Level 10 Coaching Flashcards
1
Q
Self-organization vs. Prescriptive Coaching (Information Processing)
A
Self Organization: The athlete is allowed to find their own functional solution
Prescriptive Coaching: The coach gives the exact technique that the athlete needs to do in order to be successful
2
Q
If an athlete is doing something you don’t like and you want them to do something different, what question can you ask yourself?
A
What can I add to practice that is going to make that current solution not effective?
*This is the whole idea of the Constraints Led Approach
3
Q
Constraints Definition by Rob Gray
A
A feature of an individual, task, or environment which acts as an INFORMATIVE boundary in the solution space. (It constraints the possible coordination solutions that can be used while at the same time providing information and feedback that can guide the search for a more effective one.)
4
Q
Whats is Bernstein’s Degrees of Freedom Problem? This is the single most important problem in motor control.
A
How can a system (the human body) with so many independent components (bones, joints, muscles, etc), which have countless combination possibilities, be controlled?
How do we convert the body into a controllable system?
How do we find a coordination solution?
Choice creates confusion.
5
Q
When trying to solve the Degrees of Freedom Problem, what is the “Solution Space”?
A
The set of possible values (degrees of freedom) which the individual-task-environment could take for a particular movement problem.
6
Q
When comparing an NBA player and 10 year old shooting jump shots (show picture), why do these two athletes have such different coordination solutions even though they have the same the goal of making a basket?
A
Constraints. Specifically a Task Constraint. The hoop is 10 feet high and the typical ball is a full size 29.5. This requires different movement solutions for each. The 10 year old must shoot with two hands and from their hip. The NBA player can shoot with hand without twisting body.
7
Q
What are the 3 types of constraints (Newell’s model)
A
Task, Environment, and Individual
8
Q
Coordination emerges from the interaction of what?
A
Constraints (task, individual, and environment)
9
Q
We solve Bernstein’s Degrees of Freedom problem by reacting to….
A
Constraints. The constraints guide us to a particular area in the solution space.
10
Q
Solving the Degrees of Freedom problem would be nearly impossible without what?
A
Constraints
11
Q
As an analogy, if the Solution Space is a big open field, constraints could be seen as what?
A
A fence saying you can’t go over here.
12
Q
How is Newell’s Constraint Model, the triangle of the 3 constraints (task, individual, environment), different from the Constraints Led Approach (CLA)?
A
Newell’s Constraint Model is a theory that can be applied to multiple types of coaching methods.
The CLA is a specific coaching method that manipulates constraints with a specific goal in mind.
13
Q
Describe an Information Processing (IP) approach to skill acquisition (coaching) and how that relates to solution space.
A
This is when you give very specific instruction/technique for how to do something. It is prescriptive instruction.
In the wide open area of solution space, it would be like using fences (constraints) to make a very small box that would have a very limited degrees of freedom.
14
Q
Describe an Environmental Constraint.
A
Features of the performance environment (not the individual) which constrain the coordination solution largely independently of the task being performed. It applies to any skill you try to do. If multiple sports were being played at a park, an environmental constraint would effect all of them.
Examples: temperature, wind, Light level, surface friction
15
Q
Describe a Task Constraint.
A
Features of the performance environment (not the individual) which constrain the coordination solution dependent on the specific task being performed. If multiple sports were being played at a park and I brought a mini basketball to play basketball with, this would only effect the basketball players.
Examples: Rules, Equipment, size of the ball, # of players, size of the court, height of the basket, time allowed.
16
Q
Describe an Individual Constraint
A
Features of the individual which constrain the coordination solution.
Two types of individual constraints:
1. Structural: characteristics of the body structure like height, flexibility, strength, weight
- Functional: behavioral characteristics that influence coordination like motivation, fatigue, attention.
17
Q
The three types of constraints are interactive. Give an example.
A
If you play with a heavier basketball (task), the weaker player (individual) will have a harder time shooting from outside.
