Decision Training: An Innovative Approach to Coaching

FEBRUARY 2003 FEATURE

Decision Training: An Innovative Approach To Coaching

By Dr. Joan N. Vickers

What Are The Roots Of Decision Training?

Decision Training (DT) is a new, research-based approach to coaching that increases the opportunities your athletes have to make decisions in training similar to those encountered in competition. DT takes its impetus from changes in research emanating from cognition and motor learning. From the early 1990s, a number of researchers began to report a paradoxical reversal that occurred when certain types of practice and feedback conditions were used (Christina & Bjork, 1991; Farr, 1987; Lee, Swinnen & Serrien, 1994; Schmidt, 1991; Vickers, 1994). Figure 1 presents an overview of these findings and compares the effects of using primarily behavioural methods and those reflective of the newer literatures. Within these studies, behavioural methods included blocked practice where the same skills were practised over and over in order to create automaticity, high levels of direct feedback, and instruction delivered and drilled through the use of simple to complex progressions. In contrast, the newer methods included the use of variable and random practice, delayed and reduced feedback, and the use of top-down, tactically oriented instruction.

Figure 1. An overview of research findings from cognition and motor learning showing a reversal in long-term performance when behavioural (BT) and decision training (DT) methods are used in training motor skills.

Figure 1 shows that when behavioural methods are used, gains in performance do occur in the short term; however, these do not transfer later on to the competitive setting as well as the newer methods, which collectively we call DT. Behavioural training does work in the short term, and this is one of the reasons these methods are attractive to coaches and athletes - the immediate experience within the practice environment is that of success. But Figure 1 shows that when athletes are trained exclusively with these methods, they are unable to maintain or improve their performance in the long term, especially under conditions of competition and stress. In contrast, when using the newer DT methods of random and/or variable practice, delayed and/or reduced feedback, and whole instruction, a reversal occurs. Progress may be slower at first, but in the long term, athletes achieve a higher level of performance. As Schmidt and Lee (1999, p. 274) state, it is important for coaches to know that "a practice variable can have opposite effects on temporary performance levels versus the relatively permanent levels that must be assessed." In other words, what you see in practice is not necessarily what you get later on. A deeper understanding of how athletes optimally acquire skills is necessary to avoid the reversal in performance that occurs when too much behavioural training is used.

How Did DT Evolve?

In the early 1990s, experienced coaches at the NCIC were introduced to the DT techniques. To date, over 150 high-level coaches have been involved, either NCI students or their master coaches. DT is also an integral part of the training of coaches at the NCIs in Vancouver, Victoria, and Montreal. Through a process of praxis, where researchers, coaches, and sport leaders work together, DT has evolved to include the necessary research foundations, but also the insights needed to apply these new methods in the field. At the same time, a number of studies, theses, and developmental projects were carried out that support the overall thesis of the methods used (Chambers, 2001; Morey Sorrentino & Vickers, 1998, in press; Ota & Vickers, 1999; Reeves, 1999; Vickers, 1990; Vickers, Livingston, Umeris, Holden, 1999; Vickers & Bales et al., 1996 a, b, c; Vickers, 1999; Vickers, 2000; Vickers, 2001).

At the heart of DT is an extensive research base that, when applied to coaching, leads to a change in the coach's behaviour. This, in turn, creates practice environments where athletes learn to make decisions under conditions very like those experienced in competition. Instead of leaving the training of critical decision-making skills to the unpredictable events of competition, DT moves this aspect of athlete preparation overtly into the daily practice setting. When coaches, athletes, and sport leaders adopt DT, positive gains appear to occur not only in athletic performance, but also in the training environment itself. Collectively, DT brings the athlete into the training process through changes in how practices are run, and this process creates a more dynamic and effective coaching environment. The underlying assumption is that effective decisions can be trained within the practice environment in much the same way as technical and tactical skilled are developed.

How Is DT Taught?

The content of DT (Vickers, 2000; Vickers, in press) is taught during a one-week 40-hour micro-coaching course. The first two days are spent covering the research underlying DT in a workshop setting, followed by micro-coaching sessions where each coach assumes three roles: as the coach (on one occasion), as an athlete (on two occasions), and as an observer/adviser of peer coaches (on two occasions). By experiencing these three critical roles, coaches are provided with the opportunity to 1) learn to implement DT as a coach, 2) experience the reception of DT as an athlete, and 3) interact with peer coaches as an observer and adviser providing feedback and guidance.

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le Journal en français

FEBRUARY 2003
Vol. 3, No. 3
Front Page
CONTENTS

Decision Training: An Innovative Approach To Coaching

What Are The Roots Of Decision Training?

Does DT Create A Different Coaching Environment?

Do Coaches Use DT?

Bibliography