5 Step Strategy to Teaching Skills (FSS)

Yes there are real strategies to teaching someone how to learn a skill and execute it effectively. The Five-Step Strategy (FSS) was originally develop by sport psychologist Robert N. Singer in 1988. According to his research in physical education and sport psychology, this strategy was most effective for teaching skills. This method has been used for middle aged early learners and also applied with success to older individuals.

Steinberg (2000), defines the FSS as the following:

1. Readying
2. Imaging
3. Focusing
4. Executing
5. Evaluating

Readying - as a period before hand where the learner preps themselves mentally. They identify stressors and emotions that may negatively impact performance in order to achieve the correct mental arousal state for performance.

Imaging – The person visualizes the intended outcome of the act and (here’s the key) visualizes proper execution of the task. So the person visualizes themselves accomplishing the goal and also doing the task/skill correctly. How can you accomplish the goal without executing the skill correctly? However, this is overlooked by many.

Focusing – This is where the learner will focus on the relevant cues to completing the task/skill correctly. Focusing on these correct cues and not diverting attention to irrelevant internal and external stimulus’. A focus on external cues in relation to the body help someone better execute a movement. Internal focus is intended for helping someone to pay attention to the things only related to themselves and not objects or other factors outside of their control.

Executing – Performing the task/skill with a clear mind. According to Singer, Lidor & Cauraugh (1993), improvement in performance is found when the person reduces their mental awareness of mechanics during execution of the skill. However, don’t be fooled by this because the person has to be at a relatively advanced level of proficiency before something like this can be done effectively. You must progress from 1)unconscious dysfunction to 2) conscious dysfunction then 3) unconscious execution.

Evaluating – The learner must evaluate their performance of the skill in order to create their own independent ability to evaluate later on. This can become complex though based on age, skill level and other factors. Feedback mechanisms and evaluation are something that will be addressed by a individual posts later on.

This concept doesn't seem very hard but, sometimes it has to be spelled out and reiterated over time to ensure its use. I truly think that this method laid out above is something that is more appropriate for your 250 junior, intermediate and up to all pro racers. I truly don’t expect a beginner or a 65 jr kid to understand or even effectively complete the first three steps in the FSS. So be smart with the application of this and understand that it truly will work more effectively for older aged individuals and is merely a basic strategy to guide your coaching.