1 00:00:00,000 --> 00:00:03,300 Want to share a story? Well, it's more than a story. 2 00:00:03,800 --> 00:00:07,700 It's a study that seems hard to believe, but it's going to open 3 00:00:07,700 --> 00:00:10,000 up some possibilities. You probably haven't thought 4 00:00:10,000 --> 00:00:16,500 about after every 10 trials, one group of beginners was given the 5 00:00:16,500 --> 00:00:21,100 option of choosing between cutting with an orange, yellow, 6 00:00:21,100 --> 00:00:24,400 or white ball. And so someone can't the 7 00:00:24,400 --> 00:00:26,600 experimenter came to them after every 10 trials. 8 00:00:26,600 --> 00:00:29,400 And say, what would you like to use on the next 10 and they pick 9 00:00:29,400 --> 00:00:31,700 the color? With another group of 10 00:00:31,800 --> 00:00:36,200 participants was yoked or or match to their counterpart in 11 00:00:36,200 --> 00:00:39,000 the other group. So if their counterpart had 12 00:00:39,000 --> 00:00:43,100 chosen, the yellow balls for that tend to set of Trials, then 13 00:00:43,100 --> 00:00:47,300 the yoked performer, who didn't have a choice was simply given 14 00:00:47,300 --> 00:00:49,900 the yellow balls to work with for those 10 trials. 15 00:00:50,300 --> 00:00:54,000 And some people stayed with their colors throughout, they 16 00:00:54,000 --> 00:01:00,200 had six opportunities to choose which set of which color Also, 17 00:01:00,200 --> 00:01:05,800 they wanted every 10 trials and other people mixed it up. 18 00:01:06,000 --> 00:01:09,300 So there was no Rhyme or Reason to the choices per se but the 19 00:01:09,300 --> 00:01:14,400 opportunity for Choice six times versus no times seem to be 20 00:01:15,000 --> 00:01:18,000 important because the group that had the choice of balls. 21 00:01:18,200 --> 00:01:22,400 And actually there is no known connection between the color of 22 00:01:22,400 --> 00:01:26,800 the ball and how well people cut some golf company's might might 23 00:01:26,800 --> 00:01:30,600 want to create that impression. That color makes a Prince, but 24 00:01:30,600 --> 00:01:32,600 certainly not in cutting where you don't have something 25 00:01:32,600 --> 00:01:35,800 happening very quickly in any event. 26 00:01:36,400 --> 00:01:39,000 There was no relationship in our study either between the color 27 00:01:39,000 --> 00:01:42,100 that was chosen and success of the putt. 28 00:01:42,700 --> 00:01:47,300 But what we found is that the group that have the choices, no 29 00:01:47,300 --> 00:01:50,800 matter what, they chose did better when they came back for 30 00:01:50,800 --> 00:01:54,300 their retention test. So they have higher accuracy 31 00:01:54,300 --> 00:01:57,300 scores when they came back. The next day. 32 00:01:58,300 --> 00:02:01,600 This is just one aspect. Does motivational learning. 33 00:02:01,800 --> 00:02:04,700 And today, we're going to be talking about two things. 34 00:02:05,000 --> 00:02:08,500 Number one, the role of positivity and confidence for 35 00:02:08,500 --> 00:02:11,300 Effective learning. And number two, the need to be 36 00:02:11,300 --> 00:02:14,600 autonomous or have some choice in the learning process. 37 00:02:17,200 --> 00:02:20,900 Welcome to the gulf science lab, a place for you to learn what's 38 00:02:20,900 --> 00:02:24,000 truly going on in the world of golf research so that you can 39 00:02:24,000 --> 00:02:27,200 take these insights and improve your game. 40 00:02:28,300 --> 00:02:30,800 I'm excited to have. You here is some of the research 41 00:02:30,800 --> 00:02:32,100 and techniques that were going to talk about today. 42 00:02:32,100 --> 00:02:35,900 Have truly, really surprised me and I'm excited to dive into 43 00:02:35,900 --> 00:02:39,600 this seventh episode in our first season on motor learning. 