Research Institute for Sport & Exercise Sciences FACULTY OF SCIENCE Research Institute For Sport and Exercise Sciences Liverpool John Moores University

Research Institute for Sport & Exercise SciencesFACULTY OF SCIENCE

Research Institute For Sport and Research Institute For Sport and Exercise SciencesExercise Sciences

Liverpool John Moores UniversityLiverpool John Moores University


Perceptual-Cognitive Expertise: Perceptual-Cognitive Expertise: Applying the Expert Performance Applying the Expert Performance

ApproachApproach

A. Mark WilliamsA. Mark Williams


AimsAims

• To present the expert performance approach as an To present the expert performance approach as an inductive and systematic framework for study of inductive and systematic framework for study of expertiseexpertise

• To highlight how this approach may be used to To highlight how this approach may be used to improve perceptual-cognitive skill improve perceptual-cognitive skill


Stage 1

Capturing Expert Performance (Focus on Representative ‘Real-World’ Tasks)

Stage 2

Identifying Mediating Processes (Accounting for Expert Performance)

Stage 3

Accounting for its Development(Implications for Practice and Instruction)

Ericsson and Smith (1991)Ericsson and Smith (1991)


Capturing Expert PerformanceCapturing Expert Performance


Identify stable characteristics of expert performanceIdentify stable characteristics of expert performance

• What should be measured vs. what can be measured?

• Design simple tasks to test theories vs. explain performance

effects in real-world settings?


Identifying Mediating MechanismsIdentifying Mediating Mechanisms

Start of task – Presentation of stimulus

End of task – Generation of answer

Response Time/Accuracy

Outcome Measures

Post-task observations

• Retrospective reports

• Post-experiment interview

Fixation Fixation Fixation

Visual Search Behavior

V1 V1 V1V1

Concurrent Verbalizations

Process Measures

Pre-task manipulations

• Film occlusion

• Point-light displays

• Distortion of image

ProcessingStep 1

ProcessingStep 1

ProcessingStep n

Williams and Ericsson (2005)Williams and Ericsson (2005)


TA

TB

TC





Outcome Measures






V1 V1 V1V1


Process Measures


• Film Occlusion



ProcessingStep 1

ProcessingStep 1

ProcessingStep n






Outcome Measures






V1 V1 V1V1


Process Measures


• Film Occlusion



ProcessingStep 1

ProcessingStep 1

ProcessingStep n



How Are Mediating Mechanisms Acquired?How Are Mediating Mechanisms Acquired?


• Traditional Learning Studies

• Practice History Profiling

Complimentary ApproachesComplimentary Approaches


Retrospective Practice History DataRetrospective Practice History Data

• Describes activities that most efficiently cause Describes activities that most efficiently cause the mediating mechanismthe mediating mechanism

• Focus on macro rather than micro level of Focus on macro rather than micro level of practice/quantity rather than qualitypractice/quantity rather than quality



0

1000

2000

3000

4000

5000

6000

7000

8000

8 9 10 11 12 13 14 15 16

Years of Age

Ac

cu

mu

late

d P

rac

tic

e H

ou

rs

Elite

Sub-elite

Practice history profiles of elite and sub- elite soccer players 8-16 years

data from Ward, Hodges, Williams, and Starkes (2004)


Practice History of Academy PlayerPractice History of Academy Player

• 9-10 years9-10 years

• 700 hours per year700 hours per year

• 12-15 hours per week12-15 hours per week

• 7000 hours7000 hours


Factor Elite Sub-elite

Motivation (i.e., desire to win, attitude,

dedication, determination)

26.61 11.88

Skill 9.17 25.74

Practice 36.70 23.76

Talent 5.50 6.94

Coaching 5.50 4.95

Teamwork 2.75 20.79

Hard work, physical effort 3.67 2.97

Enjoyment 8.26 2.97

Luck 0.92 4.95

Other 0.92 0.99

in %


Retrospective Practice History DataRetrospective Practice History Data

• Describes activities that most efficiently cause Describes activities that most efficiently cause the mediating mechanismthe mediating mechanism

• Focus on macro rather than micro level of Focus on macro rather than micro level of practice/quantity rather than qualitypractice/quantity rather than quality

• Limited attempts to identify specific type of Limited attempts to identify specific type of practice/instruction that impact performancepractice/instruction that impact performance

• Circularity of instructional doctrineCircularity of instructional doctrine


Perceptual-Cognitive TrainingPerceptual-Cognitive Training

• Capture perceptual-cognitive skill using Capture perceptual-cognitive skill using representative tasksrepresentative tasks

• Identify mediating mechanisms via process Identify mediating mechanisms via process tracking measurestracking measures

• Developing training programmes using Developing training programmes using above information and examine change in above information and examine change in mediating mechanismsmediating mechanisms


An Example An Example From HockeyFrom Hockey


Laboratory-Based Test

600

700

800

900

PRE POST

Dec

ision

Tim

e (m

secs

)

Placebo

Control

Training

Field-Based Test

500

600

700

800

PRE POSTD

ecis

ion

Tim

e (m

secs

)

Placebo

Control

Training

Anticipation Performance on Laboratory- and Anticipation Performance on Laboratory- and Field-Based Tests Pre and Post TrainingField-Based Tests Pre and Post Training


An Example From TennisAn Example From Tennis


Delivery of TrainingDelivery of Training Explicit instructionExplicit instruction Problem focused training Problem focused training

= = ??Hips closed Hips closed ==

Down the lineDown the line

Got it!Got it! Ah-hah!!!Ah-hah!!!


Key Information SourcesKey Information Sources

Experts focus uponExperts focus upon

Hip position and rotationHip position and rotation

Shoulder position and rotationShoulder position and rotation

Racket orientation and positionRacket orientation and position

Proximal to distal cuesProximal to distal cues


Measuring Measuring EffectivenessEffectiveness

On-courtOn-court

Off-courtOff-court

Life size screen

Projector

Eye tracking system

Magnetic head tracking system

4 response mats 2 start mats

Response timer

Video


1900

2000

2100

2200

2300

Decis

ion T

ime (

mse

cs)

Explicit Instruction Problem FocusedInstruction

Pre-Test 'On-Court' Post-Test 'On-Court'

2900

3000

3100

3200

3300

Decis

ion T

ime (

msec

s)

Explicit Instruction Problem FocusedInstruction

Pre-Test Laboratory Post-Test Laboratory


Traditional Learning StudiesTraditional Learning Studies

• Realistic Training Tasks

• Longer Intervention Periods

• More Sensitive Measurement

• Delayed Retention Tests

• Appropriate Transfer Tests

Documents

Research Institute for Sport & Exercise Sciences FACULTY OF SCIENCE Research Institute For Sport and Exercise Sciences Liverpool John Moores University