01 LEARNING THAT MATTERS Implications from World Class

01 LEARNING THAT MATTERS Implications from World Class Badminton & Modern Pedagogy for Developing Juniors Diemo Ruhnow

„I AM NOT YOUNG ENOUGH TO KNOW EVERYTHING. “ - Oscar Wilde QUOTES & BELIEFS „WE SHOULD NOT BE PUNISHED FOR LEARNING. “ - Michael Boyle „EXPERIENCE IS WHAT YOU GET, WHEN YOU DIDN‘T GET WHAT YOU WANTED. “ - Randy Pausch 02

Experience 03 • Worked in the past, might work today, not tomorrow… • If you stop getting better a better coach, you stop being good one • Growth mindset, self-reflection, revision, learning, new trials & ways are necessary • Data, information, knowledge, experience, wisdom…

04 Experience • Worked in the past, might work today, not tomorrow… • If you stop getting better a better coach, you stop being good one • Growth mindset, self-reflection, revision, learning, new trials & ways are necessary • Data, information, knowledge, experience, wisdom…

WHAT WE SEE E. g. Outcomes, training routines… WHAT WE KNOW E. g. a few principles, a little bit of science, experience & wisdom… WHAT WE (I) SUSPECT WORLD CLASS DEVELOPMENT Training and development is complex – we have an idea what might have worked or not in the past, but actually does this matter for far away future outcomes? Personality is key… WHAT REALLY MATTERS ? 05

QUOTES & BELIEFS „WINNING DOES NOT MAKE YOU A BETTER PERSON, BUT BEING A BETTER PERSON MAKES YOU A WINNER. “ - Unknown 06

07 „I WOULD ASSERT MYSELF FORCEFULLY IN PRACTICE TO IMBUE THE PLAYERS WITH A STRONG VISION OF WHERE WE NEEDED TO GO AND WHAT WE HAD TO DO HERE. BUT ONCE THE GAME BEGAN, I WOULD SLIP INTO THE BACKGROUND AND LET THE PLAYERS ORCHESTRATE THE ATTACK. “ - Phil Jackson in Eleven Rings

08 “AS TO THE METHODS THERE MAY BE A MILLION AND THEN SOME, BUT PRINCIPLES ARE FEW. THE MAN WHO GRASPS PRINCIPLES CAN SUCCESSFULLY SELECT HIS OWN METHODS. THE MAN WHO TRIES METHODS, IGNORING PRINCIPLES, IS SURE TO HAVE TROUBLE. ” - Ralph Waldo Emerson (1803 -1882)

WORLD CLASS BADMINTON – TENDENCIES WORLD RANKING TOP 10 EUROPEAN PLAYERS 2012: 1 / 2 / 1 / 3 = 8 2016: 3 / 1 / 2 = 9 2020: 2 / 1 / 0 / 1 = 4 DEVELOPMENT - EXAMPLES • Better level of “smaller” countries • More Asian players at smaller tournaments, less non-Asian in Top 50 • “New” strong Asian countries PROFESSIONALISM - EXAMPLES • Single person support teams (Marin, Chou Tien Chen, Axelsen, …) • National Support Teams � S&C Coaches � Video Analysts � Nutritionists � Sport Psychologists… • Shared knowledge, foreign expert coaches (India, Japan, China, …) 09

INDIVIDUAL Needs & motivation TALENT DEVELOPMENT FACTORS MASTERY Growth mindset, “ 10 -year-rule, continuously improving, deep learning, … SETTING Culture, hotspots & idols, resources, training group, team, structure & autonomy … 10

Talent Development Factors - China INDIVIDUAL Needs: In the past social-economical status Motivation: Idols, family, status … MASTERY Massive volume, 10. 000 h before U 17 Highly skilled ex-players as coaches High competition & high level training groups SETTING 11 Highly regarded in society including government support… Badminton as Nr. 1, 2, 3 … Sport

Talent Development Factors - Denmark INDIVIDUAL Motivation & Needs: Idols, sports involvement MASTERY Low-medium structured volume High(est) Badminton wisdoms capacity in Uxx/O 19 Highest training intensity & quality SETTING Past of World Champions & present professionals. Club & volunteer structure Badminton as Nr. 1, 2, 3 … Sport Danish culture “Danish self-esteem”

