movement solutions -...

LIFT THE BAR EDUCATION WORKBOOK

B E T T E R C O A C H I N G , B E T T E R R E S U LT S

MOVEMENTSOLUTIONS

LIFT THE BAR EDUCATION

MOVEMENT SOLUTIONS

Gregg Slater


As trainers we often agonise about what we know. From programme design to nutrition, exercise execution to client adherence. We spend time effort and money investing in our development as trainers with one goal in mind, better client results.However, there is a huge part of the “success formula” that 99% of the industry is neglecting, the coaching process.It’s time to stop focusing solely on the content of our information, and start to look at how it’s delivered.

Have you ever struggled to teach a client how to perform an exercise no matter what you say or do? What if you were able to deliver the perfect coaching cue to the client in order to invoke that “light bulb moment”?

How much more progress could your clients make if you were able to design custom built drills to help them learn and perfect new movements. No more having to follow other coaches, no more guessing and banging your head against a brick wall. In LTB’s movement solution course we will dive into the science and application of coaching over 22 lessons.

Better coaching, better results

Movement SolutionsBetter Solutions, Better Results


MOVEMENT SOLUTIONS04

Introduction

Pedagogy 1

Pedagogy 2

Pedagogy 3

Becoming A “Learning Architect” Constraints 1




Becoming A “Learning Architect” Designing Constraint Based Drills

Becoming A “Learning Architect” Implementing Constraint Based Drills

02

03

04

05

06

07

08

09

10

LESSONS

01

Communication

Communication 2 – Opening The Attentional Window

11

12




Instruction

Modelling

Cueing 1

Cueing 2 – Internal v External Cues 1

Cueing 3 – Internal v External Cues 2 – The Science

Cueing 4 – Is Internal Cueing Bad?

Cueing 5 – The Impact of Distance

Cueing 6 – Designing External Cues

Cueing 7 – Analogies - The Super External Cue

Cueing 8 – Cueing Frequency

14

15

16

17

18

19

20

21

22

13

Feedback 23



This workbook will help you get the most out of the course. You will see the book mirrors the courses lesson format. For each lesson there are a number of aims that represent the key learning points for that section of the course. We have provided space to write your notes as you go through and there is spare note space at the end of the workbook in case you need more than we have provided for any of the lessons.

The space for action points is where the magic happens. We all know that learning is only useful if we do something with the knowledge so for each lesson make a note of what you are going to do as a result of what you have learnt. Make the action as specific as possible and set yourself a manageable timeframe. If you have some kind of to do list or schedule of action points make sure you transfer these actions to that and get them done.

Each lesson has 2-3 quiz questions that need to be completed on the members site in order to proceed. We have provided space for you to make a note of your answers to these questions as you go through the content so you are prepared for the questions. Not only will this workbook help you as you complete the course but, if used effectively, it will also provide you with a source of key information you can refer back to.

Good Luck!

How to use this workbook




THE JOURNEY: A GUIDE TO NUTRITIONAL COACHING05

AIMS:

Key Learning Points

ORIENTATE THE MAP

Client consultation and baselines

― Learn how to prepare for a client ― Decide what information you need to know to work with a client ― Consider how best to gather the information

LESSON:

01


THE JOURNEY: A GUIDE TO NUTRITIONAL COACHING06

Action Points

Quiz Questions

1. Name two areas of information we might want to explore from a client’s past (where have they been)

2. What baseline information should we look to Gather?

AimsThis section will highlight the main learning focus for the lesson

Key Learning PointsUse this area to make notes as you go through the lesson

Action PointsSummarise your learning from the lesson. What actions are you going to take as a result of what you’ve learnt? When are you going to complete it?

Quiz QuestionsWrite your answers to the questions here in preparation for completing the online quiz.



AIMS:

Key Learning Points

Orientate yourself to the objective of the course

LESSON:

01

Introduction



Quiz Questions

Tasks

1. What are the three main constraints?

2. What does the T in the TEC coaching model stand for?

3. What is the ABC of self-determination theory?

1. Your task is to film 20-60 minutes of a session with a client. Whilst this may seem a daunting task this will be used as your benchmark when it comes to identifying your current strengths and weaknesses, allowing a post course comparison.



AIMS:

Key Learning Points

Pedagogy 1

― Introduce the linear model of pedagogy.

LESSON:

02



Action Points

Quiz Questions

1. What is pedagogy?

2. Linear pedagogy uses which type of learning?

3. Linear pedagogy is (…….) centred.



AIMS:

Key Learning Points

Pedagogy 2

― Introduce the non-linear model of pedagogy.

