and Brain Sciences
Dr. Jeffrey Huber
Professor of Practice
jhuber [at] indiana.edu
office: PY 357 | (812)856-2390
Similarities between psychological processes that mediate classroom learning and performance and motor learning and performance. Applying psychological theories, principles, and research in developing expert coaches and elite athletes.
- 1989 - Ph.D. University of Nebraska, Lincoln
- 1985 - M.Ed. University of Nebraska, Lincoln
- 1978 - M.A. California State University, Fullerton
- 1975 - B.S. University of Wisconsin, Madison
Areas of Interest
- Similarities between student learning and athlete learning
- Cognitive processes mediating motor learning and performance
- How athletes learn, how coaches teach—a psychological perspective
- Developing coach and athlete expertise
- Acceleration of the motor learning and performance processes
Over the course of my 37 year collegiate coaching career working with hundreds of athletes, I conducted what might be considered an informal longitudinal study. Some of the things I learned during this time period include:
- Teaching a motor skill in an athletic setting is, in many ways, similar to teaching an academic subject in a classroom.
- Cognition plays a role in motor learning just as it does in classroom learning.
- Coaching and learning are about making connections—cognitively, physiologically, emotionally, psychologically, etc.
- Employing psychological theories, principles, and research accelerates the motor learning and performance processes.
- Effective coaching involves developing athletes' physical, mental, and emotional abilities.
- Effective coaching involves developing psychologically healthy, competent, and confident athletes who possess a sense of self-worth.
- Coaching is both an art and a science.
- Coach and athlete expertise can be achieved with effective training (e.g., deliberate practice).
- The processes of how athletes learn and how coaches teach are inseparable.
Huber, J.J. (2013). Applying educational psychology in coaching athletes. Champaign, IL: Human Kinetics.
Huber, J.J. (2013 projected publication date). The essentials of springboard and platform diving. Champaign, IL: Human Kinetics.
Huber, J.J. (2007). Becoming a champion diver: Striving to reach your greatest potential. DVD. Ames, IA: Championship Books and Video Productions.
Huber, J.J. (2007). Practice management and discipline. In R. M. Malina & J. L. Gabriel (Eds.), USA diving coach development reference manual (pp. 219-230). Indianapolis, IN: USA Diving Publications.
Huber, J.J. (2007). Cognition related to skill development and diving performance: Helping divers cognitively resemble elite level divers. In R. M. Malina & J. L. Gabriel (Eds.), USA diving coach development reference manual (pp. 279-288). Indianapolis, IN: USA Diving Publications.
Huber, J.J. (1997). Differences in problem representation and procedural knowledge between elite and non-elite springboard divers. The Sport Psychologist, 11 (2), 142-159.
Huber, J.J. (1987). Adams' closed-loop theory of motor learning and its implications for diving coaches. The Diver, 8 (9), 9-12.
Huber, J.J. (1987). The warm-up decrement phenomenon and the set hypothesis: Implications for diving performance. The Diver, 8 (8), 14-15.