„A child’s view of their own sporting experience is very different. It’s generally about fun, friends, competition, play, learning and a love of the game. That’s easy to forget if you’re an all-too-serious adult.“
„Through sport, children enjoy the opportunity to learn so many lessons that apply to life. Achievement, failure, team work, adaptability, winning, pride, overcoming adversity, purpose and more. If we create environments with the player at the heart of it that includes challenge, but is driven by understanding then we can help them navigate through the ups and downs, ensuring they develop as people and players. Adopting and accepting non-linear pedagogy means that the coach embraces the learning process from their own and the player’s perspective, resulting in an ability to work with the many forces at play.“
Nonlinear pedagogy in tennis coaching. Developing and improving double skills and tactics. This drill should lead to a better view on cross court play in a double. This is helpful for a greater variation in tactics from serving, returning to using the volley and lobs.
Nonlineare Pädagogik im Tennistraining. Eine Übung zur Entwicklung eines erfolgreichen Doppelspiels durch die Ermöglichung eines veränderten Blicks auf die Bedeutung des Crossspiels im Doppel und die sich daraus ergebenden Varianten in der Taktik. Aus den veränderten Rahmenbedingungen ergibt sich ein impliziter Zugang zum Aufschlag, Stellungssspiel und Einsatz des Volley im Doppel.
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!
„…for most coaches, the design of practice is constructed under the competing constraints of the need for immediate competition success and the demonstration of ability (i.e. to selectors or parents) in practice alongside longer-term learning.“ (Jia Yi Chow, et al: Non-linear pedagogy in skill acquistion, p. 197)
You have walked only on all fours and now you want to learn to walk on two legs? Then you could proceed like this:
You are looking for a straight line on level ground and a target you want to go to (see graphic) and now you always go from a starting point to a destination point and so on.
Or you can go like this: Differencial learning weiterlesen
The development process in sport is non-linear!
This is a view over the plate’s edge. Mark Sullivan on footblogball about non linear pedagogy and what we can (not) learn from a football club that made a „Talent Identification Action“ for 5 year old kids.
The Race to the Bottom (adventures in early and earlier talent ID)
„The interactional nature also explains why certain components of performance practiced in isolation, i.e. “technique”, may collapse when task constraints (inclusion of opposing players) and/or individual constraints (emotions) change.“
Seven principles of nonlinear pedagogy in sports. Described by Mark Upton from The Player Development Project.
Sometimes I read a text about learning in sports and my eyes and my heart become wide opened.
The swedish revolution.
Such an article is the one I have read this morning, written by Mark O’Sullivan on footblogball about „a quiet revolution in swedish youth football and the idea of avoiding exclusion“. He wrires about the meaning of nonlinear pedagogy in motor learning and what this has to do with a new image of human beings or being human. The swedish revolution weiterlesen
Two very good articles about nonlinear pedagogy in skill acquisation and about constraints led coaching. As almost coming from soccer!
Mark Upton comes to a likable conclusion:
„The above is not a recipe or blueprint for success, nor is it a comprehensive disscussion of each principle (such as the inevitable “exception to the rule” situations). However, as a starting point they should prove helpful in navigating the complexity of learning design and player development. A useful activity may be to examine your current practice activities against these principles and see how they stack up. What might you do differently?“