Batting slumps and other losses of form — what to do next?

I suspect that most of us who have played cricket for any length of time will have experienced a run of poor scores.

Often for no apparent reason — not down to any obvious technical failings, or over-confidence, or excessive diffidence.

That next run can seem a very long way away, as you take guard for another innings.

But as with any challenge, in sport or in life, a bad run can be the opportunity to re-group, re-define goals, and move on to better things.

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I like games…but it turns out I have misunderstood the video game approach to designing practice activities

Fascinating to hear more from Amy Price speaking on iCoachCricket about her video game approach (VGA) to designing practice activities.

Back in 2019 I tried to devise a couple of vga-inspired games, but, working way below the “high performance” level, I was looking for games-based activities that teach players how to play cricket, not how to play the games.

In truth, my games are really gamified drills, and lack the strategising amd meta-cognitive elements that are clearly central to Amy’s conception of VGA.

What follows are some initial thoughts on modifying Amy’s game (you will need to watch the series of videos on iCoachCricket) to support my notion of “purposeful” cricket practice, whilst introducing more of the “thinking about thinking” that is key to VGA.

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Conversational frameworks and coaching

I wrote previously about my introduction to learning types [1.] and how these educational activities can be mapped onto coaching activities.

Learning types are defined in Professor Diana Laurillard’s model of how students learn, the Conversational Framework (see, for example, Laurillard, D (2012), Teaching as a Design Science, Routledge), describing learning interactions between learner and teacher and between learner and peers.

The Conversational Framework — Laurillard

Whilst working through another online course (Blended & Online Learning Design, UCL, hosted by FutureLearn), I was struck by how closely the framework itself could be applied to learning in sports coaching & player development.

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