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A Process for Error Correction for Strength and Conditioning Coaches Emily Cushion, MSc,1 Louis Howe, MSc,2 Paul Read, CSCS,3 and Adam Spence4 1School of Sport, Health, and Applied Science, St Mary’s University, Twickenham, United Kingdom; 2Department of Medical and Sport Sciences, University of Cumbria, Cumbria, United Kingdom; 3Athlete Health and Performance Research Centre, Aspetar, Doha, Qatar; and 4Strength and Conditioning Coach, London, United Kingdom A B S T R A C T THERE ARE SEVERAL SKILL ACQUISITION STRATEGIES AVAIL- ABLE TO COACHES WHEN COR- RECTING A MOVEMENT ERROR. HOWEVER, IT IS NOT ALWAYS CLEAR WHICH STRATEGIES SHOULD BE USED FOR A SITUA- TION AND IN WHAT ORDER. THIS ARTICLE AIMS TO PROVIDE COACHES WITH A LOGICAL EVIDENCE-BASED PROCESS TO ASSIST THEIR COACHING PRAC- TICE. IN ADDITION TO A PRO- POSED MODEL OF ERROR CORRECTION, EXAMPLES ARE PROVIDED FOR SEVERAL COM- MONLY OCCURRING SITUATIONS IN STRENGTH AND CONDITIONING PRACTICE. INTRODUCTION E ffective strength and condition- ing (S&C) practice requires the integrated application of under- pinning knowledge drawn from a range of disciplines. Understanding the princi- ples of effective movement control and how skills are learned and refined are vital aspects of the coaching process. The use of skill acquisition strategies that are supported by evidence can assist practitioners in optimizing their training provision and ensure the development of more effective movement capabilities that are robust under different conditions. There are several established skill acqui- sition strategies available for coaches to use (8,12,17). With so many potential op- tions, there may be some confusion as to when andwhere these strategies aremost appropriate. Furthermore, when pre- sented with an athlete displaying techni- cal errors, less experienced coaches may not have a clear system through which they can logically and systematically apply strategies to correct him or her. In this situation, it is intuitive to simply tell the athlete what they did wrong, and what they should do instead. This explicit method of coachingmay not be themost effective and may inhibit learning. Thus, a greater critical understanding of the dif- ferent approaches available for coaching movement, and the utility of each, is war- ranted to enhance athletic development and optimize training transfer. More recently, a dynamic systems– based approach to S&C coaching has been popularized, which favors the use of constraints to facilitate learning (12). Specifically, the coach manipulates the environment, the task, or the athlete directly to provide nonverbal (or implicit) information to affect a positive change in the movement outcome. The dynamic systems approach allows for a more individual understanding of movement execution, where good or excellent technique is athlete specific and can only be appreciated within the context of that individual’s anthropometry, training sta- tus, and training history (11). This cul- tural shift from didactic teaching to athlete-centered support redefines the role of the S&C coach from the provider of esoteric knowledge to a constructor of effective learning settings. The purpose of this article is to present a working model of error correction, incorporating several skill acquisition strategies in a logical structure (Figure 1). The details and sequence of each com- ponent of the model will be examined, with a supporting rationale for their inclusion. Practical examples are also provided to demonstrate how the model could be used to enhance the delivery of movement skill education. Address correspondence to Emily Cushion, emily.cushion@stmarys.ac.uk. KEY WORDS : coaching science; constraints; dynamic systems; effector dynamics; sequence rep- resentation; skill acquisition VOLUME 39 | NUMBER 6 | DECEMBER 2017 Copyright � National Strength and Conditioning Association84 Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. ESTABLISHING THE START POINT The first step required to begin the process of correcting movement faults is to establish and ask the relevant questions. In the example of the model presented here (Figure 1), these are as follows: (1) Is the movement an error or a mistake? (2) Was it a cause or effect? and (3) What was the source of the error? This step is critical to ensure that the appropriate correction strategy is implemented, optimizing the coaching and movement outcome. Before we consider these 3 questions, it is worth reflecting on the relation- ship between the technical model, movement efficiency, effectiveness, and safety. From this perspective, coaches must appreciate the biome- chanical benefits and risks associated with any given movement strategy when looking to identify movement errors. For example, the technical model of a deadlift requires the main- tenance of a neutral spine throughout the movement (2). However, during extremely heavy deadlifting (i.e., powerlifting competition), the subtle lordotic and kyphotic alignment of the spine in the lumbar and thoracic regions, respectively, is unlikely to be maintained due to the hip extensor musculature generating forces far exceeding the erector spinae isomet- ric capacity (16). This results in a deviation away from the technical model. The advantage of this strategy is that it allows the athlete to reduce the external hip flexion moment by bringing the bar closer to the hip joint (16), while using the passive struc- tures, such as the posterior spinal lig- aments, to contribute in spinal stabilization (30). In this scenario, observing the performance of the movement as an error may be too superficial, with the mechanical con- straints of