Not many answers…but learning to ask better questions
In recent posts I have reflected on the toolkit available to coaches, and on the ways that different tools can be applied. We talk of “random” or “game” practices, of Practice vs. Play, of Constraints-Led vs. Games Sense activities, but very often the definitions applied to each coaching style or intervention is poorly defined, especially …
Continue reading “Reflections on and with Mosston’s Spectrum of Teaching Styles”
…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 …
Continue reading “Practice vs. Play; Freedom vs. Discipline”
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 …
Continue reading “Learning Types & athlete-centred coaching”
