How many of us have taken those “learning style” tests at some point – either at school or at work? The ones that give you a bank of multiple choice questions and then tell you what kind of learner you are. The theory behind this is that understanding if you are a visual, auditory, reading/writing or kinesthetic learner will help you learn better and help teachers teach you better.
While this is some truth to this both in the classroom and athletically, it is important for coaches to understand that differentiation in a practice takes on a much different look.
It definitely may be helpful for a coach and a player to be aware of his or her learning style. To truly comprehend that you learn better in a certain environment can not hurt.
However, a coach does not (nor is it usually feasible) to differentiate instruction during a practice. The fact of the matter is there is no scientific evidence that matching instruction to a person’s learning style improves learning outcomes.
A study was conducted in 2008, led by Hard Pashler. This study looked at if matching teaching methods to learning styles improves learning outcomes. The study found that there was no evidence to support this theory.
There has been tremendous research on learning styles, however no studies have proved the next step which is matching styles to learning increases understanding and retention.
COACHING STRATEGIES
After sifting through much of the research and literature that exists, it is clear that coaches do not have to waste their time developing practice plans that cater to athletes and their learning styles. What a coach can do is to develop practice plans that use learning strategies and multiple teaching methods.
The first thing coaches can do is utilize a method like dual coding. This combines visuals and language, along with spaced repetition.
Football coaches typically do this with play cards and verbal cues. There is flexibility with this method and it is a traditional style of teaching. Depending on the sport, you can tailor a mix of visual cues (demonstration, video, cards, etc.) and verbal explanations.
The second method that coaches must utilize is scaffolding in skill development and teaching. Break down complex skills into manageable chunks. Break down plays into segments. As athletes become more accustomed to what you are teaching, gradually take supports away. Do not be afraid of repetition here.
A third piece to this puzzle is retrieval practice. This involves assisting the athlete in long-term retention. It is one thing for an athlete to remember a skill or a play in that moment, but it is absolutely essential for them to remember it long term. You can not reteach everything in every practice.
Prompt the athlete to recall and explain concepts, skills or plays back to you or a group. This can be done quickly during the practice or in a post-practice session. Eventually, players can teach concepts to other players. That truly demonstrates mastery.
Through all of this, a coach has to coach. This is where feedback is crucial.
IMMEDIATE FEEDBACK VS. DELAYED FEEDBACK
Through all of this, a coach has to coach. This is where feedback is crucial. There are appropriate times to provide feedback. Practice lends itself to immediate feedback. This is what practice is all about. When you are working on a skill, drill, fundamental or a play, you must provide immediate feedback to make corrections quickly. It does nobody any good to allow a player to do a drill or skill wrong over multiple repetitions.
Delayed feedback is used for game type situations or something not as pressing. A player must play free so be cautious providing technical feedback during a game. When I see a coach shouting technical instructions to a batter during a baseball game (hands high, foot closer to the plate, etc.) I know that player is doomed. There is nothing harder than hitting a ball coming at you where you have microseconds to react. If a player is thinking about where his hands or feet are, the reaction time is slowed and they will not be able to hit. That type of technical feedback is for practice.
There are times when feedback is necessary during a game. Strategy unfolds and coaches have to make adjustments. This is when feedback is necessary but it should be more about game-type situations, not technical corrections that players will become bogged down with.
POSITIVE VS. CORRECTIVE FEEDBACK
This is where coaches must know their players. The great NFL coach Bill Parcells was a master at this. Those that knew him said he always knew how to push buttons.
Some of your players need more positive feedback. It can be corrective in nature, but you must praise a bit before you come in with the corrections. Other players can tolerate being more direct.
It is important for all coaches to mix up both. If you are constantly correcting, players tend to tune out. If there are positive comments in there, players are typically more receptive to constructive criticism.
EXPLICIT VS. IMPLICIT FEEDBACK
Explicit feedback is direct feedback. This is when an athlete or a coach cuts to the chase. There is little room for interpretation here. Coaches should implement more explicit feedback as it is less confusing.
Implicit feedback is more indirect feedback. Reactions, not saying anything or emotional reactions are implicit. While this type of feedback tends to be more honest, it is much more open to interpretation and may be taken out of context. Be careful utilizing implicit feedback. While it may be good and positive, or sometimes you may be able to get your point across this way, it can go sideways very quickly.
COGNITIVE LOAD THEORY
Throughout all of this, it is essential for a coach to understand Cognitive Load Theory. How much is too much instruction?
Obviously, this depends on the age level of the athlete and skill level they possess. Too much information at once overloads the system and prevents learning from taking place. Proper unit and practice planning is crucial to maintaining a conducive learning environment.
CLT takes time and intuition to understand but is an often overlooked component to teaching. Be aware of how much information your athletes can take in at one time.
FORMATIVE ASSESSMENTS
Just as teachers assess students, coaches should be assessing players. Nothing disconnects a player more than one way communication. Coaches must ask players for feedback. They have to be a part of learning sessions.
Formative assessments can be something as simple as a quick check in on the practice field. Coaches can ask athletes to self rate or for input on coaching decisions.
Not only is this valuable during practices, but I love asking athletes what they are seeing during a game. Not only does it get valuable insight to a coach, but it also forces an athlete to process what they are seeing. Too often athletes are in a zone or have a one track mind when they are playing. While this may be a good thing, having them provide feedback may allow them to process something they would have overlooked. In game strategy can be enhanced with quick formative assessments during a game. This can be done in between series, in between shifts, at halftime of a game, etc.
Successful coaches incorporate teaching principles into their practices and games. Understanding these concepts can help athletes be more successful by enhancing learning and allowing them to player faster.