GUNN TIPS FOR COACHES #13 - 365 DAY PROJECT 2019/20 - How do YOU Reflect?

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of habitual reflection to better inform the practice and future of your own and peers’ efforts with learners…

“💭 How do you reflect & what do you use? I’m looking at getting better at this as a person, coach & mentor. Please share/retweet 👊🏻👍”

— Dave Lote, 2019

Thinking about a response to the above TWEET was how this present Blog was conceived. Of course my answer was this 365 days of committed blogging. I mean, the kind people who reappropriated John Wooden’s ‘Pyramid of Success’ for teachers a decade ago, showed how important “COACH” saw both ‘intra’ and ‘inter’ personal qualities. Thanks Wade Gilbert and friends.

The ‘Gunn Tip’… They are more important than subject matter knowledge!!! Not saying that technicals aren’t important. Just not the foundations…

Look too how the great coach has ‘connection before content’ as the bottom layer? What a great TEACHER! And, of course, I operate under the principle that “Kids learn teachers NOT subjects!” So I will express my bias VERY clearly now as always…. I am a relationships person!

In any case, Dave got the ideas coming to him in buckets which is the great strength of social media for learners. There were research models, reflective challenge cards, sections from books etc, AND, of course the all powerful but haunting “turn the camera on yourself” call.

Subsequently, I mentioned how this habit has forced me to dig much deeper and to me is like a gratitude diary. I know, it’s what I preach so I may as well lead and go harder… BUT more importantly, it’s allowed me the good fortune of revisiting old reflections to see where things have developed. The good and the not so…

The all ‘knowing’ and ‘seeing’ video of your coaching features below. If you are thinking I’m happy with how this session started then you’d be wrong. There was ‘argy bargey’ with a neighbouring coach over space just prior. Perhaps I was a little annoyed…

In any case, about 5 years ago I fell into the game of Australian Football run by the AFL. I am well documented in groups that I am involved in like “Grassroots Coaching and Consulting” Facebook group (not the page), in conference presentations and other formats that coach development in the sport seems to be an afterthought so I will not delve into it here. However, just so Dave Lote and peers plus any of my athletes know, here are some of my reflections from March 7, 2017 with a ‘talent’ squad and their coaches. I will intersperse with vision as always:

• I know I’m supposed to be showing them ‘THE SHOW ‘ for them to implement as a team of coaches later but… but in reallity we are getting through the equivelant of six hours of second year PE teachers work at university level (taking out all of the included reflection time). 

• There is a right answer to what they need but it depends on their objectives. I don’t think I’ve coached this well enough from ____________ (The Boss)

• Positives for the kids: exposed them to what they refer to as ‘chaos’, got them stuffed in a short time like they have never had before = maximal movement

• Also had them learn that it is OK not to do kick to kick. 

• Positives for the coaches: ‘Bang for Buck’ showed as much as I could to get juices flowing - there were rapid changes going on and have it all on paper for them  

• I was disappointed that the two coaches that I prepped to take a constraint-game were too scared to do it.  That was probably because of the GUNN SHOW but also because like always they are incapable without constant support by TOP Dogs watching

• Insights on field: I saw behaviours that affected the learning of all so brought in changes.  EG. once we went to full AFL rules the' ‘talls and kickers’ dominated.  Gave them a few minutes with their size to show-off AND got rid of the ball and used the vortex again so that if it was dropped it was a hand-over = made them run again but still play tight when they were passing with vortex harder to mark from the Hail Mary - A few other times I did this but I was just balancing it out so that coaches' and players' objectives were met. 

• Changes too quick? I did not get to know the coaches or players individually.  This is not good coaching in the long term!!!

• Provided good resource on paper.  Need to ask if they noticed that I didn’t read it? BUT This could scare them = Need to reinforce sure I am experienced but I try new things every session because I watch and feel. 

