2. Coach Learning and Development (CLAD)

3. (Potrac and Cassidy 2006 emphasis added)
Thinking of the past….
The traditional role for the coach has been highly directive, instructional or prescriptive
(Kidman 2001, Cassidy et al. 2004)
The coach decides when and how athletes performance specified skills or movements
(Potrac and Cassidy 2006 emphasis added)
The coach is the unique knowledgeable source and directs a linear relationship where athletes a viewed as passive learners
(Potrac and Cassidy 2006) 3

4. The coach and assumptions
Possible problems
with this approach?
The isolation of
movement skills
from performance
contexts during practice
Task decomposition
during learning
The role of repetition.
In skill practices to allow
learners to transfer acquired
technical skills into
game situations
(Adapted from Rink 2005)

5. How have these perspectives manifest in coaching practice?
The use of the following approaches to coaching (learning?)
Role of coach
Mechanisms for learning
(i.e. practice conditions, instruction)
Role of players (learners)? 5

6. Thinking about planning effective learning environments (to create decision makers)
New skill
learning
Skill Revision
Introduction
Evaluation/
Closure
Warm up
Skill Practice
(drills/games)
Game

7. A rationale for games based approaches
A large number of children have achieved little success as a result of emphasis on component skill performance
Leave understanding very little about games
Development of putatively technically sound players with poor decision making capacity
“ the basic philosophy of TGfU is that a person can play games with limited techniques and, even with limited techniques be very competitive” 7

8. Cinderella stories

9. Brazil v England (Ford et al. 2012)9

10. Unstructured, enjoyable and non-coached practices

11. Success of ‘TEST’ batsmen?

12. You as ‘educator’ players as learners
1. Social interaction 2. Zone of proximal development 3. Cognitive apprenticeship 4. Scaffolding

13. - Readdressing the balance ‘why’ before ‘how’. (Hopper, 2002)
Implementing a ‘Games’ approach
- Designing learning experiences for individuals to acquire tactical skills
- Modified games
- Suitable for current physical, intellectual and social states of development
- Readdressing the balance ‘why’ before ‘how’.
(Hopper, 2002) 13

14. - emphasis placed on active learning
Theorising how players learn……
The ‘game sense’ approach may be consistent with constructivist approaches to learning…
Why?
- emphasis placed on active learning
the involvement of processes of perception
decision making and understanding
modification of games to suit

15. The ‘reversal phenomenon’ for YOU as coach
Performance
Learning
High levels of instruction
Infrequent
Demonstration
Blocked/massed practice
Random/non-linear
Increased feedback
Decreased feedback 15

16. Let the game be the TEACHER Environment is the CLASSROOM
Problem Based Approaches
Let the game be the TEACHER
Environment is the CLASSROOM
YOU as the FACILTATOR 16