18
Q
Definition of the Constraints Led Approach to Coaching and the 4 objectives you want to achieve with it. You may not have all of them perfectly, but the most effective CLA does all 4 of these.
A
Deliberately manipulating one or more constraints in practice in order to achieve one of these 4 things:
- De-stabilize an existing, non-optimal movement solution
- Encourage exploration and self-organization of a new movement solution. (This is the most important one. Constrain to afford.)
- Amplify information and invite affordances
- Provide transition feedback about progress toward a new, more optimal solution
19
Q
When you de-stabilize a movement using the CLA, you want to move the system away from what?
A
The attractor location.
20
Q
Define Attractor
A
locations/states the system (person) tends to gravitate towards.
21
Q
Define Transition Feedback which is one of the 4 objectives of the CLA
A
Information that relates directly to the change in the coordination solution that needs to occur at some future time in the learning process.
Not so much just telling you how you did but rather what you need to do next.
Not telling you what the solution is but rather whether you are looking in the right area.
Example: Playing hide and seek and giving clues of “hot” or “cold”. You are not saying exactly where the person is hiding.
*Giving people information about the effectiveness of the exploration.
22
Q
When comparing the CLA vs. Prescriptive Instruction, explain the analogy of using 1 fence instead of 4 fences
A
In the big solution space, the CLA would put up one fence saying you can’t go over here, but you can explore this large are over there.
With Prescriptive Instruction, it would be like putting up 4 fences to form a cage and saying you must stay in this small space and you can’t go anywhere else to explore.
23
Q
Constraints have been used for years by coaches, but what is different with the CLA is how you use the constraints and your intention. Explain the difference
A
Typically constraints are used based on the information processing approach to skill acquisition and using prescriptive instruction.
The CLA uses constraints to allow for self organization using the Ecological Dynamics approach to skill acquisition.
24
Q
What are the two different ways we can view what skill is? Or, What are two ways we can see our transactions with the world?
Transactions because we can effect the environment and the environment can effect us.
Describe them.
A
Information Processing and Ecological Dynamics
- Information Processing: Treat the mind like a computer. You train to store up all these movement techniques so that they become automatic and you can use them at the right time. See-Take time to go thru your files of what to do-Then Act
- Ecological Dynamics: Movement is learned from the interaction of the individual, environment, and task. Perception-Action Loop
25
Define Degenercy
The ability of an athlete to perform a movement in a variety of ways to achieve the same goal. The ability to make a layup in a variety of ways, Kyrie Irving.
26
Describe the traditional approach to skill acquisition (information processing).
A coach teaches the "one" ideal technique through rote repetition of movement. There is lots of feedback and error correction from the coach. There are internal, bodily focused cues.
Assumption is that low outcome variability (making the shot) is produced by low movement variability (same technique) which is developed by low practice variability (repetition with repetition despite variation).
Movement variability is NOISE. The goal of this approach is to reduce the noise.
Repeat the exact same shot technique over and over again.
27
Describe Adjustability (Information Processing) vs. Adaptability Ecological Dynamics) when it comes to objectives
Adjustability (information processing approach): The goal is for the performer to be able to perform the "ideal" one technique in a variety of situations that occur in the game. You are getting repetition with repetition despite variation. Fundamentals must come first (specific technique, dribbling around cones, etc.), then variability comes later.
With the fundamentals there is Task Decomposition. There is no defense and then you have to perform that skill in a game without having practiced against defense. Perception-Action is uncoupled. It is only action without the perception
The objective is very boring.
Assumption: I can teach you a static jump shot and then you can apply it into a game.
Adaptability (Ecological Dynamics Approach): There is no one "ideal" technique. Each individual athlete needs to find their own optimal movement solution through the process of self-organization. There is less feedback/correction and more exploration. Repetition without repetition. Believes that low variability is impossible. Skill is problem solving. We want to repeat the outcome, but not repeating the movement. Movement variability is good.
