• 1:04 - The guidance hypothesis: the dichotomy of implicit and explicit learning.
  • Generally well developed and researched.
• 1:49 - Rich Masters and the role of implicit and explicit learning on the effects of pressure and stress on performance.
• 2:54 - Defining explicit and implicit learning.
• 4:52 - Using golf putting as an example of studying the effects of implicit and explicit learning.
• 6:00 - Tendencies to believe that implicit learning is drastically superior to explicit learning.
  • Both implicit and explicit groups in the golf putting study improved.
• 6:32 - How the introduction of pressure and stress changed the results of the study.
  • The implicit group found little to no decrease in performance while the explicit group had detrimental effects to their performance.
• 7:14 - Combating “choking” from a motor learning perspective.
• 8:46 - Defining choking and its causes.
• 10:15 - Rich Masters methods to induce implicit learning.
  • “Dual-task learning”
• 13:25 - Creating an effective environment for implicit learning
• 15:16 - Balancing explicit learning and implicit learning: how much time should athletes spend in each environment?
  • Depends on the athlete’s skill level.
• 20:58 - Despite having a heavy emphasis on implicit learning, does Kasey still debrief with his athletes or give them direct instructions?
  • Overlapping elements.
• 26:39 - Using the theories to also guide communication with athletes.
• 30:13 - How coaches can know if they have actually established an effective implicit learning environment with benefits to their athletes’ performance.

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