The Impact and Influence on beliefs of Coaching and Training

Being a teacher and a coach is a fascinating and frustrating challenge at times. The issue with our line of work is that
1. Everyone has been to school and
2. Everyone seems to have been coached by someone
3. Everyone has an opinion on what is best based on this
4. Nearly everyone has tried a method of getting fit

Of course, no matter how experienced we are, we take with us elements of that coach or player and it is this that forms our beliefs on what should be an appropriate session.
As Ken Robinson says, 'everyone has a vested interest in education': in this case PE and coaching of their child and their frame of reference of what is right and what solutions are to issues are the elements that they felt was good for them, whether logical or not.

Consider the following example from training the other night. One observer noted that the players kept dropping the ball and kicking inaccurately as we tried to combine a 5 man weave to a three on two that had been adapted for AFL (quite a number of elements to combine together with a group that contained a broad spectrum of players from representative players to beginners). The observation made was related to focus or lack of as evident by the number of dropped balls or poor kicks and the solution was 'Make em do laps, that'll get them focused and fit!' The observer was a keen spectator and previous player and took the sport very seriously. However, when looked at in the light of maximising learning experiences, this practice, probably still regularly used today in coaching sessions and PE classes, has many, many logical holes.

Firstly, if there are errors, especially skill errors, the way to improve is to practice, not do laps. The actual 'punishment' or solution takes the very players you need out of the learning environment for  period of time. If the whole training group does it, it actually takes time away again from learning whatever you want them to do so then when they get back, they have to restart. It also punishes those who do it well and are understanding. Finally, it punishes mistakes, the very thing we learn from.

Secondly, if as us, you have two 90 minute training sessions a week at for the season (which is more than a number of weekend teams), you get about 60 hours (if everyone turns up for every training session, every week - which never happens). In that 60 hours, you are to cover all of the basic and specialised movement skills associated with that sport plus all of the game play elements that you want demonstrated in both offence and conservation (defence). In the sport of AFL that I coach, the movement skill of kicking on the full takes many 100's of hours just to get to a proficient stage to allow repetition with accuracy reasonable accuracy in a variety of situations. Add to this the catching (called marking), picking up the oval ball, tackling, shepherding, leading, timing leads, spoiling etc. The reality is that it is absolutley impossible to achieve this in this time.

Thirdly, if we decide that the fitness element needs to be developed, then even at the most basic of formulas (FITT), we need to take 20 - 30 minutes of each session but still be two sessions short for the minimum weekly requirement to get an initial training effect. This of course, reduces the 60 hours you have above by a third.

Finally, I suspect the running laps is a way of developing compliance and discipline and may be effective. However, if the discipline in a team is dependent on the coach forcing you to do something, then the chances of developing the intrinsic motivation to do the extra practice that is required to develop proficiency and perhaps mastery and the extra training required to develop the fitness will not develop in the player. And in a sport such as AFL or football or any sport where you need to do lots of running with a high chance of not ever getting the ball, it seems like there is a contradiction between wanting them to run for the good of the team and as a punishment.

The problem of course with trying to change any tradition is that one of the requirements of doing so is to advocate for a newer way by pointing out the shortfalls of the suggestions without offending the person trying to be helpful. Sometimes, its just so easy not to worry. But you have to take a deep breath anyway and have begin the explanation to yet another person. No wonder change is such a long process.

Have you thought about the unrealistic expectations we have for the majority of kids in PE and sport at a young age. Considering I have about 60 hours to play with in coaching and will struggle, its a whole lot less time in PE units that focuses on a sport. What level of understanding can we expect and what can kids actually achieve? Do GCA models that actually increase the number of elements to focus on have any chance if we follow the same model?

Have you considered this or faced this when teaching and coaching? What solutions have you come up with?

Cheers

Greg