the movement demanding a spinal flexion strategy for greater performance. As such, if spinal flex- ion range of motion (ROM) is not exhausted, then the risks associated with spinal flexion under load may be mitigated while a greater perfor- mance outcome is achieved (29). Using this example, we can see how this relationship between perfor- mance, safety, and efficiency is com- plex and that coaches should have a strong biomechanical rationale for specifying technical models for spe- cific athletes. QUESTION 1: ERROR OR MISTAKE? A mistake is an inconsistent devia- tion from the expected technical model. This might represent normal variation in the execution of a move- ment or from a lapse of concentra- tion by the athlete. For example, during a stiff-leg deadlift, the bar may move away from the body in the descent phase or when perform- ing leg lowers, the athlete may move into lumbar hyperextension. To char- acterize these as mistakes, upon the next repetition, the athlete would correct this fault without any neces- sary intervention from the coach. Conversely, if the athlete made the same movement fault on further Figure 1. A proposed process of error correction for strength and conditioning coaches. Strength and Conditioning Journal | www.nsca-scj.com 85 Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. repetitions, this would be classified as an error, potentially requiring an intervention from the coach to cor- rect. For the context of this article, the focus will be placed on the pro- cess after an error has occurred. Consideration should be given to the constraints of any given movement when observing movement errors. In the example of the athlete failing to adhere to a strict bar path during the stiff-leg deadlift exercise, the ath- lete may not have sufficient resis- tance for their system to consider the bar path an important variable in effectively executing the move- ment. However, when load is added, the internalinformation (i.e., propri- oception) may then present as a stim- ulus for an acute adaptation of the movement strategy. With the addi- tion of external load, the neuromus- cular system may consider bar path an important factor in successful per- formance of the movement. This is vital for coaches to consider with re- gard to distinguishing movement er- rors and mistakes because errors are more likely to remain consistent across different demands. QUESTION 2: CAUSE OR EFFECT? The second question to be asked is whether the observed movement fault is the effect of an earlier error or the direct cause. To illustrate this point, consider an athlete performing a weightlifting movement such as the snatch; the athlete is unable to successfully catch the bar, and he or she consistently loses the bar to the front. Initially, it might appear that the bar is moving forward of the athlete during the second pull (Figure 2). The coach must deter- mine if it was an error occurring dur- ing this phase of the lift or the result of an error earlier in the movement. If in the set position, the athlete already had the bar too far away from his or her body, this might lead to the bar remaining away from the body throughout the lift (Figure 2). With- out identifying the cause of the error, subsequent coaching strategies tar- geted at enhancing the second pull may be ineffective. Expanding on this element, sequential movement faults during a squat pattern are common when one joint segment fails to contribute sufficient ROM to the movement. When ankle dorsiflexion ROM is limited, compen- sations at the hip and knee are likely (23,26,32). In such instances, once ankle dorsiflexion ROM has been ex- hausted, the proximal joint segments will compensate to achieve the move- ment objective of lowering the athlete’s center of mass. As such, coaches should attempt to identify which seg- ment is the cause of the movement fault by observing the timing of the movement errors. QUESTION 3: WHAT IS THE SOURCE OF THE ERROR? Finally, it should be determined if the movement deviation is a result of a sequence representation fault or a musculoskeletal limitation to deter- mine the next steps the coach should take. This information may already be available from a previous muscu- loskeletal and movement screen, which allowed the coach to observe how the athlete performs during specified tasks. Or, it may be the case that they have previously observed this movement fault in other athletes and through prior experience under- stand what the limitation may be. In Figure 2. Understanding sequential errors during a snatch. (A) A consistent inability to successfully catch the bar overhead may be the result of an improper set position, leading to a disconnection between the body and bar during the second pull. (B) When the set position is corrected, the bar and body are then subsequently better positioned during the second pull. Coaching: Error Correction Process VOLUME 39 | NUMBER 6 | DECEMBER 201786 Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. either case, if the coach is unsure of what direction to take, the simplest option is to follow the process illus- trated in Figure 1. This increases the utility of the model and provides opportunities for its use as a diagnos- tic tool. Once the answers to the questions have been considered, the coach should more fully understand the basis of the observed movement fault and can move to stage 2a or 2b. USING THE MODEL STAGE 2A—SEQUENCE REPRESENTATION Sequence representation refers to the mental template of how the move- ment should look, based on the tech- nical model. As can be observed from Figure 1, implicit strategies are applied before explicit strategies for aiding error correction. Implicit