Examples: Defended shooting drills, different distances, shooting on the move, getting fatigued between shooting drills.
The purpose of variability for an Ecological Dynamics approach is to encourage exploration of the perceptual-motor landscape (often outside of any condition you will face in competition) so that the performer will educate their attention to the specifying information and the system will be able to self-assemble coordination solutions. Repetition without repetition because of variation.
Variability in practice should come as early as possible to encourage exploration and limit the development of inefficient attractors or solutions with poor transfer. This variability can include conditions that are necessarily representative of the game (different height baskets, different size basketballs, jumping off tires for shots, different body postures, etc.). We want adaptability.
Perception-Action is coupled. There is Task Simplicity. The task still keeps perception-action coupled like partner tag. An opponents movement determines your movement.
28
Task Decomposition (Information Processing) vs. Task Simplicity (Ecological Dynamics)
Task Decomposition: Isolate a movement or skill like shooting or dribbling and uncouple perception-action. Just have the action. Dribbling around cones or stationary pound dribbles.
Task Simplicity: We keep the perception-action coupled and simplify the task for the skill level of the athlete. Partner Tag
29
How can you get a kid to quit video games?
Sit down next to them and give them explicit instruction (you should have done this..., hit that button..., etc.). Then, critique their performance when they are done playing.
30
True or False. You want to practice to decrease variability.
False. You want to practice to INCREASE variability.
31
In science, what does "Theory" mean?
A well-tested and widely accepted explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment. It's not just a guess or hunch as the word is used in everyday language. It's not a definitive truth. It's the best explanation based on available evidence.
32
Define Action Capabilites
Attributes which shape the potential movement solutions a player is able to produce. They are not skills, but rather attributes such as quickness, vertical jump, power, height, wingspan, etc.
33
What is a good question to ask yourself to see if you are meeting the athletes psychological needs during an activity?
If I wasn't here, would they carry on with this activity?
34
Define Affordances
Invitations for action within the environment. People can accept or reject them. Your goal is to make invitations more appealing
35
The affordances you decide to accept depends on what?
Your Action Capabilities (and your needs, you may need a 3-pointer)
36
Explain this sentence: Behavior affords behavior
The behavior of the coach affords certain behaviors for the player. A strict coach limits the affordances for the player.
37
Define Educere
To lead out or guide
38
Give some characteristics to the dominant style of coaching.
1. Skills are simply taught techniques that players can learn and then apply within a game at the right time (like a robot).
2. Players must be taught a skill before they can play a game.
3. Players are dependent on the coach for instruction on how to do something.
4. Coaches view their role as being to impart their knowledge directly onto the players.
5. The success of each drill is based on the ability of the players to replicate a desired movement pattern that the coach sets.
6. On air training is common
7. Lots of pre-determined drills with one pre-determined outcome
39
Understanding Ecological Psychology is understanding what?
Perception-Action Coupling. P-A coupling is a loop where we first perceive affordances in the environment and this leads to us taking action. After we take the action, changes occur in our perception of the environment. So, we must perceive again and then take action. The environment is connected to the perception-action coupling.
40
Nikolai Bernstein coined what phrase?
Repetition without Repetition
41
What did Nikolai Bernstein theorize about acquiring skill?
In order to become more skilled, training does not consist in repeating a solution to a motor problem time after time, but in the process of solving a motor problem time after time. This represents a game.
42
Two questions to ask to see if your activity is following repetition without repetition?
1. Does this activity repeat the same problem in the same environment?
2. Does this activity allow for players to continually search for movement solutions?
43
Describe the Dynamical Systems Theory of motor learning what is the "System"?
the "system" is comprised of the complex interactions between three key components: the individual (organism), the task being performed, and the environmental conditions; essentially, it's the interplay between these factors that determines how movement emerges and adapts, with no single component considered solely responsible for motor control.