• Also, my questions were all about the tactics and space but I do not need it prepared. = REINFORCE unless they are a 10 year sports coach, they are wasting their time using questions. The questions are all there though for the coaches to use!!! Need to clarify!

• There are literally millions of things I could improve with them. HOWEVER as the BOSS says, "we are five years ahead of where the game is going!" THUS be HAPPY!

• Johan Cruyff says the top team and the grassroots should be trained the same way = learning first in pressure!!!  The AFL manual says to use Keepings Off for 12 year olds and over!!!  It is Tiggy???  CULTURE is SO SO HARD to work with…

•  Probably need to get them in touch with coaches I have mentored? They have learnt the WAY already with my help.   

• Need to show them how to MENTOR: Ask coaches what is one of your strengths and one thing (only) you want to improve on?  I guarantee when I get to watch the film there will be so, so many things that I got wrong.  However, if we don't have an observer or the film we overestimate what is happening (Cushion and friends).  Remind them that through the research that says the players’own assessment of the coach is far more accurate than the coach themselves (Gilbert, Cushion and others???).  Phew enough Crazy Gunny!!!

• Enjoying the confidence the confidence some coaches are starting to gain.  Having said that coaches should get down and watch any coach and any sport and discuss ...they will get way better. 

• Johan Cruyff - To play well, you need good players, but a good player almost always has the problem of a lack of efficiency. He always wants to do things prettier than strictly necessary. 

• Think this says a little about what they are calling ‘ugly’ from me?  Reminds that our focus is on the development of holistic humans and every single one of them important.  If we ever win because we have a couple of stars (ie _________ last year) we have done the better players and the poorer ones a dis-service.

That was a long reflection dear coaches… But if nothing else, you can see that I’m in the very least using the military’s ‘After Action Review’ (AAR). What was planned? What happened? How do we improve? But in my own eclectic way…

The important thing is to just keep doing it. Teachers know we were all taught reflection at university. Those of us who want to keep getting better (in my case as a coach) do it just like Dave Lote inquired about above. And it’s OK to just brain dump/stream of consciouness style OR ‘let it rip’. Woked better for Virginia Woolf than James Joyce though in my opinion!!!

Think it worked well for Mick Jagger too!!! My point though peers: Just DO it! Reflection that is… In any way you can.

Yours in learning,

Gunny

GUNN TIPS FOR COACHES #12 - 365 DAY PROJECT 2019/20 - "Have you kept any of your planning diaries over the decades Stu? If so I will buy them off ya!"

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of failing harder to better inform the practice and future of your own and peers’ efforts with learners…

The beauty of getting to know the great Dale Sidebottom over the past year (thanks Dr. Shane Pill the ‘go-giver’ for the introduction), is that I’ve been able to introduce him to different teachers from around the World whose work I rate, but, whom I haven’t really gotten to know well due to the tyranny of distance. Dale has a great way of getting people's story out which is intriguing, as he has ENERGY levels that are superhuman. Yet, unlike me, he can patiently contain himself. Indeed, my ‘Gunn Eangaement’ business partner Anthony says I’m easy to direct on camera as I’m always just “Gunny”! Have a look how I’m almost uncontaiinable when interviewing a great young coach at 43 seconds below.

Having forgone any plans of achieving anything higher than my Master’s Degree (FIRST World issues…), I have decided to write a post a day for 365 days to improve my learning journey. Clearly, Dale Sidebottom is doing the same thing through his podcast. For me, it's funny how the forced habit of writing/creating provides so much clarity. It's getting easier and easeir too. AND, in doing so, I hope to help fellow teachers with their own reflection on their own learning journeys.

