Modelling coaching practice: the role of instruction and demonstration

Journal of Sports Sciences, 2002, 20, 793± 811

NICOLA J. HODGES1 and IAN M. FRANKS2*

1Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 15± 21 Webster Street,
Liverpool L3 2ET, UK and 2School of Human Kinetics, University of British Columbia, 210 War Memorial Gym,
6081 University Boulevard, British Columbia V6T 1Z1, Canada

Accepted 16 February 2002

In this paper, we review the empirical literature pertaining to the effectiveness of instructions and movement demonstrations. Initially, we examine existing theories and approaches that try to explain the process of skill acquisition so as to determine implications of these theories for instructional provision. This is followed by an evaluation of studies in the motor learning literature in which pre-practice information has been manipulated.Explicit learning strategies are contrasted to implicit and discovery learning methods, and current explanations for instructional effects are discussed in terms of such mechanisms as effects-related attentional focus and movement variability. In the ® nal sections, we review data from our own laboratory where pre-practice information has been manipulated during the learning of a novel bimanual coordination task. From these studies, proposals are made to try and explain how pre-practice information works to effect the process of skill acquisition, including the selection and execution of a response and the processing of associated feedback.An important role is given to the existing skills of the learner in understanding the instructions and performing the desired movement. Finally, we suggest some practical implications of this empirical evidence for the teaching of motor skills.