LESSON:

03



Action Points

Quiz Questions

1. Complete the following sentence “information from the environment (……..) movement and does not require the (……..) to create meaning in regulating movement coordination.”

2. Finish the sentence “Movement variability is the variability in movement (………), a healthy sign of adaptive behaviour, not movement (……).”

3. True or False, Movement variability is bad?



AIMS:

Key Learning Points

Pedagogy 3

― Summarise and contrast the linear and non-linear models of pedagogy.

LESSON:

04



Action Points

Quiz Questions

1. Non-linear pedagogy uses which type of learning?

2. What does Non-linear pedagogy focus on?



AIMS:

Key Learning Points


― Outline the constraints based approach to skill acquisition.

LESSON:

05



Action PointsTasks

PERSON TASK ENVIRONMENT

Choose 1-3 exercises. Complete the table below, coming up with as many constraints that may impact your clients movement solution as you can under each heading for each exercise you choose.



Action Points

Quiz Questions

1. Name the constraints to consider.

2. The body has the ability to “……….”

3. Human Movement systems are “…........”



AIMS:

Key Learning Points


― To take and in-depth look at the constraints on the body.

LESSON:

06



Action Points

Quiz Questions

1. Name the three main constraints on the body.

2. What does ROCCL stand for?

3. Finish the sentence “we must (……) to perceive and we must (……) to move.”



AIMS:

Key Learning Points

― Identify training constraints we can manipulate in order to guide our client’s movement solutions.

LESSON:

07Becoming A “Learning Architect” Constraints 3



Action Points

Quiz Questions

1. Why is it important to understand the movements?

2. Name the constraints we can manipulate within an exercise in order to help channel our clients learning. Where possible think of an example you might use with a client.

3. If someone is struggling with a movement what should you do?



AIMS:

Key Learning Points

― Identify the constraints we can manipulate within the task and the environment.

LESSON:

08Becoming A “Learning Architect” Constraints 4



Action Points

Quiz Questions

1. Within a task constraint what are we manipulating if we add in a miniband around the knees on a squat?

2. What is an example of a rule we may utilise with a client to change a movement?

3. Name the two main constraints we can manipulate within the environment:



AIMS:

Key Learning Points

― Identify the drill design thought process and understand the term “rate limiters”.

LESSON:

09Becoming A “Learning Architect” Designing Constraint Based Drills



Quiz Questions

Tasks

1. What are the key factors of a constraints led approach?

2. What is a rate limiter?

3. Before designing a drill, the coach must understand three key areas of information. What are they?

1. Create a list of the exercises you use regularly for clients. For each exercise identify all of the technical norms you will want your clients to adhere to. This will serve as a reference point later in the course.



AIMS:

Key Learning Points

LESSON:

10Becoming A “Learning Architect” Implementing Constraint Based Drills

― Explain the TEC coaching model.



Quiz Questions

Tasks

1. What does the C in TEC stand for?

2. How many correctives should we use at once?

1. Take your task from lesson 9 and place each of the technical norms in order of priority, from high to low. With the errors in priority order spend 30 minutes in the gym on each exercise manipulating constraints and evaluating the impact these manipulations have. Make notes of what you learn.



AIMS:

Key Learning Points

LESSON:

11 Communication

― Conceptualising the coach’s communication plan. What to say before, during and after movement.



Action Points

Quiz Questions

1. What are the three stages of communication?

2. Complete the sentence “attentional focus is ………..”



AIMS:

Key Learning Points

LESSON:

12Communication 2 – Opening The Attentional Window

― To describe how to best ensure you grab your client’s attention when coaching.



Quiz Questions

Tasks

1. What single cue / word are we most primed for?

3. True of false, the longer information is in the short-term memory the more chance it will go into long term memory?

2. How can we check a client understands what we have asked of them?

1. Write down the names of all of your clients. In the column next to their name write down any pertinent information you know about them including likes, dislikes, family, friends, hobbies, past experiences etc. This information can be used in coming sessions to help make information relatable whilst opening the “attentional window”.



AIMS:

Key Learning Points

LESSON:

13 Instruction

― Introduce and explore the purpose and application of instruction.



Action Points

Quiz Questions

1. What is the goal of instruction within the non-linear model of pedagogy?

3. Why can too many instructions hinder your client’s movement?

2. How many pre-task instructions should we use at once?



AIMS:

Key Learning Points

LESSON:

14 Modelling

― Outline the role of visual instruction within the coaching process.



Action Points

Quiz Questions

Action Points

1. How may a coach implement a novice coaching model of an exercise?

2. What is the benefit of using both an expert and novice when modelling?



AIMS:

Key Learning Points

LESSON:

15 Cueing 1

― Provide a short introduction to Cueing.