44 00:02:40,100 --> 00:02:43,500 If you haven't heard, we're hosting the first ever virtual 45 00:02:43,500 --> 00:02:46,100 Summit on motor learning and golf. 46 00:02:46,200 --> 00:02:48,500 I'm Really excited about if you want to learn as much as 47 00:02:48,500 --> 00:02:51,000 possible about the topic of learning practice and 48 00:02:51,000 --> 00:02:52,400 performance. You want to check this out. 49 00:02:52,400 --> 00:02:54,600 We're going to have a presentation from some of the 50 00:02:54,600 --> 00:02:56,600 best in the business. Everyone from dr. 51 00:02:56,600 --> 00:03:00,000 Tim Lee Trent Werner. Dr. Brett McCabe of the mine 52 00:03:00,000 --> 00:03:02,400 side. Adam Young Matthew Cooke and 53 00:03:02,400 --> 00:03:06,800 many more go over to motor. Learning lab.com. 54 00:03:07,100 --> 00:03:11,200 That's motor learning lab.com. Check it out quickly as the 55 00:03:11,200 --> 00:03:15,200 early bird, tickets are only available until November 1st. 56 00:03:15,200 --> 00:03:17,200 That is November 1st. It's coming up quickly. 57 00:03:17,200 --> 00:03:20,200 So head over there and check those out. 58 00:03:20,200 --> 00:03:23,100 Now. We're going to dive into two 59 00:03:23,100 --> 00:03:26,600 concepts today. Anything you can do as an 60 00:03:26,600 --> 00:03:31,900 instructor to make people feel more confident or increase. 61 00:03:31,900 --> 00:03:36,900 Their self-efficacy is beneficial for performance and 62 00:03:36,900 --> 00:03:41,200 for golfers can relate to that. If you're not confident, you're 63 00:03:41,200 --> 00:03:44,500 not going to hit the ball. Well, and some many Studies have 64 00:03:44,500 --> 00:03:48,000 shown that confidence or self. Because it's really critical for 65 00:03:48,000 --> 00:03:52,300 Optimal Performance and learning the other motivational variable. 66 00:03:52,300 --> 00:03:58,100 That is also very powerful is learner, autonomy. 67 00:03:58,300 --> 00:04:04,000 So, practice conditions, that involve choices or just a choice 68 00:04:05,000 --> 00:04:09,500 and that support people's need for autonomy, a really 69 00:04:09,800 --> 00:04:13,100 beneficial. In the intro, we talked a little 70 00:04:13,100 --> 00:04:15,500 bit about autonomy in the positive impacts. 71 00:04:15,500 --> 00:04:18,000 The choices can have on learning in the voice. 72 00:04:18,000 --> 00:04:21,800 You heard was dr. Rebecca lewthwaite, Rebecca Lee 73 00:04:21,800 --> 00:04:25,500 played and I'm a researcher in the area of the effects of 74 00:04:25,500 --> 00:04:31,700 motivation on motor learning which has implications for 75 00:04:32,600 --> 00:04:38,600 athletes coaches as well as physical therapists and 76 00:04:38,600 --> 00:04:41,900 patients. Because when we pair, Nation 77 00:04:41,900 --> 00:04:44,900 with the need or opportunity to learn. 78 00:04:45,200 --> 00:04:48,500 The learning is better. And our other guest for today is 79 00:04:48,500 --> 00:04:50,100 dr. Gabrielle wolf. 80 00:04:50,400 --> 00:04:54,400 My name is Gabrielle wolf. I'm a professor of kinesiology 81 00:04:54,400 --> 00:04:56,900 at the University of Nevada, Las Vegas. 82 00:04:57,200 --> 00:05:01,000 And I study motor learning. I want to dive into this concept 83 00:05:01,000 --> 00:05:04,700 of autonomy, and choice, has a bit deeper the general premise 84 00:05:04,700 --> 00:05:07,000 being. If you give the learner Choice, 85 00:05:07,300 --> 00:05:10,900 their attention of that task is longer in layman's terms. 86 00:05:11,400 --> 00:05:14,900 You know, you'll remember how to hit that flap shot better next 87 00:05:14,900 --> 00:05:18,200 week. And not just today, the choices 88 00:05:18,200 --> 00:05:22,000 you give the learner don't even have to be related to the task. 89 00:05:22,200 --> 00:05:27,800 So you can give them an unrelated Choice such as which 90 00:05:27,800 --> 00:05:30,300 picture. Should we hang in our lab? 91 00:05:31,600 --> 00:05:35,300 And they will learn better. So it sounds kind of crazy but 92 00:05:35,400 --> 00:05:39,200 evilly, unrelated choices. You give people support their 93 00:05:39,200 --> 00:05:42,400 need for autonomy and Enhance their learning. 