Mark OSullivan Critical Thinking Learning Styles (VAK) 10,000 - - PowerPoint PPT Presentation

Mark O’Sullivan

Critical Thinking

Learning Styles (VAK) 10,000 hours 10% of our brain Personality Tests / Disc test/ Colours/ Myers‐Briggs Left brain – Right brain

As many as possible, as long as possible, as good as possible

If we ‘reboot’ child sport and rebuild it on the emotional and physical needs of children; would it look like it does today?

Language

Elite Product Talent Fotbollsfabriken Lika barn leka bäst

Complex System v Complicated System

Humans are not systems that behave like machines: Complicated machine‐like systems follow one path, are predicable and vulnerable. Complex systems achieve their objectives through a process of exploration, on‐going adaptation; negotiating obstacles, solving problems through trial‐ and‐error, and flexibly adapting to changing

• circumstances. (John Kiely)

The game is a continuum of complexity (Paco Seirulo) The Culture is complex. Learning: Yes it is complex!

Knowledge – Practice Gap

There are few areas of sport as complex yet imbedded in inertia as child youth football. “The Swedish words for security and inertia (trygghet och tröghet) sound very alike and what is reassuring is often too slow and difficult to change.

As many as possible, as long as possible, as good as possible (Navigating Complexity)

The phenomenon of child‐youth sport has been transformed during the past two decades making it necessary for us to critically analyse and evaluate how it is

• rganised, presented, played and

defined

IOC Consensus Statement on Youth Development in Sport

“There is also an urgent need to extend our views of youth athlete development to include the ‘culture’ of specific sports and youth sports in general, including the underlying philosophy for developing youth athletes, the systems of specific sports and interactions between athletes, coaching styles and practices, the effects on youth athletes from parental expectations and the view

• f youth athletes as commodities, which is often intrusive with a

fine line between objectivity and sensationalism”. (IOC Consensus

• statement. 2014)

Disproportionately both adult and media centred !

Talent?

We may know what we are looking for but do we understand what we are looking at?

Talent Development?

Lack of consensus with regard to how we answer the question, what is talent? (Meyers, van Woerkom, & Dries, 2013 ) Polarisation evident in the nature v nurture debate Gagné (2004) proposed that talents are built by enhancing innate gifts through learning and training Engagement in deliberate practice and is the single most important predictor of performance (Ericsson, K. A, et al, 1993) – Early specialisation Deliberate play (Côté et al, 2007) ‐ Early diversification – Strong Evidence!

Identification, selection, de‐selection &

• pportunities

TD‐ A complex process influenced by an array of multi‐ disciplinary considerations (Williams & Reilly, 2000 ) is often contradicted by the paradoxical subjective nature of methods used to identify talent. Lund, S., & Söderström, T. (2017) referred to these subjective methods : “what feels “right in the heart and stomach; but what feels right is greatly influenced by their experience of previous identifications, interpretations of what elite football entails, and the coaching culture in which they find themselves”.

Talent

Despite the low predictive value of future performance in football (Williams & Reilly, 2000 ) there is a continuing emergence of non‐ flexible programmes promoting early talent identification and specialisation often characterised by selection and deselection and exclusion of individuals based on rates of development through all ages and stages (Güllich, A., 2013 ) Subjective methods have been criticised due to a bias towards the selection of players born earlier in the year (Glamser & Vincent 2004; Helsen et al., 2005 ), a strategy benefitting those who are more physically developed. RAE (Relative Age Effect)

Identification, selection, de‐selection &

• pportunities at AIK youth football

“The fact that young people born early in the year are over represented in some team sports talent systems mean that talent is confused with physical maturity” (Föreningsfostran

• ch tävlingsfostran, 2008, p 26).

Subjective methods have been criticised due to a bias (RAE) towards the selection of players born earlier in the (age category) year (Glamser & Vincent 2004; Helsen et al., 2005 )

Player Development ‐ Cultural Resilient Beliefs

Generic linear talent models are still been promoted despite the fact that young athletes develop at different rates. ‐ PG Fahlström (2011). ‐"a pyramidal ladder, where each higher staircase is narrower than the previous one" (Peterson, 2011 ). Standard Model of Talent Development (Bailey & Collins 2013 ) This is a pyramid structure that is based on erroneous presumptions. (i) Development and performance are essentially linear. (ii) Early ability that is identified as talent indicates future ability and performance.

Culture (for good or for bad)

Player development systems are to a very important extent culturally defined, enabled and

• constrained. (J. North et al 2014 ).