Speaking of Dale and teacher/coach learning journeys, I once recently made sure that Dale met one of my favourite pragmatists on social media, the amazing, Stuart Wilkinson. Stuart has a way of cutting through the noise, especially within the current ecological psychology vs educational psychology debate. People have disagreed with me (probably Stuart even), but I believe that whilst this debate is very important, it’s also giving governing bodies and government departments an opportunity to sit on their hands at present. “Just awaiting clarification from the research” style…

I am not gonna speak for Stuart on this but I will say that I listened to his story with Dale twice and tweeted that, “This is probably the best sports coaching podcast episode I have ever listened too!” AND, it’s not just because Stu is a Rugby League man like me (although FAR more highly decorated), I again reckon it’s the way he cuts through to focus constantly on the unique learner. I also loved his description of teachers who can engage as coaches who": “Light up the grass!!!” Here is the great man in action.

I love hearing about sports’ coaches journies, especially the ones willing to try anything to improve. I asked Stuart if I could access more of his learning diaries and thankfully he’s writing a PHD and an accompanying book to help us all by way of these. AND there is a lot of it said Stuart, “not many electronic and when my son gets time to clean out the loft we did agree to burn them as there is 10x10m and 1m of boxes of records I’ve kept.” Yet here is one of the kickers for me from Stu, “over the past few years I’ve found I didn’t use my intended plans as I just coach what emerges from the players’ reactions.” This is teaching and being willing to fail too, just like we surely want our players to experience.

In contrast, let me give you an example of a teacher who has STOPPED teaching. I was once asked by a professional coach (of the television type) a couple of questions in a friendly face to face learning exchange. From now on, the ‘pro’ coach will be called _______:

_______: Gunny caught up with Shane Pill lately? I’ve often wondered about Game Sense. What percentage should your sessions be Game Sense, as well as Craftwork, Fitness etc?

Gunny: _______, there is no ‘correct’ formula if that’s what you’re asking _______.

_______: What do you mean Gunny?

Gunny: It Depends…

______: Depends on what?

Gunny: What you’ve got in front of you… Who they are. What they need. Your mood. Their moods. What they want. What you want… AND it changes moment by moment etc etc…

He then points to the team I’m helping, where in essence I was coaching their coaches.

_______: Give me an example. What’s the secret?

Gunny: Well first you encourage the coaches to get their players and then the leaders in particular to highlight a problem that needs solving. (I then explained it all in great detail). For example, at the start of the season, our very first session we worked on…

_______: We don’t work on that!

Gunny: Why?

_______: That just comes implicitly… (Gunny walks away in shock wondering, ‘whatever happened to teaching?’)

You see here is a coach that’s stopped trying and learning. Yet the coach more than likely shows videos of NBA players etc talking about ‘failing harder’. Stuart Wilkinson if you listen below seems the opposite. He just keeps trying and failing and improving just like we want our players to do. Have a listen yourself: https://energetic.education/130-stuart-wilkinson-coaching-relationships-inspiration/

AND the great man goes further in saying that most of the earlier mentioned training diaries could be ‘hopeless’… YES! That’s the point. Or as Stuart puts it, in response to one of the ‘epic fails’ I tried in coaching rugby union almost twenty years ago and trying to borrow from Rugby League structure:

“We all need to try this stuff until it finally dawns on us that self organised, collaborative & small communities of practice all enhance self determined & independent thinkers within our teams.”

— Stuart Wilkinson, 2019

Therefore, here you go peers! Compliments of Uncle Gunny. Below is an activity I designed for a ‘talent academy’ I was supposed to work at, but instead was laid up and recovering on my bed from one of my two different achilles snaps. It was designed (as were the other two untouched activities) to fit the problems that the coaches identified. Of course, they didn’t implement it. Not because they didn’t understand it. It was because they didn’t have the courage to ‘fail harder’. You see, coaching is a process of learning… Not a whole heap of flaky infographics and motivational quotes. This activity was designed to get support runners running ‘cut and angled leads’. I no doubt got inspired by a book by Shane Pill or other great PE teachers, let alone the teachers from my university days so feel free to use.

