Viewing all threads tagged #improving.
Neuroscience of motor learning. https://en.wikipedia.org/wiki/Activity-dependent_plasticity
IsaacDraper - - Parent #
You might like 'Peak' by Eric Anders, or is it Anders Eric?
IsaacDraper - - Parent #
https://www.waterstones.com/book/peak/anders-ericsson/robert-pool/9780099598473
Anders Ericsson; close.
There does seem to be differing aptitudes https://en.wikipedia.org/wiki/Aptitude. According to the german WP article at least 52 genes (or mutations) have been identified, that have an effect on various factors of sportive performance.
People are different after all ..
One more thing: phenomena like Qi, flow or harmony (also in e.g. music) are harder nuts to crack for science. So it is no wonder that from science, we get results and (more or less) well searched theories on one dimensional, causally measurable interdependencies, resulting in "If you do this, you get this or that good or bad effect." (let alone dubious guides on how to become a superhuman in three weeks).
But there's more to it, I believe. We're highly complex organisms doing highly complex stuff juggling an' all, in a frame of highly complex evolution of life on earth. Science can only offer partly truths, hints, provisional guidelines, mosaique stones for each of us to filter individually, but not (yet) any dead solid thorough complete final utter ultimate explanation of everything, it all, us and the whole.
I knew about the neural system being dynamic, but didn't associate the term "neural plasticity" with it. Then in articles about motor learning you usually read things like "new synapses are being built" or "the brain establishes new connections" or alike without telling what exactly goes on.
I found Dendritic spines accomplish this by transforming synaptic input into neuronal output and also by helping to define the relationship between synapses.
particularly interesting. Seems like this is nothing else than what we call "automizing" - in a chain of eye-brain-hand-coordination, from being actively regulating and interfering when still learning, the brain becomes like merely a ``neural transmitter´´ with hands ``doing by themselves´´ as reacting to what the eyes see (eye--(brain)--hand).
Also the "stress" paragraph could be interesting: More importantly, many of the mechanisms involved with increased memory retention, comprehension, and adaptation are thought to involve LTP and LTD [long term potentiating and long term depressing], two activity-dependent plasticity mechanisms that stress can directly suppress.
If this implies (not only extrinsic stress inflicted by outer conditions or other people or society, but) selfmade stress when learning (like wanting too much, setting insane goals, doing near and above limit a lot, ..), this might be nothing else than what we in juggling call "enforcing errors" prohibiting improvement and landing on a plateau. Maybe a reason to always also do relaxed and find easier ways what I always plead for.
#science #efficiency #motorLearning #automizing #learning #improving #plateau
#fractalPractise ?
'kay .. I'll make it short, cos it's kind 'a queer :
Intro:
Fetusses of any(!) species look very much alike. Only lateron do they start to distinguish. We're like "worm", then "fish", then "vertebrate", a.s.o. early in the womb. The whole evolution of our line repeats for the individual (or vice versa: the individual goes through it's species whole evolution). That is sort of timely-fractal.
In juggling learning & practise:
The whole learning process ('evolution') repeats each stint or session ('individual') that needs working back into.
Conclusion(?):
This might only be an aspect or a view on it, but maybe it can make us aware of sometimes having to redo partly from scratch (which anyway happens more or less). So, distinguishing the steps, the stages of learning well, name or spot them distinctly, might provide for good efficiency when things feel wrong or bad in one stint just as much as serve as an overall plan, both remaining related to one another by the nature of things. Maybe help, when stuck.
I think, I had sth like it today, doing only staggered winter-practise on 7b ..
[ c & p from today's my practise log : ]#fractalPractise ? - I often don't get it early in a session or stint. Early good runs rather happen when I practise daily a real lot.
[ #practise #plan #efficiency #training #improving #schools ]
1. get some periods kept up (~20-25 max throws, most rather less, having more early fails),
doing pretty too high pattern,
2. find into suitable beat-height-ratio at decent better jugglable height. Here or under 1. ca-
-sually doing higher and higher to keep pattern up. (around 30+ max, but still
many ~20-25 and still early fails)
3. you got the pattern up, but not relaxed, rather working it, failing on drifts (towards too wide,
tow. halfshower, tow. getting too low, tow. spin \ torn turning with body, tow. having
to walk ahead, anything). But at least, now you can spot such drifts and work
against them,
4. somewhat stable pattern found and partly controlled, but not at will ..
5. (?) [not there yet]
Aren't these the same steps you take from ever learning the pattern from when you started to flash it, qualify it, a.s.o.?
So, the learning process is repeated each time you have to work yourself back into it!?
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