Coaches face many challenges in today’s environment. They have to recruit or attract the right athletes. They have to develop these athletes. They have to coach in games to make sure the athletes are successful.
Many times the development of athletes gets overlooked. Coaches have to spend a tremendous amount of time on other tasks and some coaches take a fixed mindset approach – the athlete is either good or they are not. If they are not, then just replace them with an athlete who is better. This happens at every level from rec up to professional. Some coaches take more of a growth mindset approach and truly enjoy the challenge of developing athletes. If every coach was more focused on maximizing athlete performance, they would get more out of their teams.
Cognitive Load Theory (CLT) is a powerful tool for coaches to learn about and utilize in their practice and development approach.
WHAT IS COGNITIVE LOAD THEORY?
Cognitive Load Theory is an instructional framework design that looks at how the human brain takes in and retains information. The term was coined by John Sweller in 1988. CLT is rooted in the fundamental fact that the brian can only retain a small amount of information at one time. This amount is different for every person, but it is important for coaches to understand this concept.
Coaches want players to soak up information – whether it’s fundamentals, drills, plays or concepts. The better players understand these, the faster they can perform. Some athletes are praised for their ability to pick up a playbook quickly, or understand drills. Most likely, these players have a higher cognitive load. However, we should not dismiss those that do not have that high cognitive load. A coach may miss untapped talent by getting frustrated with the athlete.
There are three types of cognitive loads:
- Intrinsic Load – the complexity of the actual task itself
- Extraneous Load – how the information is presented
- Germane Load – the mental effort dedicated to learning
WHY SHOULD COACHES CARE ABOUT CLT?
The human brain has limitations, especially in the area of working memory during training and competition. There are outside factors that further limit the brain – such as fatigue and pressure. Cognitive overload is linked to poor performance. So if an athlete is physically fatigued in a practice, is nervous they are not understanding the material or feeling the pressure of competing for a position, their ability to process and retain information becomes even more challenged.
Coaches have to create an environment that simplifies instruction so that all athletes can process and retain information – thus making the roster more balanced and efficient. It does a coach no good if members of the team are not grasping concepts.
HOW TO APPLY CLT TO COACHING?
We can spend days on this topic but it does boil down to a few key concepts of how coaches can apply CLT to their coaching.
First, coaches have to simplify instructions and reduce extraneous load. Coaches must understand drills and concepts well themselves before they teach it to their athletes. They must use clear and concise language, limit distractions during instruction and avoid overcoaching during high-intensity drills. Let the athletes play.
Coaches must scaffold key complex skills. By managing intrinsic load, a coach is giving their athletes a better chance at success. There will be complex drills or plays that a coach is trying to teach, the coach must break it all down into manageable steps. Start simple. Progressively increase task complexity after the athletes understand key concepts.
Differentiated instruction is key here. Coaches must know their athletes. Some will grasp concepts better or faster than others. Utilize any assistant coaches to help those who are not picking things up as quickly.
A coach should also promote Germane learning. It takes effort to learn new concepts. Here is a crucial thing for all coaches to remember: it doesn’t have to be accomplished in the 20 minutes you are going through the concept or even the two hours of the practice. Coaches should teach and encourage athletes to reflect and provide feedback. This can be during practice or after practice. Athletes should use visualization and mental rehearsal. This can be done at home or even before a practice.
Coaches should implement deliberate practice plans so the athletes get used to how concepts will be taught and practiced. This structure reduces anxiety and allows the athletes to process information at their own pace.
WHAT ARE PRACTICAL EXAMPLES?
Take the generic concepts and apply them to a specific sport. You know your sport and what you are teaching. Apply these concepts.
Soccer: Teach a tactical formation using walkthroughs before scrimmaging. Don’t just jump to a scrimmage, go slowly first. Have the athletes walk through the concepts and then focus on those concepts in a scrimmage.
Basketball: Use video breakdowns to reduce cognitive burden during face placed play. Basketball can be quick. Slow it down using video of practice or games to illustrate key concepts.
Golf: Focus on one technical correction at a time during a range session. Don’t try to fix three things. Pick one.
Baseball: Break stealing a base down into smaller segments. Teach a proper lead. Make sure they understand it. Then work your way to reading a pitcher, getting a good break, accelerating and the slide. It is all small concepts.
STRATEGIES FOR SUCCESS
Coaches can maximize athlete success by incorporating these concepts and strategies into their practices. Use whiteboards, video and play cards as manipulatives to help the athletes understand. Develop cue words for plays. Teach using chunking techniques. Don’t overload the athlete.
Time feedback appropriately. Feedback is often lost if it is provided in a tense situation. If an athlete is overstimulated or highly emotional, they won’t retain or even process what a coach is telling them. Learn your athletes. Provide feedback at a time when they will actually hear what you are saying.
Do not overload athletes with information during games. Athletes are meant to play free. The more they are thinking, the slower they will play.
Do not ignore individual differences with cognitive load. Every athlete is unique. Do not give up on an athlete because their cognitive load is different from other athletes’ abilities.
Remember, smarter coaches lead to smarter athletes. Reflect on your coaching practices. Are you helping or overloading your athletes? Are you putting them in the best position to succeed?