Handpass around on the ‘GO’ from coach with one defender who remains for three-six rotations – it is 3v1 – each side of triangle starts in order on attack – coloured markers line the outside lines – when coach calls a colour the ball player needs to try and hit a lead who is heading to a colour on another line from where they started – again I would bring in many constraints. However, I would always go from Keepings Off and then Endball variations but using the old rugby league waves in a grid even in 2v1 with you calling the side or a colour that they need to lead to would have them cutting. With other coaches doing and calling you could look for someone doing it right. When you spot it: “Did anyone see that? That was impossible to defend against. How did Joe put the distance between him and defence and give a clear option? (silence) Where not playing League are we? Where is the space?” Just keep at ‘em….

The coach who I am describing this to above in email was exceptionally experienced. Thus, I’m not sure why it wasn’t implemented. If it wasn’t understood, I was on my back looking for phone calls. I’d guess just too lazy to be prepared to follow the slogans that are flagrantly touted on social media… It reminds me of the term ‘Lifelong Learning’ that you will see in any syllabus document or university prospectus. However, it’s just a couple of words unless you are prepared to enact it through ‘doing’ like the great Stuart Wilkinson. Indeed, create a learning legacy whatever context you are in if you are prepared to really roll the dice and take a risk.

I would love to hear your thoughts on when you failed forward. Contact me at anytime via email: coachgunny@craiggunn.org or subscribe and find me in all the usual ways.

Yours in learning,

Gunny

GUNN TIPS FOR COACHES #11 - 365 DAY PROJECT 2019/20 - CAN VIRTUAL REALITY SIMULATIONS LEARN FROM PHYSICAL EDUCATION TEACHING MODELS?

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of inter-disciplinary sharing to better inform the practice and future of your own and peers’ efforts with learners…

Two of the great mysteries that I have come across since teaching in pretty much every context is these:

1) Why are university faculty with a research background expected to teach even though they mostly don’t possess a teaching degree?

2) Why do the big sports’ corporations’ leading coaches often travel on ‘junkets’ to USA and European professional set-ups, when they would learn so much from their neighbouring coach at the field over the fence in a different sport?

I have spent the best part of a decade working on finding answers to these questions… One day I might understand these bizarre processes but I fear it will not be until my death bed.
Here below is an example of a local AFL club in Australia looking at the rugby league club next door for help in keeping their players’ safe! Well done Wilston-Grange Gorillas of AFLQ where I have so far worked on ‘contact’ safety in teams and with coaches from U/11 right through to seniors including some of the senior women’s last year’s state flag winners! In any case cross code sharing seems oddly rare at the ‘coalface’ in Australian sport.

Although, I retired from a decade’s work teaching at universities last year, the Gunn household is very lucky as both Therese (my wife) and I have worked or in her case are still working as a university lecturer. It is of course, most unfortunate for our kids when our morning pot of tea questions turn to improving unique individual learning outcomes for students. Therese is not a trained teacher but may as well be as she has levels of EQ that I only dream of and is always looking at bettering her craft. As such, she is almost finished her PHD, and presents her final seminar this in June this year.

She is also very, very, very clever! Below is her sideline business that she has created and runs with three peers. It provides a virtual environment for student radiographers to gain confidence and skills before and after their hospital placements. The idea here of course is so that if the knowledge and manipulations of machines becomes more automated, then the students can focus on the ‘real’ stuff: patient care.

This I feel is akin to the first teaching practicums of school teachers where you are placed in a school environment with a mentor and learn more about the relationship side of the profession, rather than the actual ART of teaching. I remember it being in my second year for example, and you got to teach very small and rare segments only. AND of course. all the mentor really wanted to see was how well you relate and if you had presence. Well that’s what I got out of it and passed it on ‘in kind’ to the university students I taught at schools or universities!

This is the business referred to above! It’s called ‘medspace.VR’, http://www.medspacevr.com/ . In this clip you will hear the beautiful tonal treats of Dr. Peter Bridge from the University of Liverpool.