94 00:05:42,900 --> 00:05:46,600 And that's what we heard in the intro story about the color of 95 00:05:46,600 --> 00:05:49,000 golf balls. This Simple Choice. 96 00:05:49,000 --> 00:05:52,600 Improve the effectiveness of learning people like having 97 00:05:52,600 --> 00:05:56,000 choices. And so, there's also an 98 00:05:56,000 --> 00:06:00,900 affective component here that helps people learn positive 99 00:06:00,900 --> 00:06:06,900 effect, turns out to be very important for learning tends to 100 00:06:07,400 --> 00:06:11,100 release dopamine, which is critical for learning. 101 00:06:11,600 --> 00:06:16,700 So I think it's two things that play a role here, one being 102 00:06:16,900 --> 00:06:20,300 self-efficacy or confidence, being enhanced and the other 103 00:06:20,300 --> 00:06:25,100 being the positive affect, the positive emotions that are 104 00:06:25,100 --> 00:06:28,000 associated with having a choice. So practically. 105 00:06:28,300 --> 00:06:30,500 What should you change in your everyday actions? 106 00:06:30,500 --> 00:06:35,300 Because of this simple Insight? First of all, whenever I teach 107 00:06:35,300 --> 00:06:40,200 or ask somebody who's a learner, they're trying something. 108 00:06:40,400 --> 00:06:46,200 I always By asking not telling. So I find some some small thing. 109 00:06:46,400 --> 00:06:49,900 And this is part of what this describes to me is that it 110 00:06:49,900 --> 00:06:53,700 doesn't have to be something major that you ask someone 111 00:06:53,700 --> 00:06:55,700 about. Although people have asked, I 112 00:06:55,700 --> 00:06:59,700 think pretty significant things given choices about very 113 00:06:59,700 --> 00:07:03,700 significant things and surprisingly, sometimes even 114 00:07:03,700 --> 00:07:06,200 things that you think are counterintuitive to learning, 115 00:07:06,300 --> 00:07:09,400 for example, fewer practice trials, rather than more. 116 00:07:10,200 --> 00:07:12,100 People who got to choose and choose fewer. 117 00:07:12,100 --> 00:07:16,400 Actually better than people who were, who had more practice 118 00:07:16,400 --> 00:07:21,000 trials, but no choice, for example, so small things matter, 119 00:07:21,600 --> 00:07:25,300 and doesn't always have to be about the specific task. 120 00:07:25,300 --> 00:07:27,700 You're looking at, but think of it, as a little bit bigger 121 00:07:27,700 --> 00:07:30,600 picture you walk in. You're working with somebody, 122 00:07:30,900 --> 00:07:35,600 you think about how can I provide a little support for 123 00:07:35,600 --> 00:07:37,900 this person's autonomy, so I might ask him. 124 00:07:38,700 --> 00:07:41,400 What kind of thing do you think? Best in practice for you 125 00:07:41,400 --> 00:07:47,700 yesterday, or I might say to somebody who's trying to regain 126 00:07:47,700 --> 00:07:52,100 Mobility after a stroke. So which feels better to you to 127 00:07:52,100 --> 00:07:55,300 move with your right leg first, or your left leg when you're 128 00:07:55,300 --> 00:07:59,700 going up the stairs? So I just engage them and 129 00:07:59,700 --> 00:08:02,500 saying, you know, you're definitely collaborative. 130 00:08:02,500 --> 00:08:04,900 Partner in this story. I'm not going to impose 131 00:08:04,900 --> 00:08:08,800 anything, but you have insights. You're the only one with some of 132 00:08:08,800 --> 00:08:11,000 these insights that. That can offer them. 133 00:08:11,700 --> 00:08:14,600 So, when we, what are you thinking about it? 134 00:08:15,000 --> 00:08:18,800 Okay, let's try that. So I'll so you'll hear the 135 00:08:18,800 --> 00:08:23,400 language of autonomy. Support is not about, I want you 136 00:08:23,400 --> 00:08:26,300 to do something. It's about, let's do this thing 137 00:08:26,300 --> 00:08:30,200 together. So it's we not die and there. 