Cue Talent
If you’ve been following along this season, here’s a recap; we introduced the notion of skill, defined what it is to be skillful, identified types of skills, based on their constituent parts, discussed the merits of whole, part or sequential practice, and finally, explored emotional affect and its impact on skill. Ok, now what?
Now that we know what to do and how to practice it, what type of cueing and feedback are necessary in order to master it? Wait a sec, do we actually need any cueing or feedback? If so, why, how much and when? How does it change from beginner to expert? What does it look like when you need to get individuals of different strengths, sizes and capabilities to work together to accomplish a uniform outcome?
This episode examines cueing and feedback from fresh perspectives. This week we’re joined by Dr. Nich Lee Parker, Head Coach of Columbia University’s Men’s Lightweight Rowing team, and Gregory Youdan MA, MS, Visiting Researcher at Brown University and Latsky Dance board member. Together, we push beyond counting reps and tired cliches and dive into research and personal approaches and observations gained from the collective experience of working with individuals, from professional athletes to dancers with hemiplegic cerebral palsy.
In this episode we discuss:
Greg and Nich’s take on the hardest skill in sport
Can you acquire a motor skill without feedback?
Movement as the skill vs moving to achieve a goal
The application of cueing and feedback as a function of stage of learning
Variability in movement
Use of cues and feedback to allow for error
Considering safety of the performer with the use of cueing and feedback
Glossary:
Augmented Feedback - providing information to a performer which is supplemental to feedback they are receiving from internal sensory mechanisms
Knowledge of Performance - a category of augmented feedback, providing information about a movement process
Knowledge of Results - a category of augmented feedback, providing information about the outcome of a movement process
Motor Learning - The degree to which a skillful movement is retained and can be transferred to different tasks
Motor Performance - The degree to which skillful movement occurs, without consideration for retention or transfer
Verbal Cue - short, concise phrases that direct a performer’s attention to important environmental, psychological or biomechanical characteristics of performing a movement
References:
Newell, K. M., & Jordan, K. (2007). Task constraints and movement organization: A common language. In W. E. Davis & G. D. Broadhead (Eds.), Ecological task analysis and movement (pp. 5–23). Human Kinetics.
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