Which brings me to the point of this piece: can Virtual Reality (VR) simulations learn from Physical Education (PE) teaching models? Therese Gunn thinks so of course in suggesting that importantly for health educators using technology or aids:

“requires the educator to understand the technical possibilities of the technology as well as have a thorough understanding of the content. Awareness and the acceptance that “it depends” is the key.”

— Therese Gunn, 2019

You see, like any interventions in PE and many education interventions like computer laptops rolled out in schools, Therese makes the point that the unique learner is key, including the teacher. The quote above comes from an abstract that’s been accepted by an upcoming conference on the use of simulation in health. It does not feature in her PHD. However, a morning chat between us on Mosston and Ashworth’s (2002) ‘Spectrum of Teaching Styles’ alighted within in my great teaching mate a possible future direction on the learning journey to ultimately improve students’ learning and subsequent patients’ care outcomes.

YES, there are always ‘gimmicks’, ‘fads’ or better named teaching ‘models’ that are available for any educator or coach to use. Take the below work from the Australian Sports Commission, now Sport Australia. Not too long ago I believe we led the world in sports’ coaching research through engaging resources and interventions, like, “Playing for Life”, “Sporting Schools”, “Game Sense” and “Yulunga”.

A great teacher knows that ‘one size does not fit all’. It never has. It never will. AND of course, the dynamic nature of learning evolves moment by moment. Yet, despite not having a teaching degree, Therese through her research had worked out that just like in PE, Sports Coaching and all educational sectors, their are many well thought out interventions sitting idle and gathering dust… Because, ‘It DEPENDS’ on so many factors. For example, anybody who calls my own coaching here in Australia ‘Gunny Madness’ and “gunny Chaos’ or worse has not seen me teach contact. Here is where the beauty of Mosston and Ashworth come in!

Even on film my director mate, Anthony of AOB Media says, I’m one of the easiest presenters to work with. I’m just “GUNNY”! AND, even though I get into a ‘zone’ my 1000s upon 100s of sessions, contexts, students, changes etc etc leads to me sometimes using different parts of the ‘Spectrum’. That’s not to say I don’t plan. I elicit from coaches I work with what problem they want players to solve and I get them to bring all of this out in full colour. Then, like a MAD scientist, I splash a bit of this, and reduce the heat on that, and stir vigorously that etc… This is the ART of teaching. And of course it’s something that Therese will explore through Mosston and Ashworth’s legacy, including leaning on the shoulder of the odd PE teaching peers of mine like Dr. Sue-See and Dr. Pill. Probably plenty more too!

Of course, I firmly live in the ‘grey’ of no right or wrong so I am biased but I have a feeling my wife is onto something here. Knowing subject matter yourself doesn’t mean that you can get others to learn. And just as the GREAT Muska Mosston tried to show us teaching is a complex series of decisions to be REapplied, REobserved, REflected on and then REbuilt or REpealed or REvealed.

And yet again I wonder about REsearch. REflection:

Why the constant drive for ‘new’ contributions to knowledge? What’s wrong with a REturn to the ‘old’? How often are interventions REleased that are simple REhashes of things that worked or didn’t work many years ago? As a teacher, of course when was the most REcent time you truly REvolutionised your teaching through REspecting differentiation of learners. EXAMPLE: Some students will thrive in a VR environment just like some will prefer closed drills in PE. When has there been a moment where you REinvigorated your teaching through this REality?
As a REflection of my own and REminder of how this began I will retell an anecdote that leads High Performance coaches of the learning from the discipline next door:
I was once fortunate enough to work with an academy from a professional AFL team. I gave my feedback and one of my examples caught the Head Coaches’ interest. “This tennis ball technique of yours was taught by to us at _______________ by All Black, _______________ , when I played at ________________ (played over 300games). “Well,” I replied, “I first came across the method in 1986 and it was taught to us by Christian Brother _________________ (so long ago I forget).
Yes my teaching peers, when have you openly and genuinely sought out learning from your teaching peer next door? Whatever the discipline… There is GOLD I tell you over the fence OR around the kitchen bench!