138 00:08:30,200 --> 00:08:34,400 No must should have twos in the in the conversation. 139 00:08:34,799 --> 00:08:37,400 It's more about presenting things that you think will be 140 00:08:37,400 --> 00:08:41,500 beneficial but having legal. In terms of which way to go with 141 00:08:41,500 --> 00:08:43,900 them. The language of autonomy, 142 00:08:43,900 --> 00:08:47,600 support is about, let's do this together and I think that phrase 143 00:08:47,600 --> 00:08:50,100 really sums it up. That's really what the teacher 144 00:08:50,100 --> 00:08:53,500 and Coach is someone there to work with the student in their 145 00:08:53,500 --> 00:08:56,200 growth and progression. Not trying to force them into 146 00:08:56,200 --> 00:08:59,800 any certain way, but supporting this concept really makes sense. 147 00:08:59,800 --> 00:09:02,500 And if you're a teacher coach, you've probably seen this play 148 00:09:02,500 --> 00:09:06,100 out along with this next aspect of motivational learning. 149 00:09:06,100 --> 00:09:10,200 We're going to talk about. We used to think that It was 150 00:09:10,200 --> 00:09:13,800 sort of a temporary influence on performance. 151 00:09:13,800 --> 00:09:19,200 So if you had some positive and sometimes people even thought 152 00:09:19,200 --> 00:09:23,400 about negative motivation to do something that this sort of 153 00:09:24,000 --> 00:09:27,200 energized, you two to perform better. 154 00:09:27,700 --> 00:09:32,000 But now we think that actually pairing up positive, 155 00:09:32,000 --> 00:09:36,800 motivational factors with Early Learning, enhances the learning. 156 00:09:36,800 --> 00:09:41,600 So when we see two groups of people and one, Group, simply, 157 00:09:41,600 --> 00:09:47,000 for example, gets information about their score on a given 158 00:09:47,000 --> 00:09:51,200 trial of a motor task and the other group gets not only their 159 00:09:51,200 --> 00:09:54,800 score on that trial. But some sense that they're 160 00:09:55,000 --> 00:09:59,300 doing well relative others or relative to their own 161 00:09:59,300 --> 00:10:02,300 Improvement. When they get the add additional 162 00:10:03,300 --> 00:10:09,700 sense of success, they do better than simply getting a score. 163 00:10:09,800 --> 00:10:14,400 Or so, it's sort of a sense that hey, I'm, I'm not bad at this. 164 00:10:14,400 --> 00:10:20,400 I can do this and that seems to potentiate their learning. 165 00:10:21,100 --> 00:10:23,700 And when we come back a day later, they have actually 166 00:10:24,000 --> 00:10:28,900 retained more of what they learn the first day or if you transfer 167 00:10:28,900 --> 00:10:32,200 to another somewhat related tasks. 168 00:10:32,200 --> 00:10:35,000 They also do better at that than people who didn't get that F 169 00:10:35,100 --> 00:10:37,500 additional boost of the sense of success. 170 00:10:37,800 --> 00:10:41,700 I love this positive. Create Better Learning is 171 00:10:41,700 --> 00:10:44,800 something you might have gaster. Even things a little too obvious 172 00:10:44,800 --> 00:10:46,400 or childish. Whatever it is. 173 00:10:47,000 --> 00:10:49,300 You should change that thought because we're talking about 174 00:10:49,300 --> 00:10:52,200 better results and we're talking about Improvement that is 175 00:10:52,300 --> 00:10:54,500 retained. Yes, that's it. 176 00:10:54,500 --> 00:10:57,100 Sort of finding finding the positive. 177 00:10:57,100 --> 00:11:01,200 Looking at the glass is half full and sometimes. 