Schlagwort-Archive: Mark O’Sullivan


Constraints led or is there more? Back to the question.

Can we say, that the sportive action in this picture shows elements of differencial learning in tennis? Constraints change seeing, hearing, time, speed, field size, target, emotion,…

(Thx Mark O Sullivan for the picture, Mark is doing a wonderful job at AIK Stockholm and is writing about constraints led coaching, childrens rights in sports and more on the blog „Player development project„)

Wolfgang Schöllhorn, who has thought and researched about the best way of learning skills in sports, is helping me to understand the differences between Differential learning (DL) and the Constraints Led Approach (CLA) fixing one’s eye on the picture above.

„This is a nice example for explaining the difference of constraints led approach and differencial learning 😉 . Here you see extraordinary constraints in order to feel what you should not do in future (variant of contrast learning). But this only would become differencial learning if the boundary conditions would change next time, e.g. if the „other side“ would change the flying objects (size or speed) or if this guy would change his glasses, the mask, the racket, the technique, the target … next time. In differencial learning it is rather about the rate of change of boundary conditions, it is less about the stressful constraining situations that should be avoided next time. ;- ) “

from a facebook discussion


“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)

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

Die stille Revolution – Kinderrechte und Trainingsarbeit

Was hat unsere TMS-Trainingsphilosophie, was hat INNER COACHING (TMS) als innovatives und evidenzbasiertes Coaching mit Kinderrechten zu tun?
Manchmal erscheinen uns die Dinge als selbstverständlich. Als Coaches und Trainer handeln wir entsprechend unserem Menschenbild oft spontan und „nach Gefühl“. Deshalb ist es uns so wichtig, unser Handeln im Training und im Coaching auf eine fundierte und wissenschaftlich abgesicherte Basis zu stellen („evidenzbasiert“). Und wir sind nicht alleine! Bei vielen (Tennis-)Trainerkolleg*innen findet bereits ein „Umdenken“ statt, auch wenn das in den (Tennis-)Verbänden nur schleppend nach oben durchdringt. Die stille Revolution – Kinderrechte und Trainingsarbeit weiterlesen