coaching strategies are well evidenced as being more effective for long-term retention of skills and for transfer to new contexts (27). Learning skills through explicit methods has been shown to be associated with a break- down in skilled performance under pressure, possibly due to an increase in reinvestment processes (24,25). Although there is a danger of thinking in an oversimplified manner that implicit methods are ubiquitously “better,” there is value in initially favoring the use of implicit coaching methods over explicit, based on the available evidence (47). Implicit strategies have been identi- fied as aiding skill development through minimizing the athlete’s attention to specific areas of the movement error (27). Two commonly used implicit verbal cueing techniques are attentional focus manipulations and analogies (22,48). There is a pleth- ora of research examining the effec- tiveness of different focus of attention cues (48). An internal focus of atten- tion directs the athlete’s awareness to the movement process, whereas external foci direct attention to the movement outcome. For example, if an athlete is performing a back squat, an externally focused cue might be “push the floor away” in the ascent phase to enable an effective leg drive. Alternatively, an internal cue for the same example may be “forcefully extend the knees.” The cumulative body of evidence consistently indi- cates that in both simple and complex tasks, external focus of attention cues maximize performance, facilitate learning, and better support long- term retention more than internally referenced cues (48). The use of analogies provides ath- letes with information about how to carry out a task, without explicit ref- erence to the movement sequence (22). For example, when performing a jumping task, the coach may say “think of your legs like tight coiled springs” or for a sprint drill a coach may say, “drive your legs like pis- tons.” In both cases, the analogy pro- vides an athlete with a mental picture about what needs to happen, without details about how to achieve it. An additional point for the coach to con- sider is not only the construction of the cue but also the relevance of the information contained to the athlete (34). The message embedded in a ver- bal cue may be misunderstood, or an athlete may not be able to relate to the information provided. It is there- fore important that any cue provided is individualized. In the example of the model presented in the current article, if, after providing a verbal cue, there is a positive impact on the athlete’s movement, the coach does not need to move to the next stage and can instead allow the athlete the opportunity to practice the desired skill under the original conditions. For example, if the athlete performing leg lowers continued to move into lumbar hyperextension, the coach might pro- vide a verbal analogy (e.g., “imagine your lower back is glued to the floor”). If on subsequent repetitions, the athlete performs the movement without lum- bar hyperextension, they are now able to refine their ability to continuously carry out the movement successfully. However, if this is not the case, manipulating the task or environmen- tal constraints may be a suitable next step. A constraints-based approach to coaching is designed to improve the athlete’s movement skills by manipulating the task, environment, and/or musculoskeletal system (12). It is often the case that if the envi- ronment is manipulated, so too is the task. For example, if an athlete is per- forming a stiff-leg deadlift but is unable to effectively hinge at the hip during this movement, a coach may decide to manipulate the envi- ronment and have the athlete per- form a block deadlift. Here, the change in the environment also changes the task to some degree, but the goal of performing the hip hinge pattern remains the same. An additional example would be if an athlete performs a tuck movement during the descent in a squat, a coach may change the environment (and task) by prescribing a squat to a box, as a methodof limiting the depth of the descent. It should be noted that manipulating the environment or task will also alter how the athlete’s neuromuscular sys- tem interprets the movement. For example, if an athlete demonstrates limited depth during a squat, it may be suggested that certain joint seg- ment(s) do not possess the required mobility. However, if the athlete lacks the skill to perform the squat pattern due to limited practice, excessive co- contraction at each joint may prevent their available ROM from being dis- played to maintain balance and reduce the threat of injury (10,40). To identify if such strategy is present, a coach can provide the athlete with additional sup- port (i.e., holding on to a fixed pole with the arms), reducing the skill de- mands. If the athlete exhibits greater ROM during the squat pattern, it is likely that a deficiency in skill is present (Figure 3). This can be confirmed with isolated joint testing. If minimal improvements are observed in an athlete’s movement pattern when Strength and Conditioning Journal | www.nsca-scj.com 87 Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. using an implicit coaching approach, it is then suggested to use explicit methods (Figure 1: stage 2a explicit methods). This may begin in the form of verbal cues, which can be used to direct attention to poor pos- ture or movement. For example, dur- ing a stiff-leg deadlift, the athlete may flex at the spine during the descent, and the coach may then direct their attention to this and simply tell the athlete to straighten their back. If this does not have a positive impact on the resultant movement, alternative