The Teesra

Month: March 2020

  • Coaching Philosophy v2.01

    Back in December 2018 I drafted a “coaching philosophy’ whilst working through the iCoachKids MOOC Developing Effective Environments for Children in Sport.

    My Coaching Philosophy v2.0

    • Better is always possible — you just might have to re-define your better!
    • But if it isn’t fun, the participants won’t come back next week, and will never have the chance to get any better!

    I have belatedly returned to the iCK courses, and have just completed MOOC #3, Coaching on the Ground: Planning, Doing, Reviewing.

    One challenge set for the “Lifelong Learning Coach” is to revisit and review behaviours, habits, and philosophies.

    So — how does the Philosophy 2.0 it still stand up to scrutiny, 15 months on?

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  • Activator Tutor Training; new models, new ways of coaching — Teesra Talks

    Listen to the most recent episode of my podcast: Activator Tutor training; new models, new ways of coaching

    I was invited to join the All Stars Activator tutor team for Essex last year. Good fun, and it gave me an alternative perspective on what coaches and Activators actually do.

    So I was very excited about a trip to Loughborough, earlier this week, for the 2020 All Stars & Dynamos Cricket Activator tutor training.

    In the podcast, I discuss models of child behaviour from Create Development, implications for coach behaviour and Coach Development, and possible applications in my own coaching.

    N.B. Sound quality and levels on this episode are not great, so I’ll try to re-record, when I get the chance. For now, you might need to turn up the volume and listen in a quiet room…

  • 360° Cricket…this time with words

    I posted a Teesra Talks podcast on this topic a a couple of weeks ago, but I don’t think it had many listens, and the format doesn’t really invite any responses. If you have listened, there is not much new in this blog post. But for everyone else — some thoughts on making a game more relevant.

    I do love playing games, but I worry that sometimes the skills developed don’t always transfer obviously to “the real thing”. And I want to enthuse youngsters (and anyone) to actually want to play cricket, in any of its formats.

    Hence my attempts to tweak cricket-based games and gamified drills to make them more like cricket (or, at least, to teach skills, tactics, or general awareness, that might transfer to the game of cricket), and less like games for the sake of games.

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