…it should be the aim of an ideally constructed education that the discipline be the voluntary issue of free choice, and that the freedom should gain an enrichment of possibility as the issue of discipline.
Alfred North Whitehead, The Rhythmic Claims of Freedom and Discipline, 1922
Substitute “education” in this quotation with “coaching programme”.
A coaching philosophy to aspire to?
(more…)Ever thought of bird watching?
No, really.
Scan an area, ideally a tree where birds congregate or visit; even better if it is around 20m away. Relax, try not to focus too closely on any one point, but be aware of what is going on in the space you are scanning.
When you spot movement, focus in on it. First on the movement, then perhaps on the branch or leaf, then down to the bird (or cat, or squirrel, or plastic bag…). Work towards an ever finer focus.
Now really look. Can you see any more detail? What colour is the bird? It’s wings? Beak? No binoculars.
Watch for a few seconds. Pick out as much detail as you can. Hold that fierce focus, visual and mental.
Then relax, and return to scanning.
And repeat.
(more…)I mentioned in a previous post that I had been introduced to Diana Laurillard’s Learning Types (LTs). (1)
Laurillard’s LTs define a range of ways in which learning can be facilitated within a “conversational framework“ i.e. a dialogue between teacher and student, between coach and player, subject and learner.
This concept of learning dovetails neatly with the idea of athlete-centred coaching, where coaching is not (only) about what the coach can teach.
Rather, learning (athlete development) occurs as a collaborative process between coach and athlete, intended to empower the athlete.
(more…)
The Teesra 