explicit approaches can be used. In this instance, the coach may choose to provide a demonstration or use kinesthetic correction methods. Within the coaching science litera- ture, demonstration has shown to be a useful tool for enhancing skill development (17). However, caution should be applied because the use of demonstration is not with- out criticism. Demonstrations have been argued to constrain athletes to a narrow parameter of movement execution, negatively impact motiva- tion, and have the potential to reduce movement efficiency by inadver- tently transmitting irrelevant details (17,43,44). Another explicit correc- tion method uses kinesthetic feed- back. Kinesthetic feedback uses the information received from the senso- rimotor system about the position and movement of the body (31). A coach may use this to correct an error in spinal position during a dead- lift, by physically reorienting the ath- lete into the desired position or using a wooden dowel placed along the length of the spine, with instructions to maintain contact at key anatomi- cal locations (Figure 4). In each of the approaches described above, if the movement fault is cor- rected to a satisfactory level, the ath- lete can return to the original task, allowing the coach to revaluate the athlete’s performance. Of course, in some instances, there will need to be a period of practice to reinforce the corrected movement. However, if the athlete is still unable to perform the task with an appropriate level of technical competence, this may indi- cate that it is not a sequence repre- sentation error and could be a musculoskeletal limitation. STAGE 2B—MUSCULOSKELETAL LIMITATION When observing an athlete performing a given task, coaches should be aware that the source of an observed move- ment error might be due to a limitation in a fundamental physical ability. The assumption of the strategies presented in the previous section are that the ath- lete simply does not “know” what they are meant to do and that there is infor- mation missing in the mental represen- tation of the skill. In this case, the role of the coach is to fill this gap, using either implicit or explicit strategies or by manipulating task and environmen- tal constraints as a way of helping the athlete understand how the movement should be performed. However, it might be the case that although the Figure 3. The impact of task constraints on the musculoskeletal system. When asked to perform a squat, it might appear that the limitation in squat depth is the result of inadequate joint mobility (A). However, manipulating the task by asking the athlete to perform a squat while supported, the musculoskeletal system responds favorably, demonstrating a balance/ control issue, as opposed to a joint range issue (B). Figure 4. Providing kinesthetic (tactile) feedback to an athlete (B), as an explicit method or correcting poor spinal position during a stiff-leg deadlift (A). Coaching: Error Correction Process VOLUME 39 | NUMBER 6 | DECEMBER 201788 Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. athlete “knows” what they are supposed to do, they just do not have the physical capability to perform the movement. Stage 2b of the model (Figure 1) out- lines approaches to deal with move- ment errors related to acute, chronic, and fixed musculoskeletal limitations. Athletes do not live in a bubble; therefore, short-term physical condi- tion is variable (18,37). Sleep, work, nutrition, travel, and competition are all factors influencing biophysical capability (6,7,9). An awareness of how these factors might be contribut- ing to observed faults is important when deciding which corrective strat- egy to implement. Where many of the strategies implemented in stage 2a indirectly influence the musculoskele- tal system, stage 2b involves direct manipulation of the organism as an approach to correct the movement fault. Two commonly used, and well- evidenced strategies to overcome acute limitations are postactivation potentiation (39,45) and warm-ups (1,3). Although these approaches may improve athletic performance in a more global sense, there are times a more targeted approach is required for error correction. The gluteal muscle group is responsi- ble for several movements around the hip joint. Localized contractile impair- ment in the muscles of this group re- sulting from short-term fatigue or a period of unloading (e.g., during pe- riods of extended travel) might nega- tively impact on performance and efficiency in a range of skills (20). As such, so-called activation exercises are often suggested to be included in a more comprehensive and individual- ized warm-up (19) or between working sets of a specified skill. In either case, “activation” exercises are typically low- intensity therapeutic exercises, such as prone plank holds with additional sin- gle leg hip extension (33). The purpose here is to acutely improve the contrac- tile properties of a target muscle group, allowing for improved performance, movement quality, or both (14,33). Of course, this tactic will only be ben- eficial for musculoskeletal limitations that are transient in nature. For chronic insufficiencies, a more comprehensive and long-term approach is required. Rebound jumps are an effective method of improving leg stiffness and central drive (5,38,49). When the focus is on improving stiffness, the overall task requires minimizing both ground contact time and compression of the leg spring (41). An athlete who is unable to meet these task requirements during a drop jump because of a sequence representation error might see improvements if verbal instructions emphasize being, “quick off the ground.” But fundamentally, an ath- lete’s ability to