Talent Development Factors - Japan INDIVIDUAL Motivation & Needs: Sports involvement MASTERY Japanese culture e. g. kaizen In my view: blueprint of deliberate practice SETTING Club & enterprise structure, professionalism. JISS Structure. National team expert coaches structure

WORLD CLASS BADMINTON – TENDENCIES INSPIRATION… • • • Japan, India … Spain! Other sports & hotspots … Other greats … Experiences, wisdoms, knowledge (=science) … (MY) SOLUTIONS… • Conclusion & Dilemma: � Need for higher/est developed players • Solution: Layout for Succesful Badminton � Variable & Dangerous Strokes � Multidirectional Movements � Good Decision Making Under Pressure & Changing Environment • Conclusion & Dilemma: � Important Talent Development Factors missing in non-Asian (+ Denmark) countries � Old Teaching Models in Coaching • Solution: Enhance & Speed Up Motor Learning for Badminton 14

TALENT DEVELOPMENT FACTORS: HOW TO KEEP UP? CREATING WORLD CLASS POTENTIAL IN JUNIORS. . . without the high numbers of available talents & competition. . . without the high support of society. . . without many idols and „someone who already did it“. . . without the high number of highly qualified coaches. . . with different cultural background & society, group norms. . . without the high volume of Asian competitors. . . without many good examples (e. g. in technical area, lifestyle, . . . ) SOLUTION: ENHANCE & SPEED UP MOTOR LEARNING FOR BADMINTON ALSO: BELIEVE, MAKE IT FUN, WORK HARD. . 15

LEARNING THAT MATTERS IPART ONE: DEVELOPING STROKES Implications from World Class Badminton & Modern Pedagogy for Developing Juniors 16

ENHANCED MOTOR LEARNING DEFINED … that sticks … that transfers … that is faster … that is robust … that is flexible … that enables future potential … that is positive & motivates … that engages and includes 17

ENHANCED MOTOR LEARNING DEFINED … that sticks (-> instructional & structural approach, -> all of the below) … that transfers (-> developing analogies, developing pattern families) … that is faster (-> association & analogy learning, -> external cueing) … that is robust (-> implicit learning)… that is flexible (-> player creativity, -> fundamental & specific patterns) … that enables future potential (-> develop flexibility & ability to change) … that is positive & motivates (-> transformational, servant leadership, -> “why are they here”) … that engages and includes (-> peer learning, -> deliberate practice) 18

INSTRUCTIONAL APPROACHES OF MOTOR LEARNING TECHNICAL APPROACH (“COGNITIVE SYSTEMS APPROACH”) Badminton game devided into pieces of strokes, footwork, . . . that have to be mastered. Coach teaches / commands and takes (all) decisions in the process. Tactics to be learned while playing after mastering the technique. 19

EXAMPLE: TECHNICAL APPROACH (JPN) VIDEO: 1 CROSS DROP NET (2: 15) 20

INSTRUCTIONAL APPROACHES OF MOTOR LEARNING TECHNICAL APPROACH (“COGNITIVE SYSTEMS APPROACH”) Badminton game devided into pieces of strokes, footwork, . . . that have to be mastered. Coach teaches / commands and takes (all) decisions in the process. Tactics to be learned while playing after mastering the technique. TACTICAL APPROACH (“GAME-BASED APPROACH”) Badminton game as solving tactical problems. Coach guides, questions and leads towards solutions. Tactical solutions to be understood before the technique is mastered. 21

EXAMPLE: TACTICAL APPROACH VIDEO 8: PRETACTIC CROSS DROP NET (0: 40) 22

EXAMPLE: TACTICAL APPROACH VIDEO 9: NET GAME (1: 00) 23

EXAMPLE: TACTICAL APPROACH VIDEO: 15 STICK SMASH GAME (1: 30) 24

INSTRUCTIONAL APPROACHES OF MOTOR LEARNING TECHNICAL APPROACH (“COGNITIVE SYSTEMS APPROACH”) Badminton game devided into pieces of strokes, footwork, . . . that have to be mastered. Coach teaches / commands and takes (all) decisions in the process. Tactics to be learned while playing after mastering the technique. TACTICAL APPROACH (“GAME-BASED APPROACH”) Badminton game as solving tactical problems. Coach guides, questions and leads towards solutions. Tactical solutions to be understood before the technique is mastered. CONSTRAINTS-LED APPROACH Badminton game as solving a motor learning problem that is constraint by internal, external and task constraints. Coach puts different contraints to the player to make the task easier or harder to solve. Tacical and technical solution as solution of the contraints. 25

