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a leaper turn or a pivot slip can be done effectively or ineffectively and it’s not always easy to tell from “inside” the movement. In snowboarding, spin drills are good. You either get the rotation you’re aiming for or you don’t. Of course, the drill should always


relate to what it is that you are trying to accomplish. Just pick the hard ones. Pick the ones that don’t allow you to do them “wrong.” As Mikaela Shiffrin has said, “I don’t do drills until I get them right. I do drills until I CANNOT get them wrong.” Good advice to follow when you want the drill to give you feedback.


Seeking Feedback from Others Asking someone else to give you information about your performance (known as extrinsic feedback) is a fantastic way to get the good stuff. And, in my opinion, it’s what many of us are not very good at. How do you get effective feedback


from others? Interestingly, effective doesn’t necessarily mean more frequent. In his 2007 book, Sport Skill Instruction for Coaches, Craig Wrisberg says “Recent research suggests that more frequent feedback is not necessarily better when it comes to promoting skill development. In fact, many studies have shown that practicing without extrinsic feedback may actually be more beneficial than practicing with it.”


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Of course, understanding the frequency feedback that improves your


own


performance vs. what merely makes you feel good takes time and practice like anything else. It is time well spent. Considering the stage of motor learning you’re in will also help direct how you seek feedback, since early in the process of learning you may require more, and, as you develop and refine skills, you’ll likely find that less extrinsic feedback is most effective. (See Kristen Quinn’s article, “Learn the Stages of Motor Learning to Help Students Succeed More Quickly,” in the Fall 2016 issue of 32 Degrees.)


"I don't do drills until I get them right. I do drills until I CANNOT get them wrong."


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In any event, seeking and receiving feedback from others requires that you have a plan and take responsibility. I’ve heard teachers come back from multi-day clinics and say that they didn’t receive any feedback. Really? None? My question in return is always, “Did you ask for it?” In most cases, it wasn’t requested and – also in most cases – feedback wasn’t so much missing as not


recognized or correctly interpreted. Here are some ways to take responsibility for


directing the feedback you seek. QAsk for it! Simple. Ask for feedback. Don’t ask for it every run, maybe not even every day or every week. If you ski with a coach regularly and you both know what you’re trying to accomplish, you may not need feedback for long stretches at a time. Again, figure out the dose of feedback that is most effective for you and make a plan.


Q Be specific. Frame the question. Say, “I’ve been working on shaping the top of the turn and not over twisting my skis; can you watch for that and let me know what you see?” Or “Can you watch my backside 360 and tell my why I’m not getting much pop off the jump?”


QGive time. Te more time you give, the more thorough and thoughtful the response can be. In a one-day clinic, ask in the morning. If it’s all-season training, let your coach know that over the course of the season you’d like feedback on such and such.


QYou start. Get the conversation going with a statement like “What I’ve been trying to do is ________. Do you agree with my approach?” Tat sets the stage for feedback that’s truly targeted to what you’re trying to do.


QUse open-ended questions. Relative to THESNOWPROS.ORG | 51


GRANT NAKAMURA


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