44
Dexterity vs. Degeneracy
Dexterity: The ability to discover a motor solution for any external situation. Dexterity is not a property of the movement themselves, rather in the process of the solutions.
Example: You have a tool box filled with many different tools to complete any project you need to.
Degeneracy: The ability of the athlete to effectively perform a movement in a variety of different ways through varying levels of complexity.
Example: I have one screwdriver, but I can fix many different projects with that one screwdriver.
45
Focus on Adaptability over .....
Repeatability
46
Define Basketball IQ
The ability to solve many different problems
47
Coach Decisions not ....
Outcomes
48
Define Learning
Moving from the known to the unknown. It is an unsettling experience. You are constantly challenging yourself. If you are not, you are not learning.
49
What are the 5 principles of Nonlinear Pedagogy?
1. Representative Learning Design
2. Constraint Manipulation
3. Attentional Focus
4. Perception-Action Coupling
5. Functional Variability
50
Information Processing and Ecological Dynamics are 2 ways an organism can transact with their reality. A good question to ask to determine which of these options you want to use is?
How do I want my athlete working in the moment?
1. Working through processing models that might work (IP) OR
2. Interacting with what is actually happening.
51
Define Self-Organization
The movements that are observed during every moment of a possession as the players reorganize system components under the presence of interacting constraints. Movements occur without the brain controlling the entire movement. Your body moves independently from conscious thought.
Examples: Hiking and maintaining balance over uneven surfaces.
52
A successful performance is predicated on what?
The ability of players to satisfy the interaction of these constraints within the game. Let's design practice this way.
53
Define Differential Learning
A motor learning method that involves changing the content, learning process, environment, and product of a sport to improve a player's adaptability, and decision-making skills. Differential Learning wants to INCREASE variability and noise in training.
A method to promote adaptability by introducing diverse practice conditions
Used to drag people out of their normal movement space. You want to destabilize a movement that doesn't work. Only use this method if there is a problem with movement.
54
Discuss the recent study on children learning swimming and swimming related deaths
More people are learning swimming, but they are more drownings. This is because when you learn swimming, you are in a controlled environment (indoor, no waves, no wind, controlled temperature, lighting is different). Most drowning are good, young adult male swimmers.
55
Learning is on a continuum. Describe the two extremes of this continuum.
Information Processing
Robotic, stable, specific technique, view mistakes as wrong way of doing it, no decisions
Ecological Dynamics
Unstable, No mistakes, a mistake is feedback to try something else that is functional, many decisions, basketball and life are unstable
They way to move along this continuum is by using the CLA.
56
My job is a coach is to be a learning designer. True or False
True
57
How should we view mistakes?
Adaptations
58
True or False: As a coach, you want to create a rich landscape of affordances that allows kids to bring their individuality into it so they can interact and be afforded the things they want to do. Like, lower baskets, closer 3-point line, smaller court, less players on the court.
True
59
Describe Nikoli Bernstein's Blacksmith Study
He was commissioned by the Russian government in 1922 to study novice vs. expert blacksmiths. They wanted novice blacksmiths to become more efficient. His HYPOTHESIS: Experts are more proficient because they used the same or highly similar techniques, leading to optimal production.
He studied striking actions. What he found greatly contradicts the assumption of dominant approach to learning. He found that while novices demonstrated variable movement outcomes, the expert blacksmiths expressed even more variability. The key difference was how the experts commonly used the same part of their hammer to make contact with the iron which required MANY different movement solutions to achieve similar outcomes, compared to the novices who commonly struck the iron in different parts. If this much variability happens in a simple, closed task such as striking a hammer, consider the variability that presents itself within an open environment such as basketball.
In basketball terms, skilled players like Steph Curry use an even greater range of movement solutions to achieve similar outcomes.
"Repetition without Repetition"
60
Yes or No.
If a layup attempt is successful, then the movement solution is functional and effective for that particular task, in that environment, and at that moment in time. Is a finish WRONG because it does not match the coach's view as to how a finish should supposedly be performed?