178 00:11:01,200 --> 00:11:02,900 You need a coach to help you with that. 179 00:11:03,200 --> 00:11:06,900 Sometimes people can do it themselves depending on the 180 00:11:06,900 --> 00:11:10,900 skill, involve a task involved, but But yes, finding the 181 00:11:10,900 --> 00:11:14,900 positive, for example, they've been a few studies that looked 182 00:11:14,900 --> 00:11:19,500 at how people define success. There was a study of its 183 00:11:20,100 --> 00:11:25,200 impressed but not yet published by Palmer and colleagues. 184 00:11:25,200 --> 00:11:31,200 And what they did is it was a golf putting task for novices 185 00:11:31,600 --> 00:11:38,700 and they had to Target circles on the mat the gulf cutting mat 186 00:11:38,800 --> 00:11:43,700 and the Actual Target like golf hole like Target in the middle 187 00:11:43,700 --> 00:11:46,800 of those, two concentric circles and one group. 188 00:11:46,800 --> 00:11:51,200 They told them that you should consider hit a good putt. 189 00:11:51,300 --> 00:11:57,500 If you get the ball within the smaller circle around the 190 00:11:57,500 --> 00:12:00,200 Target, and the other group, they told you should consider it 191 00:12:00,200 --> 00:12:03,000 a success. If you get your ball within this 192 00:12:03,000 --> 00:12:05,900 larger Circle. So blue and red circles, the 193 00:12:05,900 --> 00:12:08,900 large Circle Group, interestingly enough. 194 00:12:09,800 --> 00:12:14,300 Did better. Learn the task better than the 195 00:12:14,300 --> 00:12:16,800 group that had the smaller Target even though both were 196 00:12:16,800 --> 00:12:19,400 actually putting to the same Target hole. 197 00:12:20,300 --> 00:12:25,800 So, in a way, how you define success means people derive a 198 00:12:25,800 --> 00:12:30,900 sense of success and this has implications for how you'll 199 00:12:30,900 --> 00:12:33,800 learn. So if you it's important that 200 00:12:33,800 --> 00:12:38,700 you interpret, the behavior, the action, this the performance, so 201 00:12:38,700 --> 00:12:43,200 that the state can be Spinner in a positive light and you know, I 202 00:12:43,200 --> 00:12:50,200 think this has implications for coaches and teachers if they get 203 00:12:50,200 --> 00:12:57,400 to hypercritical too fast, then there is this dampening of the 204 00:12:57,400 --> 00:13:03,800 learning effect. So it pays to accentuate the 205 00:13:03,800 --> 00:13:07,700 positive and also to invite which is connect connect to the 206 00:13:07,700 --> 00:13:10,800 next topic is there. Really several ways. 207 00:13:10,800 --> 00:13:14,800 You can go about creating this this positive motivational 208 00:13:14,800 --> 00:13:18,700 opportunity and one is to enhance the sense. 209 00:13:18,700 --> 00:13:20,800 That one's been successful as you go forward. 210 00:13:20,800 --> 00:13:24,700 And the other is to provide people with opportunities to 211 00:13:24,700 --> 00:13:27,900 choose or to have autonomy in their actions. 212 00:13:27,900 --> 00:13:33,100 So, one way you could pair these things is tell people early on, 213 00:13:33,100 --> 00:13:38,600 it's quite good. If you can hit this target or be 214 00:13:38,600 --> 00:13:42,900 close to it in this Way, provide them with positive feedback, 215 00:13:42,900 --> 00:13:45,600 you, you know, for that earlier trial. 216 00:13:45,600 --> 00:13:50,000 It was excellent, you know, and then the next thing you say, let 217 00:13:50,000 --> 00:13:53,200 me know when you'd like to get some more specific feedback. 218 00:13:53,200 --> 00:13:57,100 So it's an invitation to have to take a little charge of when you 219 00:13:57,900 --> 00:14:02,100 get further detail or when you dive into it, deeply more 220 00:14:02,100 --> 00:14:05,200 deeply. It's all about perception in, 221 00:14:05,200 --> 00:14:08,700 how you perceive success of coincident, timing. 222 00:14:09,000 --> 00:14:10,600 For people at the Press a button. 