have important implications for coaching and learning as the combination of ECs and analogies could represent a previously known, yet untested, tool for coaches that could enhance the contextual understanding of a performer and, by extension, the learning of key movement skills.…”

National Strength and Conditioning Association Position Statement on Weightlifting for Sports Performance

“…Verbal instruction and cues both have pivotal roles in coaching weightlifting, where instruction provides the necessary information about the task with cues providing an opportunity to shift the athletes focus of attention toward movement outcomes (165). The cues provided should be short in their delivery while using “buzz” words as opposed to long sentences, thus avoiding exposing the athlete to information overload, which can increase cognitive load (240) and negatively impact physical performance (191).…”