Nobody has enough time, enough skill, enough teaching expertise. Someone recommended this from Dr. Alex Lascu of the University of Canberra.
"I don't want to be the same coach that coached me." (Unless we do...)
"Run around and have fun...exploration and learning..."
"Protect that space for them..."
"Fun when I tried to mimic another (player)..."
"Be aware of the messages we give to our athletes."
"It's not necessarily the transmission...but creating the environment...supportive and empowering."
"Be able to measure progress..."
Some people have a gift to "see how everything works" (in a sport)
"Not being able to dunk...doesn't prevent me from being a valuable teammate..."
"...a combination of enjoying the challenge...and pushing boundaries."
"How can I push somebody just far enough...to want to get better?"
"Imagine what I could do...if I spent some time on this activity?"
"There is a bias towards early developers...we never push them enough..."
"The people in the middle get the most coaching..."
"...more small-sided games."
She believes that grouping by skill level more reasonable than by age
Sport is not like video game leveling...
"If anything we don't develop it (the decision-making side) enough along with the physical side."
"What do skills look like...in the game?"
"What you're perceiving in the game helps you inform which skill set you're going to use." (Skill is not 'in isolation' because there are your teammates and the opposition.)
"What am I trying to achieve?" (coaching)
One-versus-zero removes a lot of context from skill development...
Too often 'we set our own limitations.'
Expecting mastery, e.g. shooting, at a specific age isn't necessarily reasonable...
"Learning is an ongoing process of finding another or a better way..."
Girls will tell you when they're uncomfortable (through tears) if it's too much...not used to being pushed at a young age. (Speaker is a woman.)
There's usually a big difference in training (less for girls).
She developed a "challenge meter" anonymously... "throw me in the deep end" versus "I want to sit." She applied less structure when girls were less 'available' for challenge...on a given day
"Where is the fun...versus where is the learning?"
"What is needed to give them the (needed) skill?"
Helpful to have someone to train with and fail with...
She fights the urge to think "it has to look this way."
"Am I genuinely curious...or am I looking for a specific answer?" Maybe we don't ask enough, "why did you make that choice?"
She thinks having someone film us coaching has value. What does it look like?
"Give them the space and time to navigate (solutions)." Better to say you need more arc than get your elbow under the ball.
"There are useful patterns at every level of sport." (e.g. pick-and-roll)
Seeing, learning, and doing ultimately have to become ingrained. "Where is a good place for me to be" during this action?
Obliquely refers to randomness during drills to acquire skill "repetition without repetition." For example, we would do "box drills" with a defender with player choice on the attack.
"Teach to solve problems." That's how life works.
Quote summary dozen: my top five in blue
- Protect that space
- create the environment
- see how everything works, fit pieces together
- enjoy the challenge
- group by skill level
- we don't develop it (the decision-making side) enough
- "What am I trying to achieve?"
- One-versus-zero removes a lot of context
- "Where is the fun...versus where is the learning?"
- "There are useful patterns at every level of sport."
- "repetition without repetition."
- "Teach to solve problems."
Contain the ball. Some of you saw the Kevin Eastman video yesterday with the drill "force to tape." Note how the St. Mary's guards play low and deny any penetration.
Superb skill level with combination hesi/in-and-out dribble with basket attack and finish off two feet.