223 00:14:10,600 --> 00:14:15,100 When the LED light came, which was speeding down, a Runway came 224 00:14:15,100 --> 00:14:22,300 to the Target area and people who had a larger Zone to 225 00:14:22,300 --> 00:14:25,400 consider it successful. So it's 30 milliseconds instead 226 00:14:25,400 --> 00:14:29,500 of 4 Ms. Did better at the task and learned it better. 227 00:14:29,500 --> 00:14:32,600 So the next day when they came back, they were better able to 228 00:14:33,100 --> 00:14:37,300 perform the task, then they had a very small zone of four 229 00:14:37,300 --> 00:14:42,200 milliseconds and one. One thing that became apparent, 230 00:14:42,200 --> 00:14:48,000 was that the group that had the four milliseconds own, they 231 00:14:48,100 --> 00:14:53,300 ended up having only I think six percent of the trials that were 232 00:14:53,300 --> 00:14:55,700 in that zone. So they came away from that 233 00:14:55,700 --> 00:14:59,000 experience thinking I'm not hitting the target very often. 234 00:14:59,600 --> 00:15:04,000 Whereas the other group with the larger Zone ended up within that 235 00:15:04,000 --> 00:15:06,100 zone about 58 percent of the time. 236 00:15:06,600 --> 00:15:08,900 So they had a much more significant. 237 00:15:09,700 --> 00:15:14,600 History of feeling successful on the task. 238 00:15:15,000 --> 00:15:19,500 So those a lie to them aware of where this issue of the 239 00:15:19,500 --> 00:15:25,200 definition of success has been examined directly like this, but 240 00:15:26,200 --> 00:15:32,000 the implications of it are that we need to consider that. 241 00:15:32,000 --> 00:15:35,600 It's important that people experience early success as they 242 00:15:35,600 --> 00:15:39,600 learn, this is not sort of an experiential issue. 243 00:15:39,800 --> 00:15:45,800 It might be something whereby the the organization of the 244 00:15:45,800 --> 00:15:51,100 nervous, system provides some enhancement to learning when you 245 00:15:51,100 --> 00:15:54,800 have pairing it with something that creates a positive 246 00:15:54,800 --> 00:15:58,900 motivational kind of experience. So it's really look for the 247 00:15:58,900 --> 00:16:01,200 positive. Find something positive. 248 00:16:01,200 --> 00:16:07,200 Don't start, sort of deploying the standards of an expert when 249 00:16:07,200 --> 00:16:09,600 someone is in the stage of learning. 250 00:16:11,200 --> 00:16:14,600 So if you're trying to break 90, don't be comparing yourself to a 251 00:16:14,600 --> 00:16:18,200 PGA Tour player stats, you're not going to be confident and 252 00:16:18,200 --> 00:16:21,400 it's negatively going to impact your learning and performance. 253 00:16:21,900 --> 00:16:24,100 But you know, one fact that I found crazy. 254 00:16:24,500 --> 00:16:28,200 So what if we compared the - the neutral and the positive 255 00:16:28,200 --> 00:16:31,200 response and this honestly is a little scary if you think about 256 00:16:31,300 --> 00:16:33,900 in most cultures to hide the emotions and believe that being 257 00:16:33,900 --> 00:16:38,600 overly, positive is bad somehow. We have done an several 258 00:16:38,600 --> 00:16:41,600 experiments where we first started out, saying. 259 00:16:41,600 --> 00:16:46,900 Well, we don't really know. Is it that - is a detriment to 260 00:16:46,900 --> 00:16:51,800 Performance or that positive is a benefit for what. 261 00:16:51,800 --> 00:16:55,200 So, when we have three groups group that receives say negative 262 00:16:55,200 --> 00:16:59,400 feedback or no feedback or positive feedback. 263 00:16:59,400 --> 00:17:01,900 So, we have a control group and a negative positive. 