Chapter 6 - Interpreting the LSP he LSP is composed of 20 separate categories, grouped into four different factors (TriModal Learning, Learning Preferences, Teachability and Optimal Learning), with three independent categories (Cognitive Learning, Feedback Preference and Outcome/Process). LSP Factors Descriptions TriModal Learning This factor is composed of three categories: Visual Learning, Kinesthetic Learning and Trial & Experience, three modes or ways of learning athletic skills, from Limited Use (low scores) to Seeing, Feeling and Trying different ways of experiencing a skill while learning how to do it or do it better (high scores). Learning Preferences This factor is composed of the categories of Amount of Information, Rate of Change and Caution/ Risking, which reflect the athlete's preference for either less information, slower changes or a more conservative approach (low scores) to liking more information, faster changes and taking risks necessary to learn (high scores). Teachability This factor is composed of Willingness to Change, Interpersonal Control, Facilitation of Change and Ability to Trust, from needing proof, wanting control, with an independent, guarded and reluctant approach (low scores) to a more open-minded, easy-going style, able to seek help and invest trust in a coach/teacher and hence being ready to learn (high scores). Optimal Learning This factor is composed of Skill Rating, Learning Comfort, Ability to Change, Efforting Level, Frustration Tolerance, Commitment to Change and Compliance, from being dissatisfied with one's skills, nervous while learning, have difficulty making changes, trying too hard, frustrated, uncommitted or not having good practice habits and needing guidance to change otherwise restricted learning (low scores) to being interested in improving, able to be relaxed while learning, adept at making necessary changes with a casual and patient approach, able to stick with skill changes and practice them well until effective (high scores).   LSP Category Descriptions TriModal Learning Visual Learning - The relative amount of learning achieved by visual means (watching demonstrations, videos, picturing the skill), from being unhelpful (low scores) to seeing the skill as an effective way to learn (high scores). Kinesthetic Learning - The relative amount of learning achieved through the sense of feel (thru hands-on coaching or by trying to feel how to perform a skill), from being an underused mode (low scores) to feeling being an effective mode of learning (high scores). Trial and Experience - The relative amount of learning achieved by experiencing different ways of doing a skill, from being an unexplored mode (low scores) to learning well from trying to do it (high scores). Learning Preferences Amount of Information - The amount prefered from a coach or teacher at any one time in a lesson or practice, from less information (low scores) to liking more (high scores). Rate of Change - The prefered speed of making skill changes, from one thing at a time in a slow or deliberate approach (low scores) to working on several changes at once or liking to go through a series of skill changes fast (high scores). Caution/Risking - The approach to trying new or different things, from being more conservative (low scores) to being willing to take the risk of embarassment or failure in order to learn (high scores). Teachability Willingness to Change - The mind set when considering potential changes, from a need for proof or convincing (low scores) to being more open-minded about alternative methods or approaches (high scores). Interpersonal Control - The amount of control exercised in relation with coaches or teachers, from wanting more control (low scores) to a more easy-going approach (high scores). Facilitation of Change - The preferred involvement of a coach or teacher when making changes, from being independent (low scores) to seeking help (high scores). Ability to Trust - The ability to trust coaches/teachers, from needing to have one's trust earned and being guarded (low scores) to being able to invest one's trust in a coach or teacher (high scores). Optimal Learning Skill Rating - The attitude towards making skill changes, from being dissatisfied with one's skills (low scores) to being interested in making important changes (high scores). Learning Comfort - The amount of anxiety experienced while learning with a coach or teacher, from being very nervous (low scores) to being relatively relaxed (high scores). Ability to Change - Whether the process of changing habits has been difficult or required much work (low scores) or the athlete is adept at making changes (high scores). Efforting Level - The amount of effort applied when experiencing difficulties, from, trying too hard (low scores) to a more casual approach (high scores). Frustration Tolerance - The athlete's level of tolerance for learning problems, from becoming easily frustrated (low scores) to being patient with one's self (high scores). Commitment to Change - The ability to stay commited to skill changes, from reverting easily to old habits (low scores) to being able to stick with changes until effective (high scores). Compliance - The ability to follow-up on a coach/teacher's recommendations and practice on one's own, from needing structure or guidance (low scores) to having good habits and practicing well (high scores). Independent Categories Cognitive Learning - The relative amount of learning achieved from knowing how to do something, from wanting an explanation (low scores) to technical details being unnecessary in one's learning (high scores). Feedback Preference - The preference for feedback coaches/teachers, from liking positive (low scores) to wanting just the corrections (high scores). Outcome/Process: The athlete's orientation while learning, from being concerned only with the end result (low scores) to being focused on the process of learning (high scores). CONTENTS | INTRODUCTION | CHAPTERS: