Motor skills were previously thought to be an exclusive function of the neurons and their inter-communication -- the way they were hard-wired amongst each other. It was assumed that glial cells were just along for support. However, using creative new technology, scientists have shown that glial cells play a major role in the learning process. By “observing” activity in neighboring neurons, and communicating what is happening by sharing chemicals with other glial cells, they can then modify the neurons and synapses so that future neuron activity is more effective. Modification equals learning.
One type of glial cell (the olygodendrocyte) builds up insulation, called myelin, the “white matter” which wraps around the axon of a nearby neuron. The greater the myelin buildup, the faster the electrical impulse travels along the axon.
That's an important starting point, because the speed of the electrical conduction determines the precise timing of the signal to another neuron. If, for example the neuron receiving the signal is supposed to activate muscle fibers for skating, it probably receives signals from a hundred other neurons at nearly the same time.
It’s about Spartak, a sparse, but well-coached tennis camp in Moscow.
The coaching techniques Coyle describes are like those I’ve seen
at Dynamo, where they build hockey players from the ground up.
(NY Times Play Magazine, March 4, 2007)
by Jack Blatherwick
How does our brain learn new tricks? What happens at the cellular level when an athlete refines a new skill? Physiologists have recently discovered many answers to these questions, and some of the answers would surprise a physiologist of fifty years ago.
The Central Nervous System (CNS, which is the brain and spinal cord) is composed of two types of cells: neurons and glial cells. The neurons conduct electrical impulse signals (action potentials) through very long, thin projections, called axons. Neurons communicate (chemically) with other neurons at junctions called synapses. A young adult has approximately 100 billion neurons, each one with an average of 1000 synapses. But there are even more glial cells.
Now for some neuro-science of ‘plasticity,’ ie ‘learning’
We might be surprised to learn that Russian hockey coaches have taught in much the same way as violin or piano or golf instructors. They believe that fundamental skills must be rehearsed perfectly over and over again; thereby eliminating poor technique before it becomes a habit. They are adamant that skill practice is a pre-requisite to competition for at least three years. Poor technique is likely to occur during games, and sloppy habits will never lead to improved skills.
It's a simple formula. We’d almost like to think there’s something more secretive, but this is how they develop an abnormally high number of world-class violin players in Novosibirsk -- tennis players at Spartak -- hockey stars at Dynamo. This is probably why the South Korean women golfers are becoming such a force on the LPGA tour; they have very few golf courses, so they practice fundamentals at the driving range more than young players in other countries.
In the United States, we might say, "Repetition after repetition is boring, and I want kids to have fun." The Russians would answer, "Our kids do have fun. They can't wait to do repetitions on-ice and off, feel the improvement, and have success in competition."
No one can deny that it'd be a lot of fun to have skills like Ovechkin, Kovalchuk, or Tiger Woods -- or for that matter, Itzhak Perlman, or any great musician in the world. Their childhoods were not boring. Passion wasn't lost because of their early specialization.
If a youngster is bored with hockey and wants to quit, it's probably from lack of skills to compete successfully -- not from over-emphasis on correct technique. We think we’re making the experience fun with games that amount to grand productions -- but in fact, competing without skill is a surefire path to lost confidence and withdrawal -- the grander the production, the greater the feelings of inadequacy.
Recent scientific studies have shown that learning a motor skill -- just like learning to read or do math -- involves the "white matter" of the brain and spinal cord -- the myelin insulation produced by glial cells (see below). Increased white matter is related to elevated IQ and refined motor skills. More importantly, myelin increases with quality repetition.
How does ‘learning’ occur at the cellular level? See below.
One important note: This discussion is not about building world-class athletes. It's about having the most fun possible in hockey. Improving skills is the first step.
There is no secret. The Russian method of development has been incredibly simple for 50 years. If you want to be great someday, repeat skills perfectly -- over and over -- on-ice and off --
hour after hour after hour.
