The Teesra

Author: Andrew Beaven

  • Preparing the ground — What is coaching? (2)

    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.

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  • 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 2018 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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