Yours in learning,

Gunny

https://www.youtube.com/channel/UC7DAC5b2rZHlt8bxXHVgAHg?view_as=subscriber

GUNN TIPS FOR COACHES #10 - 365 DAY PROJECT 2019/20 - IS EX MATILDA JOEY PETERS AUSTRALIA'S OWN JOHAN CRUYFF

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of non-contested spacial use to better inform the practice and future of your own and peers’ efforts with learners…

As promised here is something from great learner of Dutch/World soccer:

When you play a match, it is statistically proven that players actually have the ball 3 minutes on average … So, the most important thing is: what do you do during those 87 minutes when you do not have the ball. That is what determines wether you’re a good player or not.  (Great Human (RIP))

Here I’m pretty sure he is is suggesting that dribbling practice around cones and the like makes no sense, especially for adept players.  What is the AFL equivalent?  Kick to kick or handball to handball in my opinion.  NRL and Rugby? Line passing without defenders. Not only are they unrealistic (in fact in the AFL suggestions you have two lines moving only to what's in front of you like league) but defy the idea that most of the stuff players in most any level do is find space, deny space or dispose of balls under pressure.

Now, I know he is an ‘outlier’ but the Don hit one six only in his career. Aussies are reared are reared on the tale of him with the golf ball, stump and water tank.  ThusI hope we remember that nurturing and environment are pretty important…

Speaking of environment, anyone who has ever seen me coach ‘contact’ knows however that there is a time for simplification and closed dills. Yet I am aware that many people refer to my teaching as “Gunny Madness” or “Gunny Chaos”. Thus, I feel that I need to have a look at my sales pitch.

For instance take a look at the below questioning to me from a former team-mate and Adelaide friend of Dr. Shane Pill:

Gunny, one thing I didn’t ask was, using last night as a template ,would you normally stop and add the layers as frequently as occurred, or, would you let the players have more time on a particular set up before moving on to the next layer?

The question is probably more aimed at coaches of a group for the year ( 2 nights a week 1- 1hr 15min) as opposed to teaching them new thoughts as in last night session.

Is it better to keep changing it up as rapidly to keep them on their toes, or, really let them settle into one segment without boring them, to try to get a particular part right?

Not sure if this is a right or wrong answer style question but just so I can get a feel for a coach who has the team long term.

An experienced PE teacher can tell that this human is a very experienced coach. For example, he picked up that the changes were coming rapidly and guessed correctly that they were probably for observing coaches. implementing them in a suite later He is also hinting that at times it’s important to stay where the learners are deeply engaged and that there is no right or wrong. Well that’s my reading of it anyway! In any case, it’s a clear example to me that maybe I should be called ‘crazy’. I mean here I am presenting things in such a way that even an experienced coach is confused. Not that confusion isn’t great for learning of course…

Which brings me to the point of this piece. You see, the coach interacting with me in questions above played a very high standard but was not absolute ‘elite’, like Johan Cruyff. I STRONGLY believe that this class of player are often the better coaches. In fact, apart from the amazing Simon Black, there are not many long-term ‘elite’ former male players of AFL in particular, who are as liberal minded as Johan. Of course, notwithstanding those with a teaching degree.

You see, the sub-elite spent more time on the bench. The ‘elite’ always got to play so often don’t really know why they are so much better than the others. Of course many will cite hard work but for us others, sitting on the bench allows you to be always asking questions about how and why these team mates are better. It also creates an opportunity to become far more observant and reflective. Now this is something that I find is missing with many ‘elite’ turned coaches that I have met.

Maybe it’s different in the women’s game? Well one thing I can tell you is the great Joey Peters of ‘Game Play Learn’ has coached at the top yet still does most of her mingling with the Grassroots!

