Cognitive adaptation is an interesting aspect when it comes to performance, and especially when we intend to -build- a performer.
In some stages of our training, we’ve noticed that students have difficulty retaining or acquiring new information in a short amount of time before FOF trainings. These sessions may vary in intensity and duration, yet we see interesting outcomes.
Obviously, adaptation is key in all fields of performance, but what exactly is it? And what helps us to reinforce it - load or variability in training? The first answer is: it depends. There are no absolutes. It depends on what stage the student is at, as well as what we expect them to be able to do.
Let’s first look into what adaptation means: adaptation implies adjustment. It’s the ability to fit rather than disengage from the surroundings. In a cognitive context, it is essentially our ability to adjust to new information, tasks, or environments. This adaptation can be influenced by various factors. Specifically, we’ve found that in tactical trainings, where the available time and the level of risk are quite challenging for decision making, both the load and the variability of tasks are what people either fail at or are unaware of. Here’s a short overview:
1.Variability of a Task:
This refers to how much a task changes over time or between sessions. High variability in tasks can enhance cognitive flexibility, helping the brain to become better at switching between different types of tasks and adapting to new situations. This is particularly useful in developing a broader range of skills and can prevent the effects of overlearning, where performance improvement in a learned task plateaus.
For example:
We can create a Force on force scenario, that impose multiple of tasks, in short amount of time. this time constraint can be of how quick the student can actually descriminate the task, or, how much time he has to complete the task from the moment he begun to carry the task.
2.Load of a Task:
This refers to the cognitive demand that a task imposes on an individual. Increasing the cognitive load can strengthen cognitive capacities like memory, attention, and executive functions. Tasks that are more challenging (but not excessively difficult) encourage the brain to adapt by enhancing neural connections and possibly promoting neurogenesis (the creation of new neurons). Subsequently, where there is load there is development of adaptation.
For example:
Creating a scenario that may not be so complicated or diverse by itself, but, the specific task the student will require to take, will be rather demanding. in the sense that he will be required to shift more mental resources in order to pick or solve the task. we think one of the classic examples is the requirement to control a non compliant person in a room during a search training. this will require the officer to shift attention back and fourth.
We hope this little article spiked some interest. if you have questions about cognitive load & performance, feel free to leave us a comment!