As someone who earns his living from coaching the game of cricket, before 1963 I would have been a “Player“, who used a separate changing room, probably ate lunch apart from the Gentlemen, and would have been listed on scorecards as Beaven A. R. (or, indeed, as “Teesra T[he]”), not A.R. Beaven.
Archaic, in the 21st Century, surely?
Perhaps – but does the distinction between “Gentlemen” and “Players” still persist in 2016?
If this works for teaching javelin (and I’m sure it does), perhaps there is something here for bowling?
I often see young cricketers struggle with “bowling from base” – they miss the all-important rotation from a basically side-on base to front-on release when there is no inherent forward motion – and the step-by-step approach might help to get them through this.
I’ll have to try this out – perhaps starting from “withdraw & throw”…with a straight arm, of course!
The following sequence can be used to introduce the javelin to beginners using either modified javelins (e.g. Turbojavs) or the real implement. I have used these teaching steps with class-sized groups of up to thirty children within a thirty minute session and with smaller groups and individuals.
When teaching a throwing skill to large groups, ensuring the best use of the limited time available is vital. Maximizing activity time and organizing smooth transitions between activities is important if a throwing session with large numbers is to be productive. To ensure the athletes receive the maximum number of attempts, I aim to provide as many implements as possible. Therefore with a group of thirty participants, if I have fifteen implements, I will arrange it so that the athletes work in pairs, with fifteen of the group…
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Interesting challenge from Simon Nainby via twitter – can you encapsulate your coaching philosophy in just six words?
My best attempt:
How can we play better tomorrow?
Continue reading Coaching philosophy in just 6 words – with @SiNainby