This amazing national treasure is so so humble!!! Still keen to do the absolute best at learning whilst she can. For who? Her learners. Thus my fellow peers, Joey, who was probably the Sam Kerr of her day (but not lucky enough to be paid like Sam) gives us 10 very easy to understand coaching principles if you dare. They are practical and pretty much all any coach needs to rely on when wanting to improve.

What an amazing human being and of course lifelong learner. So yes, from what I have seen of soccer in Australia, Joey is our Johan: oozing passion, learning, and, care for our young people. Does it get any better than that? I don’t think so! Love walking alongside you in the journey now and again LEGEND! And my peers, seek her out and you will enjoy the learning too!

Find Joey at ‘Game Play Learn’ below. If you want a mentor coach, in any sport, there is none better in this country! I know this, as she is still prepared to give to the Grassroots like a local soccer club in my area and the AFL women I coach. What a national treasure! Please remember Gunny doesn’t drink… Thus, all true!

http://www.gameplaylearn.net/

And on Twitter her preferred sharing space!

https://twitter.com/joeypeters10

Looks like she was a fan of JC too!

Yours in learning,

Gunny

GUNN TIPS FOR COACHES #9 - 365 DAY PROJECT 2019/20 - Craig Can You Tell me WHY You Were at the Level II Coaching Course? I Just Found Out You 'Only' Coach U/11 Girls...

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of ‘teaching vs administrating’ to better inform the practice and future of your own and peers’ efforts with learners…

If you are reading this BLOG I guess that you are a ‘thinking teacher’. THUS, you may be reading the title of this piece and saying in the local vernacular, “Is this ‘fair dinkum’? Did somebody really allude to the U/11 gals’ coach not being worthy of a LEVEL II?” Yes indeed is my answer!!!

However, I am reminded that this is probably widely copied around the world. AND of course, those who are nowadays leading our coaching in our biggest sports are generally not ‘teachers’ BUT ‘administrators’ OR dare I say it, ‘certifiers’.

It was far worse too than this I can tell you on the course. In fact, I was asked to please stop asking questions and making alternative points… SO I did. I walked out with three sessions to go.

You see, it doesn’t matter that I have created and lectured through entire university subjects on coaching or PE it would seem. AND me pointing quietly in small groups that there are alternatives to the CONTENT presented via research rather than myth was also hard for the ‘BIG Dogs’ to take. However, in the end, ‘they don’t know what they don’t know’ OR are purposefully, professionally negligent… Who’s that bloke who wrote the ‘Davinci Code’?

In any case, I started looking for past ‘content’ I’ve given away, to fit in with my last post on sports’ organisations not always scaffolding ideas like ‘Coaching Philosophy’. Thus, I found an email to a friend from the sport titled: “Is this Gonna Get Me Banned for Life?” AND reading it, I’m not sure why again I was trying not to hurt the ‘Big Dogs’ feelings! Again they asked for an ‘outline’ of a ‘coaching philosophy’. Again, I’ve pushed grade 5 PE classes harder than the questioning ‘guiding’ my thoughts here. THUS, as always. I did my best to EDUCATE like below. I strongly suggest coaches investing in this COACH and STAKEHOLDER development program #ThinkTank2019 and I’m not just saying this because my thoughts on 'ENGAGEMENT feature! I promise…

#ThinkTank2019 has been highlighted as a Continuous Improvement Opportunity by the US Olympic Committee Coaching Education program! Half of our presenters in the COMPETE track come from national governing bodies. Check it out at https://t.co/FtZkX6C0MS. pic.twitter.com/jsCg2lhoB8

— Ruth E. Nicholson (@renicholson) April 13, 2019

This is my ‘outline’ that I felt I better justify (but not too much) to help the ‘certifiers’ among one of our best known sports… Begins Now:

Outline of your Personal Coaching Philosophy

I love any Long Term Athletic Development (LTAD) approach that espouses so many more holistic objectives than the ‘traditional pyramid’ approach or pure specialisation (Bailey et al., 2010). The ‘elite’ model found in Australian culture breeds poor competition and athletes with more injuries, lacking fundamental movement skills and players exiting from the sport far too early.  My philosophy is to put the individual athlete and their unique needs above all else.