effectively perform drop jumps hinges on their ability to apply sufficient leg extension force to the ground during brief contact periods (4,36). There are 2 things to be consid- ered here. First, the coach needs to modify his or her expectation and, in the short-term, understandthat the athlete’s ground contact time will be greater than is considered appropriate for this exercise. Alternatively, they can decrease the intensity of the exercise by reducing the height of the drop (Fig- ure 5) or regress to a drop and land task by removing the propulsive phase of the jump to develop eccentric strength. In either case, the immediate expecta- tion is modified, allowing the athlete the opportunity to continue practicing. At the same time as this task manipu- lation, the coach will construct a suit- able training intervention designed to improve the physiomechanical profile Figure 5. Manipulating task constraints as a method of modifying expectations in an athlete with a chronic musculoskeletal limitation. (A) Initially, the athlete is unable to maintain the required level of vertical stiffness during a drop jump. (B) By reducing the height of the drop, the athlete is now able to successfully perform this task (B). Strength and Conditioning Journal | www.nsca-scj.com 89 Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited. of the lower limb. After spending suf- ficient time developing the underpin- ning biomotor abilities, the athlete will be able to return to the original task and increase his or her chances of performing the exercise competently at the correct intensity. Evolution through natural selection requires genetic variation within a population (21). This genetic varia- tion interacts with the environment to create physical and behavioral pheno- types, which provide fitness benefits for a given environment (46). Some morphological variations are easily seen when comparing anatomical dif- ferences in athletes from different populations (42) or even in athletes playing different positions in the same sport (e.g., the anthropometric differ- ences between forwards and backs in rugby union) (15). However, some anatomical differences are not so easy to identify, such as femoral neck-shaft angle or humeral retroversion (13,28). This anatomical variation might influ- ence the coaches’ exercise selection for a sporting population. Equally, where an individual’s anthropometry prevents adherence to a given techni- cal model, it falls upon the coach to modify their expectations and subse- quently the requirement of the task. This might involve allowing for devi- ation from the expected technical model, for example, reduced squat depth or altered foot alignment in the transverse plane. Alternatively, the coach may need to select a differ- ent method of achieving the required training outcome, such as substituting squats with heavy-weighted sled pushes for the development of leg strength. Similarly, a series of regres- sion and/or lateralization alternatives should be planned, so the athlete can still derive an appropriate training stimulus while not sacrificing techni- cal execution or the desired adapta- tion (35). CONCLUSION A range of established skill-learning approaches are available when coaching athletes. However, a clear system through which correction strategies can be logically and sys- tematically applied is warranted to maximize coaching effectiveness and training transfer. This article presents a model of error correction incorpo- rating several skill acquisition strate- gies with a focus on athlete-centered learning. After correctly identifying the nature and source of the observed movement fault, coaches are recommended to ini- tially adopt an implicit approach, manipulating attentional focus, using analogies or by manipulating of the task and/or environmental constraints. If this approach is not effective in enhancing movement proficiency after a period of trial and error, it is then suggested to use explicit methods to direct their attention to poor posture or movement, through verbal cuing, practical demonstrations, or kines- thetic correction. Coaches should also be aware that the source of an observed movement error might be due to a musculoskeletal limitation where the athlete does not have the physical capability to perform the movement. These limitations can be acute, chronic, or fixed, and coaching strategies here may involve direct manipulation of the organism or by modifying the expectations of the athlete. A key feature of the model is that when applying each correction strat- egy, if the movement fault is corrected to a satisfactory level, the athlete can return to the original task. This allows the athlete to practice and refine the skill and allows the coach to revaluate the athlete’s performance and deter- mine if further interventions are required and if so, using what approach. Conflicts of Interest and Source of Funding: The authors report no conflicts of interest and no source of funding. ACKNOWLEDGMENTS The authors thank Andreas Fourou- clas and Phil Price for their assistance with the images in this article. Emily Cushion is a lecturer in Strength and Conditioning at St Mary’s University. Louis Howe is a lecturer in Sports Rehabili- tation and Bio- mechanics at University of Cumbria. Paul Read is an athlete health and performance research scientist, Aspetar. Adam Spence is a strength and conditioning coach and per- formance scientist. REFERENCES 1. Behm DG, Blazevich AJ, Kay AD, and McHugh M. Acute effects of muscle stretching on physical performance, range of motion, and injury incidence in healthy active individuals: A systematic review. 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