Archiv der Kategorie: Nonlinear pedagogy

Let go…

http://www.jugendtrainer.de/wp-content/uploads/2016/10/00-Matthias_Nowak-quadratisch.jpg„Through special challenges with the ball the players have to learn to <let go> again … this way, the fear of failure is lost and at the same time the desire for „mental resilience“ develops. Together, this makes it easier for the player to enjoy the game even under pressure …“  (Matthias Nowak, Technik- und Kreativtrainer)

Streetplay

“For 4 or 5 of us (on our street) it was football direct. But it wasn’t just football. We played tennis, table tennis, floorball, ice hockey. In the street I grew up it was mainly ‘sports families’, it became a ‘sports street’ and this is how I got in to sport”. (Eric Forsberg, RB Leipzig, Nationalteam Sweden)

Emil Forsberg – Growing up on a street of sport (Game-Play-Learn)

From Inner Coaching to „Coaching in sports“

The Blog www.innercoaching-blog.de now has the title
„Coaching in sports – new ways in learning“. Started with the thoughts and ideas of Timothy Gallwey and others about Inner Game and Inner Coaching the scaffolding of the blog is more. From there, we started thinking outside the box.

We included all aspects with an evidence-based background that deliver a change in coaching in sports („new ways in learning“): constraints led approach, external focus, differential learning, non-linear pedagogy, implicit learning, theory of dynamical systems,….

And it is not at an end.

 

Quality before quantity

One important substance of my Inner Coaching (TMS) approach, what includes „trick the mind drills“, implicit -differential learning, constraints led approach and non-linear pedagogy, is this:

A high range is to be replaced by a high learning intensity. Quality before quantity.

 

Implicit or explicit learning


Mark O’Sullivan, talking about non-linear pedagogy in coaches conferences in soccer in Sweden and practicing in his swedish club, was confrontated with an academy club presentation presenting its methodology as deliberate practice and explicit instructions using a research from Canada in mathematics (class room) on the short coming of discovery learning as scientific proof to why guided discovery should not be used in football training.

Marks question was: should research that has been done in one learning domain like the classroom be used as proof to explain learning in another domain such as football training (dynamic environment)? There was a very interesting discussion about this.

There is no doubt, that there are a lot of studies about the advantages of implicit learning in sport. Implicit or explicit learning weiterlesen