Archiv der Kategorie: Kontroverse

Tuchel und der BVB

Der BVB Borussia Dortmund hat seinen Trainer Thomas Tuchel entlassen. Es ist von außen schwierig, solche Entscheidungen nachzuvollziehen.Bild könnte enthalten: 1 Person, im Freien

Ich habe auf meinem Blog mehrfach über die modernen Trainingsmethoden von Thomas Tuchel berichtet. Als „Schüler“ von Wolfgang Schöllhorn (Differenzielles Lernen) geht er neue Wege im Training und in der Wettkampfplanung.

Die Beiträge sind hier verlinkt

Don’t talk, let walk

“Let the drill do the talking and the athlete do the walking”

https://www.trainer-im-leistungssport.de/sites/default/files/winkelman_nick_learning_to_sprint_40th_0.pdf

In this article Nick Winkelman is talking about science of coaching and using new scientific knowledge in developing skills in sports. He gives an overview about constraints led coaching, the advantage of external focus, differencial learning and optimizing the transfer from pratice to the game. As we already know 😉 this implicits a new communication between player and coach.

Winkelmann is the head of athletic performance & science for the Irish Rugby Football Union. Prior to working for Irish Rugby, Nick was the director of education for EXOS (formerly Athletes’ Performance), located in Phoenix, AZ. As a performance coach, Nick oversaw the speed and assessment component of the EXOS NFL Combine Development Program. Nick has also supported many athletes in the NFL, MLB, NBA, National Sport Organizations and Military. Nick is an internationally recognized speaker on human performance and coaching science, and has multiple publications through the UKSCA, NSCA and IDEA Health and Fitness.

 

Don’t be proud of practice

„Don’t just be proud of practice, but look at how practice and training actually transfers to the field. If you’re making baseball players faster, does it actually result in more stolen bases? If you’re making golf players stronger, can they actually drive the ball farther and more accurately when they’re on the golf course?“
This link leads to a presentation by Nick Winkelmann with objects about coaching in running. Using goals, errors, constraints, external focus, contextual interference and differencial learning:
  • Discuss a technical model for sprinting from a dynamic
  • systems perspective
  • Discuss an error model for sprinting from a dynamic systems
  • perspective
  • Discuss a constrain-based coaching model with emphasis placed on instruction/feedback and practice design

Facebook groups in good discussions

There are very good discussions in some facebook groups about non linear (implicit) and linear (explicit) coaching in tennis. While we have a lot of studies about implicit learning in sports like basketball, cricket and volleyball, there is still a lack of targeted research in tennis. At the same time accustomed truths beginn to waver. Methodical traditionalism with clear statement to „technique coaching first“ is no more the only way to coach, yes it is heavily critisized.  Action approach and game based learning are essential elements in the Play and Stay concept of the ITF and of national tennis associations all over the world with changing constraints like balls, fields, rackets, rules and more. But there is coming up a confrontation between the representatives of a „both is possible“ and those who plead for the purity of implicit learning.

In any case there are some clues that indicate the need to overthink traditional explicit coaching that has a primarly focus on the players technique. Facebook groups in good discussions weiterlesen

Comparing dynamical systems concepts and techniques for biomechanical analysis

Abstract

Traditional biomechanical analyses of human movement are generally derived from linear mathematics. While these methods can be useful in many situations, they do not describe behaviors in human systems that are predominately nonlinear. For this reason, nonlinear analysis methods based on a dynamical systems approach have become more prevalent in recent literature. These analysis techniques have provided new insights into how systems (1) maintain pattern stability, (2) transition into new states, and (3) are governed by short- and long-term (fractal) correlational processes at different spatio-temporal scales. These different aspects of system dynamics are typically investigated using concepts related to variability, stability, complexity, and adaptability. The purpose of this paper is to compare and contrast these different concepts and demonstrate that, although related, these terms represent fundamentally different aspects of system dynamics. In particular, we argue that variability should not uniformly be equated with stability or complexity of movement. In addition, current dynamic stability measures based on nonlinear analysis methods (such as the finite maximal Lyapunov exponent) can reveal local instabilities in movement dynamics, but the degree to which these local instabilities relate to global postural and gait stability and the ability to resist external perturbations remains to be explored. Finally, systematic studies are needed to relate observed reductions in complexity with aging and disease to the adaptive capabilities of the movement system and how complexity changes as a function of different task constraints.

http://www.sciencedirect.com/science/article/pii/S2095254616000156

Matt Kuzdub on dynamical systems theory and coaching tennis

Some things are wonderful 🙂 . One of them is to find somebody, who shares my convictions. Matt Kuzdub, tennis coach, and a facebook friend, has written a wonderful statement about non-linear pedagogy and the dynamical systems theory and what it means for learning and coaching in tennis. I am working with kids and players, who  come for one or two hours in the week to play tennis under the guidance of a professional coach. Matt is working with very ambitioned players and goes with them significantly more intense. But he shares my perception: there is a better way to learn and to coach. And it is evidence based!

http://www.mattspoint.com/blog/learning-in-tennis-an-intro-to-dynamical-systems-theory

Questions

To the most frequent articles in forums for coaches in social networks belong videos of players in training sequences. Coaches set pictures of their players from practice to get from other tcoaches tips for technical corrections.

In the comments on the videos you will find many motivated and well-meaning advices from colleagues from all over the world. In most cases, this is about „tips“ for changing the technique.

But there are also articles from coaches who ask the right questions about the videos: „In what context was the video recorded?“, „How are the results (not visible in the video) of the hit?“, „Balls were in play or is the play-off from the basket? „, ….) Questions weiterlesen

Wide focus

„With explicit instructions by the coaches, children can not perceive all relevant informations. A close attentional focus is the consequence; good and possibly better solutions are overlooked and the divergent thinking is impaired from the start. On the other hand, learning by discovering without instructions allows a wide attentional focus (implicit/differential/action approach/deliberate coaching, FH).“ (Henseling, M./Maric, R.: Fußball durch Fußball. Göttingen 2015) Wide focus weiterlesen

Deliberate play

„For children in the age between six and eleven years, it has been demonstrated in various studies that their game intelligence – and thus their strategic and tactical understanding – are strongly developed if they do not specialize in a sport at an early stage. Instead, when the practice in different sportsgames without instructions (deliberate play)“. (Henseling, M./Maric, R.: Fußball durch Fußball. Göttingen 2015) Deliberate play weiterlesen