264 00:17:02,000 --> 00:17:06,700 What what typically happens is that the negative feedback group 265 00:17:06,700 --> 00:17:10,400 for example, people who might believe that they're doing worse 266 00:17:10,400 --> 00:17:14,900 than their peers and the group that gets no additional 267 00:17:14,900 --> 00:17:18,700 information, but their own performance information, those 268 00:17:18,700 --> 00:17:23,400 groups, typically look like each other whereas the group that 269 00:17:23,400 --> 00:17:30,100 receives a sense of success or progress or competence that 270 00:17:30,100 --> 00:17:34,600 group tends to look different than those other two, so we're 271 00:17:34,600 --> 00:17:37,700 not the first to think maybe it is positive and Not what happens 272 00:17:37,700 --> 00:17:40,400 on the negative side, that's really affecting it, but I think 273 00:17:40,400 --> 00:17:46,200 that the jury's still out on that so I wouldn't give - unless 274 00:17:46,200 --> 00:17:49,700 it was asked for. So if someone said to me, okay, 275 00:17:49,700 --> 00:17:52,400 I know I'm doing generally well, but I really want to know. 276 00:17:52,400 --> 00:17:54,900 What could I change to, you know, make a difference. 277 00:17:55,000 --> 00:17:58,200 I would be, I would observe what I could about. 278 00:17:58,200 --> 00:18:00,700 What I thought would be helpful to them. 279 00:18:00,900 --> 00:18:03,700 It wouldn't be negative in the sense of punitive, or in the 280 00:18:03,700 --> 00:18:07,000 sense of an angry tone or anything that I would. 281 00:18:07,100 --> 00:18:11,100 The way, but I would just simply say, well, I think maybe if you 282 00:18:11,300 --> 00:18:14,600 think about, you know, extending your arms a bit more, I would 283 00:18:14,600 --> 00:18:18,200 actually do it in a external attentional, Focus way, think 284 00:18:18,200 --> 00:18:22,500 about, you know, pointing The Club at the target for the end 285 00:18:22,500 --> 00:18:26,600 of the Swing. Then that would be, you know, 286 00:18:26,600 --> 00:18:29,800 information about how to do that task better, but it would be 287 00:18:29,800 --> 00:18:32,700 done in a way where they asked for it. 288 00:18:33,100 --> 00:18:36,900 They were ready for it and you simply gave them away to become. 289 00:18:37,100 --> 00:18:40,200 More competent. So, that's kind of some Studies 290 00:18:40,200 --> 00:18:44,300 have shown that the - doesn't appear to detract so much as the 291 00:18:44,300 --> 00:18:48,400 positive appears to enhance. So, let's make a change. 292 00:18:49,200 --> 00:18:52,700 Well, I think one thing, I've become much more conscious of 293 00:18:52,700 --> 00:18:58,300 not having a sort of neutral tone two things to definitely 294 00:18:58,700 --> 00:19:01,600 try to celebrate. When someone has small victories 295 00:19:02,600 --> 00:19:05,100 to point out to them what they did that they didn't even know 296 00:19:05,100 --> 00:19:09,100 they did. Well, Highlight the things 297 00:19:09,100 --> 00:19:13,100 people do well to enhance their confidence. 298 00:19:14,500 --> 00:19:18,100 And also give them autonomy and induce an external Focus. 299 00:19:18,900 --> 00:19:23,400 That last Point external Focus. Well, you'll just have to tune 300 00:19:23,400 --> 00:19:26,100 in next week to learn more about that. 301 00:19:26,700 --> 00:19:30,200 Thank you so much the dr. Wolf and doctor this way for 302 00:19:30,200 --> 00:19:32,200 sharing with us. Make sure to check out the 303 00:19:32,200 --> 00:19:35,300 upcoming motor learning Summit AT motor learning. 304 00:19:35,300 --> 00:19:38,700 Lab.com. This episode is hosted in 305 00:19:38,700 --> 00:19:42,000 written by me 40 Walker. You can follow me on Twitter at 306 00:19:42,000 --> 00:19:44,100 Cordy Walker. Make sure to find us on. 307 00:19:44,200 --> 00:19:47,400 On iTunes or Stitcher And subscribe to the podcast. 308 00:19:47,400 --> 00:19:49,900 This was edited mixed and produced by just hit publish 309 00:19:49,900 --> 00:19:53,400 Productions, and we will see you all next time on the golf 310 00:19:53,400 --> 00:19:54,100 science lab.