The Teesra

Category: coaching

  • The Spectrum of Sport Coaching Styles — mini review

    I was very taken by Mosston’s classification of teaching styles with decision making as a central defining characteristic (see Reflections on and with Mosston’s Spectrum of Teaching Styles) — when the decisions are taken (pre-delivery, delivery, post) and by whom (teacher or learner) — so I was especially interested to see how the Teaching Styles would translate to explicitly sport coaching contexts.

    In The Spectrum of Sport Coaching Styles, edited by Shane Pill, Brendan SueSee, Josh Rankin & Mitch Hewitt, Mosston’s Teaching Styles are discussed with examples from actual coaching practice.

    And I am even more convinced of the value of this theoretical approach to planning, reviewing and delivering coaching activity.

    The concept that “every act of deliberate teaching is a consequence of a prior decision” is inspiring — if we aspire to deliberate coaching (I think we should), then we need to engage in deliberate decision making first!

    I am challenged by “coach as educator”. I’m a coach, not a teacher!

    But I can see how it fits with the theory and brings it to life for the players. In addition to coaching technique, tactics etc., the coach also has a responsibility to encourage “learning about learning” (meta-learning?).

  • How fast was that one? Opportunities for bowlers and their coaches

    Fascinating article from Cameron Ponsonby for espncricinfo.com, on why some quick bowlers are perceived by the batters to be “quicker than they look”.

    Cameron’s article starts to unpack the phenomenon of the “heavy ball”, and why some bowlers manage to hustle the batters more than another bowler who looks to be bowling quicker.

    But I think there are several clues for the inquisitive bowler or bowling coach looking to develop pace and variations.

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  • After-school club — programme planning

    After-school club — programme planning

    I was booked to run an after-school club this half term — an hour per week, yrs 7&8.

    What follows is an outline of the programme and session plans, with an indication of the Objectives I was working towards.

    N.B. Most of the “planning” was actually done on-the-fly.

    I knew something of the School’s objectives in advance, and the session constraints we would be working to; I also knew what I wanted the players to experience, in terms of “skills” included, physical and psychological. But the actual “plan” came together on the way to the School each afternoon, and had to be flexible enough to be changed to accommodate e.g. fire alarms going off 5 minutes before the scheduled start time…

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