Grooving that stroke…does music help?

Interesting net session yesterday, working with a batsman to get ready for the new season.  Lots of work on grooving the bat path, a little on developing bat speed.

We were next to a group who had set up a (small) speaker in their net, and played music during their practice.

This could have been a distraction – we generally practice in a controlled (even slightly sterile) environment, where the only sounds are bat on ball, or ball on canvas, or occasionally the slap of skipping ropes and bouncing medballs – but I saw real benefits from having the music playing.

Continue reading Grooving that stroke…does music help?

Sledging – the missing component from the coaches’ tool kit?

I mentioned in an earlier post that I sometimes used “sledging” as a coaching tool.

This is something I picked up working with an experienced Aussie coach – that the coach can sometimes use a little psychological pressure to focus the player on the challenge at hand.

“Can you hit this one?  I don’t think you can.”

Not because the player will “just have to get used to sledging” when she starts playing.  Not abuse, not questioning the player’s parentage (I work with young players – Mum or Dad will be standing next to the net!), certainly not banal “banter“…but I will tell a batter that I think I have spotted a weakness, and that I am going to put his technique to the test.

Socio cultural constraints…not something I ever expected to blog about…

Socio-cultural constraints – how a player’s social and cultural background influences learning behaviour…not something I ever expected to blog about.

However, translating frantically, if we were to say that the coach really should try to understand where the players come from, then this becomes a little easier to put into practice.

Two recent examples:

  • with a 10 year old girl, county age group, lots of advice from different directions, all well intentioned but sometimes contradictory – “smile sweetly, say ‘thank you’, take on board everything you have been told…and find out what works for you
  • with an 11 year old boy…challenge their logic, challenge their pride – “what happened then? did it work? can you do it again? snd what can you do next time to get an even better outcome?”