No
61
If you want to do something prescriptive, like have athletes use their left hand for layups, a good saying to think of is:
"Let practice create the ......
need for that.
Instead of telling athletes to use their left hand, you could award more points for that or place an extra defender on the right side of the hoop.
62
Representative learning design (RLD) has two important characteristics:
1) Functionality, which means that the information and constraints used in training are similar to those in competition.
2)Action fidelity, which refers to the correlation between performance actions during training and in competition. -When putting RLD into practice it’s really important to keep these characteristics in mind
63
You can mix theories, IP and EcoD, but if someone ask you if you coach based on evidence based ideas, then what would be the answer?
You cannot mix theories. If you don't coach based on scientific evidence, then you can mix theories. If you say, you coach based on scientific evidence, then you must choose one.
64
If you ever focus on a solution that is all about the individual and doesn't consider the environment that's a what?
philosophical error
65
Questions to ask a coach about an activity they design:
What players in your group does this activity serve?
What was the purpose of the drill?
Is this drill satisfying the needs of top, middle, or bottom group? Or, everyone?
66
Explain Differential Learning and Differentiated Instruction
Differential Learning is the concept that every player in front of you is different and learns in different ways.
Differentiated Instruction is a way to create activities based on this understanding. Everyone does a different activity based on their skill level or how they learn best.
67
How does Differential Learning differ from Variable Practice?
Variability of practice suggests varying key variable parameters in order to stabilize the invariants.
The Differential Learning approach pursues variations in the "invariant parameters" as well.
68
"They won't learn anything, if ...
they don't want to come back next week."
69
Implicit vs. Explicit Instruction
Implicit: provides the athlete with the objective (make a BRAD). Implicit instruction should keep problem solving intact. This keeps perception-action coupled.
Explicit: tells the athlete what to do and how to do it (snap your wrist, bend your legs). Explicit instruction removes problem solving as the solution is given. When problem solving is removed so is perception-action.
70
The type of instruction (implicit vs. explicit) can drive the Focus of Attention. Describe Internal vs. External Focus of Attention?
Internal: Athlete is only focused on what they are doing. Is my elbow in the right place? Am I standing the correct way? The athlete is not thinking about the outcome or result. The focus is inside the body.
External: Athlete focuses on the outcome. Does the ball have backspin? Is it swishing? When focused externally, the athlete is free to explore the movements to arrive at the solution. The focus is outside the body.
71
Explain the "3 Shut Up Rule"
If an athlete is having a hard time solving a problem and making the same mistake 3 times in a row. Then, you can intervene by asking, "Do you want my help?" or ask them questions to guide them to a better solution.
72
Make this a session rule:
If an athlete needs help, have them do this?
Put a fist in the air
73
Dexterity vs. Degenercy
Dexterity = Lots of different ways to find a solution. An athlete could dribble, pass, or shoot to find a way to score the basketball. They could use any tool in their toolbox to drive a nail into a piece of wood.
Degeneracy: An athlete can find many different ways to use the same solution. Shooting a layup off 1 leg, two legs, fading away from the basket, right/left hand, etc. They could use a hammer in many different ways to drive a nail into a piece of wood.
74
What are the 4 Environment Design Principles? (The 4 principles of using the CLA).
1. Session intention
2. Representative Learning
3. Functional Variability
4. Constraint Manipulation
75
What are the 4 Universal Offensive Principles of invasion sports and 4 Defensive Principles
Offensive:
1. Pressure
2. Transition
3. Possession
4. Support
Defensive:
1. Pressure
2. Support
3. Transition
4. Containment
76
Explain the difference between Style of Plan and Principles of Play
Styles of Play: The way you want to use your principles of play. Big picture. Examples are: Tough, physical, methodical, fast-paced.
