Implicit and Explicit motor learning strategies with youth footballers

Types of motor learning

Through my experience working with youth footballers of various ages (U9s to U23s), it has become clear that some athletes respond better to certain types of coaching methods. Implicit coaching involves the coach setting up practice so athletes learn by doing with no verbal instructions being used (Masters & Maxwell, 2004). These skills are processed unconsciously by the athlete and have been shown to be stable in stressful situations (Masters, 1992; Masters & Maxwell, 2004). In contrast, explicit coaching uses instructions and guides the athlete through the skill, which is typically the traditional method of coaching. Both of these methods target different areas of the brain and should be used strategically by the S&C coach.

Implicit vs. Explicit

An athlete’s maturation status and their chronological age can play a role in players learning abilities. It has become apparent through my experiences coaching that younger athletes prefer implicit coaching strategies through the use of discovery learning and analogies to promote a more effective learning environment. Explicit coaching with the younger age groups provides too much information and children began to get bored easily and distracted. Therefore the use of implicit methods such as analogies describes the skill being performed, for example “explode off the floor like a rocket” during a vertical jump may be used with a younger athlete. This creates a fun learning environment and enables the athlete to explore. As coaches we need to think about the most important part of the skill and be creative with our coaching and practices to promote an effective learning environment.

Furthermore, from my experiences the combination of implicit and explicit strategies such as external cues, visual feedback and technical instructions appear to work better with athletes post peak height velocity (PHV) from the ages of 15 to 23 within an academy environment. This is due to the athletes maturing and having increased knowledge about the skills performed. For example, when coaching more complex skills in football such as agility and sprinting, instructions may need to be provided around the skill and effective cues may be needed also to optimise performance. If an athlete changing direction with poor mechanics including a valgus position of the knee, the coach may have to instruct the athlete to drive the knees out or provide an external cue around the correct body positions when decelerating and reaccelerating.

In addition, if performing Olympic lifts in the gym the coach may facilitate an athletes learning through demonstrations from the coach or video demonstrations. For example, I have previously used IPad’s in the gym to record athletes Olympic lifting and for them to watch back to aid implicit learning. With a vast amount of technical points in the lifts, I have found athletes at beginner level regardless of age learn better without technical instructions. Whereas, a more advanced lifter with good knowledge of the lift may prefer an explicit coaching approach. Therefore, knowing your athlete and what you are coaching are important aspects that can dictate your coaching style.

Other opportunities to use motor learning strategies

Explicit learning strategies may be used during youth footballers rehabilitation. I have found this a good opportunity to explain to the athlete the benefits of certain exercises and movements, which may improve aspects of performance or decrease the likelihood of repeated injury. The coach, however, must still consider the athletes maturation status and learning ability and if they feel this approach to be beneficial.

Lastly, the combination of both implicit and explicit strategies may be used in the performance phase (u16s-u23s) to facilitate learning, as after games when accumulated levels of fatigue are high an implicit approach may be preferred. However, a few days after a game, when players are mentally and physically fresher, explicit coaching may be used to teach more complex skills or skills under fatigue may be used to challenge athletes further. I have found on a matchday +1 a good opportunity to use an implicit coaching strategy in the performance phase, when players are still fatigued and prefer less coaching and more of a games based warm up. Therefore, these strategies may be periodised through the week in a performance football academy.

In summary, the strength and conditioning coach must consider different types of coaching strategies when coaching in an academy set up or with youth athletes of various ages and their maturation status. Implicit and explicit methods are both effective strategies and may be used with your athletes. The coach must be aware of their athlete and the most effective learning strategy to use in certain environments. In addition, in a more performance environment both these strategies may be periodised through the week to promote optimal learning benefits.

References

Masters, R. S. W. (1992). Knowledge, (k)nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343–358.

Masters, R. S. W., & Maxwell, J. P. (2004). Implicit motor learning, reinvestment and movement disruption: What you don’t know won’t hurt you? In: A. M. Williams & N. J. Hodges (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 207–228). London: Routledge.