CONSTRAINTSLED APPROACH VIDEO: MILIAN CRAWLING UP THE STAIRS Davids et al. (2007). Dynamics of Skill Acquisition: A Constraints-Led Approach: http: //amzn. to/2 x. G 3 o 8 V Renshaw (2010). Motor Learning in Practice: A Constraints-Led Approach: http: //amzn. to/2 x. HCQEa Davids (2015). Complex Systems in Sport (Routledge Research in Sport & Exercise Science): http: //amzn. to/2 x. Gp. Kq. M 26

CONSTRAINTSLED APPROACH • How the hell did that happen? • • • Instruction? Idols? Feedback? Yes. . . maybe, but in a “experiencing way“corrections? Kind of. . . from G-forces Goal-Setting? Definetly! But not made in conversations. . . Coaching? 27

28 Individual Constraints • Genes, Height, Strength. . . • Motivation, Emotions. . . Environmental Constraints • G-Forces • Culture & Surrounding • Values Task Constraints • Racket, Ball, Target • The Rules

EXAMPLE: CONSTRAINTSLED APPROACH VIDEO: 5 ERRORLESS LEARNING (0: 50) 29

EXAMPLE: CONSTRAINTSLED APPROACH VIDEO: 11 TRICKSHOT 1 & 2 (1: 40) 30

EXAMPLE: CONSTRAINTSLED APPROACH VIDEO: 13 CATCH & COVER (1: 05) 31

IMPLICIT VS EXPLICIT LEARNING PURE IMPLICIT LEARNING • Learn to speak • Learn to crawl, walk, … EXPLICIT LEARNING EXAMPLES • Learn a foreign language in school • Learn through a manual • Learn through instruction IMPLICIT LEARNING TECHNIQUES • • Teaching Games for Understanding Differential Learning Technique Training with Differences Errorless Learning Analogy Learnen External Cueing Peer Learning / Teaching 32

EXAMPLE: IMPLICIT – MANIPULATING CONSTRAINTS VIDEO: 7 CROSS NET BACKHAND (2: 35) 33

EXAMPLE: ANALOGY LEARNING & DIFFERENCES VIDEO: 16 DOUBLE DEFENCE BACKHAND (1: 45) 34

EXAMPLE: ANALOGY LEARNING VIDEO: 17 CUT SHOTS REAR COURT ANALOGY LEARNING (1: 20) 35

EXAMPLE: ANALOGY LEARNING VIDEO: 21 CLEAR BACKHAND CLEAR ANALOGY LEARNING (1: 35) 36

EXAMPLE: DIFFERENTIAL LEARNING VIDEO: 18 DRIVE WITH ADD ONS (2: 00) 37

CAUTION! • The unexperiecend coach: I can do what I want and it will appear! • Maybe not!Guide with ”all you have” (the more implicit the better, the less talking the better) to your solution with your clinical eye! • Base it on principles! � Coaching Science, Experience, Wisdom � Stroke Technique (Biomechanics, Inspirations) 38

WHAT WE NEED. . . WHAT I MISS. . . (STROKES) • Create Power (Defence, Midcourt, Backcourt) • Perfect Placements � Touch � Different shuttle paths, length, heights • Deceptions � Fast-slow, slow-fast � Trick shots • Neutralize speed, placement & deceptions � Different points of impact at the side / behind body � Differentiation by time and placement • Perfect Overhead & „around the head“ technique. Different long racket movements (Sticksmash, Clip, . . . ) • All Cuts from rearcourt • Different cuts in front, from midcourt, in defence • Perfect backhand in U 7 • Change of grip, especially in defence • Adapting racket elbow & upper body Crosses in defence, net under pressure • Deception through perfect techniques • Creating power w/ technique & timing • Change of pace (create speed, take out speed) • Fast, short drop shots from back court 39

40 LEARNING THAT MATTERS Diemo Ruhnow INNCO INNOVATION | COMMUNICATION