SKILL ACQUISITION FROM THEORY TO THE FIELD We

SKILL ACQUISITION FROM THEORY TO THE FIELD

We Presume 2 things when dealing with Skill Acquisition: 1. The athlete is motivated to learn / improve 2. The Coaches suggestions are implemented in a systematic fashion over SEASONS Farrow

Have a philosophy Plan the Work, Work the Plan

How we Teach it Implicit Learning vs. Explicit Learning – where does it fit in the program? Inner Game of Tennis – T. Gallwey

Coaching When we are kids, we learn implicitly (6 and out, one handed off the roof!). It is the advent of coaching that has changed this. Damian Farrow

The My. Pod Generation . 47

7 mins then an AD break! Changing the Drill BUT not the Skill – Linear vs Non-Linear 9. 47 minutes on a task before giving up (American) vs. 13. 93 minutes for Japanese (nearly 40% longer) Blinco study on 8 th Grade students “Task Persistence in Japanese Elementary Schools”

“Win the workout” Meaningful sessions with desired outcomes – Failing at these is just as important as winning every session. 30 -50% failure rate – challenge point

“Blocked vs. Random” Put Pressure situations into your sessions e. g. . Unstructured Games (at above game speed 120 m p/m) with rules to emphasize themes then get a player to perform a goal kick under pressure with a result if they win / fail. Learning the skill & not the drill Skill in context – next action eg L/O throw

Practice vs. Training = Rehearsal vs. Learning

Developing Perfect Technique vs Consistent Outcomes BEWARE: Individuals will vary with skill movements BUT the outcomes can be the same e. g. . Popov, Buddy Franklin

“People unwittingly set up practice for success rather than setting up practice for learning” Guadagnoli 2007 Transient vs. Permanent Behaviour – Learning the drill as opposed to the skill. “They really improved that skill during the session”

Manipulate: Task – Rules, Time, Field, Numbers Player – Fatigue, Attentional Focus, Worst case Environment – Wind, Ground conditions, Indoor / Outdoor, Wet balls, Ball size Newell 1986

Long term random skills hold up better under pressure. Finding the CHALLENGE POINT is the key Farrow

Talent = Ability + Attitude + Commitment Dr Martin Raftery

Who Picks the “Talent? ” Performance vs. Potential and the Calender Effect

Dudink study on English Premier League vs. Canadian Ice Hockey. “Birth Date and Sporting Success”. Helson, Starkes & Van Winckel “Effects of a change in selection year on success in Male Soccer players” on Belgian changing dates for eligibility.

Calendar Effect Accumulative Advantage through: * More Training * Better Coaching *More Games * Exposure to advanced movements.

Good to Great is a process Ready to Compete vs. Ready to Win. Average Age / Training Age (RWC eg 27)

Projects, Tactical Awareness, Video imagery (Fanning) – all have a specific goal though! – Implemented when? - Injury / Recovery Focus

Insanity Is doing the same thing over and over with the same people and expecting different results!

Sheep Walking

Everyone is looking for the 1% that will make a difference. Get the Core 80% right! If everything is equally important, then nothing is very important Michael Mc. Donough

Is Coaching about Focusing on Weaknesses OR dealing with these as a long term project and grow the athletes point of difference? Just another footballer / stock car

THE COACH drives the S&C program to compliment the playing / Skill philosophy

FEEDBACK / COMMUNICATION TO AID SKILL DEVELOPMENT Communication – we have 2 ears and one mouth for a reason!!! Varied meetings Questioning Approach – instils tactical awareness. What, How, Why, Feel Specificity in Coaching – simple cues / analogies – very Visual / Kinaesthetic Generation Subjective Vs. Objective – archive footage and show development / regression.

Use Technology as an accelerator and NOT a center piece