As a holistic, athlete centred coach, in the past I been drawn greatly to Balyi’s LTAD model.  Its great strengths is the focus on building the engine first before the race through the many different stages: the incremental use of competition, and a true focus on the athlete learning basics and other important things like game play.  However, with experience I now feel that the Canadian inspired LTAD model is a little rigid and too linear let alone has a mainly physiological emphasis which leaves out much that affects performance (Gulbin et al., 2013).

Thus although I am an AFL coach for this assignment, my experience in philosophy finds a focus on sampling sports rather than specialisation on say AFL for our youth.  Yet to promote fun and excitement only in youth sport can not be the only objective (Gunn and Pill, 2016).  However, Gulbin and colleagues (2013) again would find the present AFL manual problematic: it is generic in regards to ages, is linear and also in our experience it does not consider the individual.  For example some kids want to be told what to do in a drill, whilst some like tactical games.

Thus I coach without a model/manual as with experience I am great at looking at the individual past an obedient military prospect.  Sadly (Kirk 1996) found that other PE teachers are unable to do much more than direct as per the acculturation of our military past that is so entrenched (Moy et al., 2009).  My coaching philosophy’s strength is the premier inclusion of psychological needs and a clear suggestion that skill acquisition is non-linear in nature.

Finally, to support my philosophy I favour the AIS FTEM model, as it: encourages sampling rather than early specialisation; groups athletes by standard rather than chronological age; allows greater movement between pathway; encourages gaining skills from fundamentals; and is more inclusive at all levels. 

However one must remember that any LTAD philosophy of coaching is a long term (10 year approach).  So what if we lose a few kids (parents) to other sports when they are learning the fundamentals?  Rather than weekend wins and losses I focus on retention and development.  Although my approach has proven challenging to important stakeholders, if you focus on true individuals, they will come back to athlete centred coaching than ego centric forms.

I explain a little more with one of my favourite educators below, COACH Reed in Podcast! https://www.listennotes.com/podcasts/the-coaching-code/the_c0ach1ng_c0de-ep18-every-aQXIgS69py-/

Thus ‘administrators’ perhaps I can get you to think more like a teacher when it comes to coach development. This is about learners and not numbers you see…

Reflection:

Who’s in front of you? What do they need? Why? What do their needs look like and feel like? Draw it all out in full colour. How do you know that they are engaged? Be specific. What bigger problems are you solving through this teaching? How will you know when you have improved? What is it that your learners ‘don’t know what they don’t know? When will you know, that they now ‘know what they don’t know’? How can you support them to ‘know’??? And on and on and on it goes…

As I say (and John Wooden did too), if you’ve put your hand up to coach… THANKS! But… Please accept that you are a TEACHER!

Yours in learning,

Gunny

PS. Gunny and Dale Sidebottom ‘ENGAGEMENT’ tour of UK and Ireland coming September 2019!

PPS. Get around this amazing ‘Think Tank’ for coach DEVELOPMENT. I wonder is it better value than the Level II mentioned above? YES! Many, many, many times better…

PPPS. Contact me on all the usual platforms, anytime!

Speaker Announcement for #ThinkTank2019 -

We are pleased to have Craig Gunn - @c_gunny73 of Coach Gunny Grassroots Consulting as one of our experts. Sign up now. Think Tank starts March 20th - all ONLINE. Open until April 30th.
Go to:https://t.co/nyKeFZXdve to register now! pic.twitter.com/koPEiZ9gDb

— Coach Reed Maltbie (@Coach_Reed) March 6, 2019