My motivation to improve led me to try a new approach. My coaches at the time were not insufficient; I was merely in a stale learning environment and my technique required improvement. I knew without improvement I would not be able to achieve my goals.
Necessity, in this case, was truly the mother of invention. My curiosity, desire and need to improve drove me to look to my teammates for assistance. I recall one instance early in my elite career when I had the opportunity to row behind a recently crowned world champion. After the practice my coach asked me what stood out to me about his technique. I am unsure if my coach had something particular in mind when he asked me that question but it forced me to critically analyze and differentiate between techniques. It was then I realized that I could learn from my teammates.
In the ego filled culture of sport, I could not simply approach and ask teammates for help. My delicate ego would not allow such a transparent display of weakness. Additionally, I might be sending my competition a message giving them a mental advantage, (as most of the year we are in competition with each other). As a result I turned to observational learning.
Anecdotally, there is evidence to support the use of peer to peer observational learning amongst elite athletes. However, there has been no quantified data taken specifically in regards to this group. As a coach, should this instructional technique be harnessed and promoted?
Traditional non-verbal coaching research does not adequately address this learning phenomenon amongst elite athletes. Studies are focused primarily on feedback to training or performance, not skill acquisition.
There is vast research about theories of cognitive development and motor learning. The concept of observational learning (also called implicit learning, perceptual motor learning and associative learning) is rooted in the basic theory of cognitive development. There is data that supports non-verbal modeling (observational learning) as a stronger method of teaching skill acquisition than verbal modeling. In fact depending on the skill, often a verbal explanation can confuse the learner. The effectiveness of modeling is noted in Bandura’s research. He submits that modeling is known to be a one of the most powerful ways of transmitting behavior.
Bandura additionally breaks down observational learning into four processes:
attentional, retention, production, and motivation. In my experience the attentional process determined which athlete to model and why. In Bandura’s retention process I interpreted and associated the model in usable way by comparing it to my experiences.
The production process reflects the learner’s ability to use the gathered information to form new skills. In my experience the motivational process represented the desire to implement the newly developed technique.
Therefore when we apply Bandura’s observational learning model to elite athletes, we may conclude that observational learning is a large part of the acquisition of skill. In the sport of rowing, the coach does not get into a boat and model the desired behavior. This situation leaves our teammates as the models for the desired behavior and through Bandura’s theory we analyze, code, assign and ultimately adapt the “acquired competency.” In most sports the coach may tangentially model the desired behavior but often this model is elementary. The best example is watching a subject perform the desired behavior during the participation in his/her sport.
I utilized observational learning by studying those athletes that excel at certain skills. In my case, I would analyze one teammate’s relaxed and natural “catch” while also studying the flawless change of direction that another teammate exhibited. Great examples were around me daily: seasoned veterans of multiple national teams, multiple world champions and eventual Olympic Champions. All I had to do was be open to the idea that I could learn from my teammates.
This method of skill acquisition became a complimentary learning technique. I watched my teammates on the erg (rowing machine). I found it was a great quantifiable method for skill improvement as there is numeric feedback displayed from each stroke. I studied them as they raced and practiced. I tried to identify precisely what technique or skill they possessed that allowed them to excel. Once the skill was identified I would compare and contrast it to my own. I then had to assimilate their technique. I was able to accomplish this with varying degrees of success. Depending on the skill, over time I found that I was able to integrate the identified desired behavior.
Many confuse observational learning with mimicry or imitation. In mimicry there is no attempt to understand the movement(s) only attempts to copy it. This results in a temporary hollow skill attainment. Observational learning requires the learner to understand the movement(s) and adapt based upon that understanding. In observational learning the learner cannot simply “go through the motion.” Without a critical skill analysis the learner will not properly and successfully absorb the information.
In a study by Drummond and Gansteads, they note the effectiveness of observational learning is related to the level of experience an athlete has obtained. The more experienced the athlete, the greater the ability to analyze and reproduce a skill. These results were previously reflected in studies by Beveridge and Gangstead (1988), Biscan and Hoffman (1976) and Girardin and Hanson (1967). This research shows that during an observational rentention task elite athlete’s performed significantly higher than those athletes with less meaningful experience. This was attributed to elite athlete’s kinesthetic and visual experience with the specific skills.
Anecdotally this evidence suggests that elite athletes would harvest the greatest benefit from organic non-verbal observational learning. Less experienced athletes may garner some benefit but time may be better spent on alternative skill acquisition methods, as they do not have the knowledge base to effectively analyze skill. For example, if I watch Kobe Bryant shoot a 30 foot fade-away jump-shot with a defender in his face, I am not able to reproduce the skill because I do not have the requisite skills to be able to process the model. Basically, I am not good enough at basketball to truly understand the movement.
Coaches regularly single out athletes to model technique. They have an individual or team view the athlete in the hopes they may assimilate the desired technique. While this is tangentially related to non-verbal peer to peer observational learning it is unique in that the viewing athlete did not critically identify the skill. Additionally when an athlete is told to model a particular technique that technique has a tendency to mutate.
The use of non-verbal peer to peer observational learning assisted me in the development of my skills. I organically found that it was a viable skill acquisition method. I used it throughout my elite career and undoubtedly assisted me in achieving my goals. As a coach, one could encourage athletes to non-verbally critically identify exceptional skills exhibited by their peers, analyze these skills and assimilate them into their own technique. |