Really interesting post from @davidhinchliffe on how he uses the constraints-led approach in his own coaching practice.
I was particularly taken with the line “instead of a fault-fixer, think of yourself as a problem-setter…” Or, from an ecological dynamics/constraints-led approach viewpoint, coach as “environmental designer”, perhaps?
Or, maybe, gardener?
(more…)Looking at coaching from an ecological dynamics/constraints-led approach viewpoint (which I do tend to do, nowadays), the role of the coach might be likened to that of a gardener.
And one gardening skill that acquires great importance in this model is the ability to prepare the ground, whether that be the learning environment itself or the player’s own receptivity to learning.
By definition, effective CLA-style learning does not occur in an environment were all activities are closely directed and regulated (“do this; do it this way; do it again until you get it right”). The coach is charged with creating that learning environment.
Equally, the player who has only ever learnt in a formal, regulated environment (sat at a school desk, or drilled on a sports field) will probably struggle when thrown into a less structured learning environment. The coach has a role in helping the athlete adapt to the learning environment.
So the coach must prepare the ground if he hopes to see the players he works with thriving.
(more…)
The Teesra 