Learning Styles Part 1

Once learners were thought to have a genetic disposition for learning, or not, which was measured by their ‘IQ’. This placed an upper limit on their possible achievement. Some students were thought to reach their ‘ceiling’ after which further teaching would be in vain.

This is no longer thought to be the case. Experts on the brain and on learning now stress that everyone can learn more, if they are taught appropriately, whatever they have previously achieved.

Howard Gardner's Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner's theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible.

Basically Gardner proposed that there were 7 intelligences (styles of learning):

1. Linguistic (words and language)
2. Logical / Mathematical (logic and numbers)
3. Musical (music, sound, rhythm)
4. Kinaesthetic / Bodily (body movement and control)
5. Spatial / Visual (images and space)
6. Interpersonal (other peoples feelings)
7. Intrapersonal (self awareness)

The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths - and also to develop their weaknesses.
So for example:
A person who is strong musically and weak numerically will be more likely to develop numerical and logical skills through music, and not by being bombarded by numbers alone.

This can have a huge impact on how you coach your athletes. Imagine an athlete who is struggling with the clean. You have demonstrated correct form and technique and given him every possible verbal cue for the clean that has ever existed at precisely the right time, yet the athlete still does not get it. One of two things can happen here:

1) The athlete becomes demotivated and frustrated and gives up trying to learn the clean because "it's just too hard".

2) The athlete becomes demotivated and frustrated and gives up on CrossFit altogether as they "just can't do it and everything is so complicated and I'm always sore.........". It easy for things to quickly snowball when your confidence is low!

So what is the problem here? Yup you guessed it, the information being transferred to the athlete does not match that athletes learning style or intelligences. Only verbal (linguistic) and visual (spatial/visual) learning styles have been used and it is clear that they are not the way this athlete learns best. Lets say the athlete has a strong musical intelligence a simple little rhyme like "hips,shoulders arms last and fast" may be enough for it to "click" with the athlete and a potentially de-motivated, frustrated athlete can be avoided!

Its is obviously not always that straight forward and in Part 2 I will try and suggest ways in which we can cater to each of the 7 intelligences when using CrossFit cues to improve performance. The cues do not have to change just the way we deliver them!!

In the meantime get your athletes to take this simple test that will identify which learning styles suit them. You do not have to know each individuals learning style. Get your athletes to know how they learn most effectively so they can rock up to a session and tell you "hey I'm logical and spacial learner" then when you are working with them you know how to deliver your cues!! I know it sounds a bit hippyish but it really does work!!