Principles of Play: Are the tangible ways to make it happen. Examples: When we get the ball, we RACE it down the court. We pick up the ball-handler full court and make them go left. POP are things you do consistently game in and game out (habits). Principles support our style of play.
Principles are the constraints for your team to self-organize in. Principles of Play are defined prescriptively, but developed ecologically.
77
If your coaching is based on following a theory, then you cannot.....
Switch back and forth between EcoD and IP.
78
The difference between skill and technically proficient with passing.
When Luka makes an incredible pass, anyone can make the pass technically. The actual skill is the decision to make the pass.
79
With Attentional Focus, you want to tell an athlete where to look, but not...
what to see.
80
Good questions to ask coaches regarding their activities:
1. What players in your group does this activity serve?
2. What was the purpose of the drill?
3. Is this drill satisfying your top, middle, and bottom group players?
81
What are ways to know if you have gone to prescriptive with your coaching?
1. Any instruction that speaks to or provides a solution is prescriptive.
2. When prescription takes away their ability to perceive , it's too much.
3. When your prescriptions become instructions on HOW to solve it, it's too much. HOW is over the line.
4. Is their action based on what they saw OR what I told them to do?
82
Describe the difference between Behavior vs. Movement
Movement: Is an action or change in position
Behavior: Is movements based on interactions with the environment
83
Describe Representative Co-Design (RCD)
Proactively involving players in the design and implementation of practice tasks. This allows coaches to tap into the rich experiential knowledge of the players.
84
Define "intelligent performer"
1. A highly adaptive,
2. Emotionally engaged
3. Motivated performer who learns quickly...and who
relies on cognitions, perceptions and actions to function effectively in sport and physical activity
85
Differential Learning is when you want to achieve the desired outcome, but by using ....
undesired technique.
86
You can't break a skill by messing up or practicing in an unorthodox way.
Technique can be broken, but not skill.
87
Unopposed practice should be used to explore movement possibilities, not to drill a ‘perfect’ technique. The paper challenges the traditional view that these drills are for mastering a single ideal movement. Instead, it suggests they should create space for athletes to experiment—trying out different ways of moving that suit their own body and context. When used in this way, unopposed practice becomes a valuable tool for encouraging creativity and adaptability.
Review Quote on this:
"The how and why of isolated, unopposed practice is critical for coaches to consider. Contrary to popular application, we suggest that unopposed, isolated technical practice should be viewed as an exploratory instead of a prescriptive process."
88
Differential Learning is variability on ......
steroids
89
Great question to ask yourself: If I were to have a drone over your practice videoing it, would I be able to tell if it is a practice or a game?
If you can answer no, then that is great.
If yes, then why are you doing it.
90
Knowledge of vs. Knowledge about
Knowledge of: Implies a deeper, more practical understanding. More expertise
Knowledge about: Suggests a more general awareness. Familiarity through learning or reading
91
A great question to ask when someone is prescribing something is.....
Why do you have to do it this way?
This often leaves people confused. Unless there are rules stating that you can't do it that way, you may need to rethink your answer.
92
When giving a demonstration either video or demo, the number one rule is...
Stop talking. Allow the players to watch and make their own interpretation.
93
If you decide to give verbal instruction on how to do something, phrase it this way...
Why don't you do (this)....next time. How did that feel?
Be curious with how you give the instruction.
94
Think of constraints as a relationship between the athlete(s) and their environment, not trying to.....
change their technique.
95
Linear vs. Nonlinear learning
Linear: technique first, then play. Perception-Action is uncoupled. Players learn the HOW, but not WHEN. It reduces autonomy
Nonlinear: Emphasizes athlete and environment. Allows for self-organization, keeps perception-action coupled.
96
When being pressed, (Blank) is to your advantage on offense.
How many players should be in the backcourt breaking the press?
Momentum. Get the ball inbounds as fast as you can and start racing the ball up the court. When you catch and hold, you allow the defense to trap you and it is much harder to pass when stationary then when moving.
