The Teesra

Category: coaching children

  • Where does the “meta-learning” & socialisation happen? Or — there has to be more to cricket coaching than hitting and bowling.

    Where does the “meta-learning” & socialisation happen? Or — there has to be more to cricket coaching than hitting and bowling.

    Back in the day, schoolboy cricketers (and it was, almost exclusively, boys, back then) played ay school, and were invited to play “adult” cricket, initially to make up the numbers and do the running around for the older players.

    But a lot of essential learning happened in the game, talking and watching, often in the bar after the game.

    Understanding how to win. How not to lose so often. Why a bowler might prefer an unorthodox field setting. How to get on with the rest of the team.

    But that learning opportunity has largely been lost.

    Partly because young players are not being led astray, into the bar, as used to happen. Probably not a bad thing!

    But also as the organised pathways develop, and more youth cricket is played, young players possibly get to play less with more experienced players.

    And I think that loss of exposure to more experienced players might need to be addressed.

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  • Jimmy for England — what makes a “coach”?

    Jimmy Anderson’s announcement of his retirement from Test cricket was greeted with a suggestion that he should immediately be taken on as a coach-mentor with the England Test team.

    Earlier in the year, Rob Key stated that he believes Andrew Flintoff could be the next Head Coach of England. And Flintoff will be Head Coach for the Northern Superchargers in the Hundred this summer.

    Anderson and Flintoff are both great cricketers.

    But what does the suggestion that both could be fast-tracked into senior coaching positions say about the standing of professional coaches in English cricket?

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  • What is coaching? Education for kids and parents? All aboard!

    What is coaching? Education for kids and parents? All aboard!

    We have had some positive feedback on one of our Saturday courses this term. Whilst it is gratifying to be told that we are doing something right, it is also slightly worrying as to what might have been going on previously.

    As far as I can tell, we have been doing nothing exceptional with the group — some skills, plenty of games, not too much standing around — but we are being told that this is a huge improvement on earlier in the year.

    What has been going on?

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