Action Points

Quiz Questions

1. Complete the sentence and paraphrase into your own words “verbal instruction can be considered as …….”

2. What is the purpose of a cue?



AIMS:

Key Learning Points

LESSON:

16 Cueing 2 – Internal v External Cues 1

― Understand the difference between internal and external cues



Action Points

Quiz Questions

1. Finish the sentence.” Internal cues focus on .............”

3. “Drive the knees out” is an example of what type of cue?

2. What do external cues make reference to ?



AIMS:

Key Learning Points

LESSON:

17Cueing 3 – Internal v External Cues 2– The Science

― Explore the latest science as it pertains to the impact of internal and external cues on a range of exercises and tasks.



Quiz Questions

Tasks

1. True or false, external cues have been shown to be superior to internal cues across a range of activities?

3. Why may an external cue be more beneficial when looking to maximise power?

2. Why is it hypothesised that external cues are superior?

1. Using your table from lesson 9 try and come up with 1-3 external cues that encapsulate the technical norm you are hoping to achieve. For example, if your technical norm is “initiate the squat with hip flexion” your external cue will become “sit back towards the wall”.



AIMS:

Key Learning Points

LESSON:

18 Cueing 4 – Is Internal Cueing Bad?

― A look into the science and potential application of internal cues.



Quiz Questions

Action Points

1. Is it possible to increase the activation of a targeted muscle with an internal cue?

3. Which tools can trainers use when wanting to reference the body without using an internal cue? (for skill development)

2. True or false, advanced lifters are better able to recruit specific muscles with an internal focus?



AIMS:

Key Learning Points

LESSON:

19 Cueing 5 – The Impact of Distance

― Identify the importance of distance when applying external cues.



Quiz Questions

Tasks

1. True or false – novices will do best with far external cues when performing a deadlift?

3. Why may using a near external cue help when first learning a goblet squat?

2. True or False, the distance of the cue has no impact on advanced clients when they perform jumps?

1. You should now have a table of technical norms and external coaching cues. Your goal is to now dig a little deeper and separate your cues into both near and far external cues. This will not be possible for all cues but take time to explore different options and see what you can come up with.



AIMS:

Key Learning Points

LESSON:

20 Cueing 6 – Designing External Cues

― A look at the anatomy of a cue to help learners analyse and design coaching cues.



Quiz Questions

Tasks

1. True or false – novices will do best with far external cues when deadlift?

3. Why may using a near external cue help when first learning a goblet squat?

2. True or False, the distance of the cue has no impact on advanced clients when they perform jumps?

1. You should now have a table of technical norms and external coaching cues. Your goal is to now dig a little deeper and separate your cues into both near and far external cues. This will not be possible for all cues but take time to explore different options and see what you can come up with.



AIMS:

Key Learning Points

LESSON:

21 Cueing 7 – Analogies - The Super External Cue

― A look the super external cues - analogies.



Quiz Questions

Action Points

1. Analogies are a form of which type of learning?

2. Complete the sentence “An analogy leverages the learner’s (………………………………), to help them understand a new topic.”

3. Write an example of an analogy?



AIMS:

Key Learning Points

LESSON:

22 Cueing 8 – Cueing Frequency

― A look into the science and potential application of cueing frequency.



Quiz Questions

Tasks

1. How often should we look to cue our clients?

2. What is one of the potential issues with over-coaching?

1. Using your cue table try and come up with 1-3 analogies for your technical norms. For example “sit back towards the wall” might become “ sit back like you were going to the toilet”.



AIMS:

Key Learning Points

LESSON:

23 Feedback

― An introduction into feedback and the methods we could utilise with clients.



Quiz Questions

Action Points

1. Feedback that our client takes from the task itself is known as:

2. What is feedback given when error reaches the correct limit or is “outside the given bandwidth” known as?

3. Which type of feedback is most appropriate to novice clients?



Tasks

1. With the course now complete we want you to once again video yourself in session with a client. This can be used not only to chart progress but identify future areas for improvement. We recommend this practice is implemented at least once per quarter in order to help guide your coaching development.

2. Now compare the two. What do you notice in video one having complete the course. What type of cues do you predominantly use, internal or external? How often do you cue? Do you produce “radio talk”? What 1-3 key areas of development have you identified in which to actively improve between now and your next review?



Notes



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Key Learning / Action Date for Completion

Action Plan

Congratulations on completing the course. The key with any education is how you intend to use what you’ve learnt. Take the time to consider the knowledge you have gained during this course and how you are going to implement it or change what you currently do. Use the space below to summarise or to plan and set goals for the implementation or follow up phase.

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