Only have 2 players breaking the press. The other 3 are on the offensive side of the court.
97
When playing against a zone, designate one player to do what?
Set screens to the outside.
98
Define a Tactic?
A solution to a problem based on principles. Scenarios that are reoccurring. There can be numerous tactics to solve one problem.
Tactics don't need names, just do it based on what you see. No need to call it a pick and roll, somebody somewhere called it that. Players just did it.
If you do mention a tactic, mention it after they do the activity and use it, not before the activity.
99
When talking to players, talk to them about the solutions to a problem from a ......
A principle perspective, not tactical. Have athletes give you answers based on principles, not tactics.
100
If you communicate, "When you see this, do this", then you have ...
Gone too far and are no longer EcoD
101
What are the universal principles for offensive and defense for invasion sports (4 each + 1 Ultimate Principle)?
Offense:
Ultimate Principle = Maximize Space
Transition
Pressure
Support
Possession
Defense:
Ultimate Principles = Limit Space
Transition
Pressure
Containment (force to certain areas of court)
Support (help a teammate in need)
*Principles can blend together
102
Explain the Structure of Principles of Play:
1. Universal Principles (coach must know these.)
2. Personal Principles that align with Universal Principles. These are how I choose to follow the Universal Principles.
3. Advantage Creators that blend with Personal Principles.
4. Game Strategy: Used based on opponent, time and score, strengths of your players.
103
A good question to ask a player is ...
Why did you do that? Then, see if it aligns with a universal principles or one of your personal principles.
104
Are the solutions to problems being prescribed or emerging. Explain
Prescribed: The coach is giving the answer.
Emerging: The players are adapting and solving problems based on the environment created by the coach. The coach shapes the environment thru the CLA.
105
Explain Whole-Part-Whole method of coaching.
1. Whole: Put the players in a game and see where they are having trouble. Take note.
2. Create environments for these problems using the CLA.
3. Whole: Play again and see if these problems have been resolved and look for new problems.
106
If you want to work on offense, constrain (blank). If you want to work on defense, constrain the (blank)..
work on offense, constrain defense
work on defense, constrain the offense.
107
Why are players in NBA using linear model?
It works, but not because of what the coach is doing. It's time that works. These players play the most basketball and over time they become better decision makers. But, there is a faster way to develop decision makers and that is the CLA.
"Throw enough shit at the wall and some of it sticks."
If the linear model is right, then why do only .001% make it to highest level? Because all the others did was come to linear practices. They didn't spend time playing outside of practice.
108
Avoid ‘over constraining’ to force and instead aim to....
invite engagement with specific affordances through a process of exaggeration.
109
Describe Principles.
Things you want your players to do all the time regardless of the tactic or strategy. Principles NEVER change.
110
Describe tactics.
Solutions to real game problems. The tactics used are based on your principles of play.
111
Describe Game Strategy
Things you want to do as a team based on your opponent, strengths of your team, score, and time remaining. Inside of strategy, there will be tactics you employ.
Game Strategy can be PRESCRIPTIVE. Game Strategy is dependent on the cognitive capacity of the athlete. Only older athletes, high school and higher need game strategy.
112
EcoD merges tactics and (blank) together. A linear approach separates these.
skills
113
As a coach, the question you want to ask yourself when designing a practice is:
What problems do we have and how can I create an environment to work on tactics to solve it based on our principles.
114
Develop your skills around your..
Principles
115
Tactics like the alley-oop, pick and roll, dribble hand off, etc.. were all solutions to problems that occurred in the game. Players did these on their own at some point. Do tactics need names?
No. People in the crowd or announcers were the ones who attached names to the tactical solutions. The players never had names to these things, they were just solving problems. Tactics don't need names. We want tactics to EMERGE based on the environment.
116
"One of the greatest values of mentors is the ability to see ahead what others cannot see and to help them navigate a course to their destination." was said by who?
John C. Maxwell