Clubs and associations are still anchored in a traditional view of sport and competition ‐ Håkan Larsson (2013)

The Technique Register ‐ A dominant pedagogical approach in Swedish Football

The purpose of training technical moments many times is that they latter can be used automatically and spontaneously in the game. It is easier to learn technical moments in the younger ages. Therefore, individual technique must be given ample space in youth training (SvFF Base Course)

The Technique Register

What? Play a forward pass after the ball is passed back Why? So that the goalkeeper can safely receive the ball from the right/left back and play a long pass to the midfielder or forward How? Instruction method: Show – Explain – Show Instructions: Meet the ball, open up foot at an angle and receive the ball with the inside of the left foot, turn right for pass with right foot and vice – versa Look up and decide where the pass should go, place support foot with a slightly bent knee at the side of the ball Stretch your ankle and pendulate through the movement

Generic models, prescriptive approaches & culturally resilient beliefs

“There is a more or less an accepted belief in the so‐called "10‐year

rule" which states that in order to become an expert in an area, a minimum of 10 years (10,000 hours) training is required…..There is no joy in deliberate practice, but it is necessary to achieve the goal. It also requires total attention and the reward is not immediate” ‐UEFA Pro course held by Swedish FA and Gothenburg University, (2011) "All youngsters can be good at football. It is having an interest that is most important. If you can train 10,000 hours you can go far” –IFK Gothenburg Head of Academy (2012) 10,000 hours of systematic practice; The journey to real expertise in any field is not for the lazy and the impatient. (Bajen (Hammarby) Model, 2016)

Generic models, prescriptive approaches & culturally resilient beliefs

Early start driven by the feeling of falling behind drives the starting age down and the training volume up in early years (to reach 10,000 hours). leading to centred environment dominated by drill orientated sessions that advocate technique focussed, direct instruction of athletes (Light, Harvey & Mouchet, 2012).

The technique register embodied a perceived priority of developing

technical aspects that need to be mastered before game play (Evans, 2006 ).

Research suggested that these overly prescriptive approaches to instruction can be detrimental for learning & result in significant motivational problems (Renshaw et al, 2012)

Generic models, prescriptive approaches & culturally resilient beliefs

Early start driven by the feeling of falling behind drives the starting age down and the training volume up in early years (to reach 10,000 hours). leading to centred environment dominated by drill orientated sessions that advocate technique focussed, direct instruction of athletes (Light, Harvey & Mouchet, 2012).

The technique register embodied a perceived priority of developing

technical aspects that need to be mastered before game play (Evans, 2006 ).

Research suggested that these overly prescriptive approaches to instruction can be detrimental for learning & result in significant motivational problems (Renshaw et al, 2012)

Form of life

Carlos Queiroz (El pais, 2018) A model of learning that “told us that the sum of the parts makes the whole. That has been a disaster for football.. What we were offering children in education was not football… We became game directors. We did not want players with decision‐ making skills. And, those imaginative and creative players are built by stimulating freedom of decision”.

Conclusion

There is a fundamental flaw in any system that excludes individuals based

• n rates of development and does not take into account the complexity

and non‐linearity of human excludes individuals based on rates of development. Despite the fact that we have been educating coaches, clubs and federations for decades it is hard to imagine any changes taking place as long as the structural conditions remain unchanged. Many clubs and even NGB’s are still anchored in a traditional view of sport and competition limiting their ability to think critically and differently, break routines and try new ways (Håkan Larsson , 2013 )

The coach needs to understand the game but also

• ther aspects that

surround the

• game. The

surrounding environment, society, culture, economy – Joan Vila (Head of Methodology, FC Barcelona) Grounding player/coach Development within a broader ecological context

Learning the Game is Complex

AIK BASE What is football? Complex Adaptive Systems Football Interactions Social Coordination AIK STILEN

Development instead of Identification

Developing personal talent is largely an issue of the interaction of the individual with the environment, what circumstances are offered to learn different skills and social roles and the individual's readiness for this (Rolf Carlsson, 1991)

Challenging culturally resilient beliefs – Constraints Led Approach

An individual’s potential should be viewed as dynamic and continuously open to ongoing influences of task, individual and environmental constraints (Davids, et al., 2015). These three constraints don’t operate in isolation, they interact and operate at different

• timescales. Holistic understanding allows coaches to

appreciate and negotiate these interacting elements and effectively shape the landscape they provide for their learners. NB: CLA is NOT SSG’s or game centred training design

AIK: From a form of life based on ‘actions’ towards form of life based on ‘interactions’’

Football interactions

How a player coordinates his/her behaviour within the performance context in relation to that environment, on the basis of not only the immediate physical and informational (i.e., situational) demands, but also on the basis of historical and cultural factors. In learning to become skilfull the player is not only “interacting” with the ball, wind, relative position of other players but consequences of earlier movements to solve the movement problem that he/she is currently facing, emphasising the complexity and emergent nature of movement.

Nonlinear Pedagogy

Underpins a learner centred approach and the emergence of skills (Renshaw., 2013)

• Representative Learning Design ‐ What players are seeing and feeling is

representative of the game

• Repetition without repetition (movement variability)
• Keep perception and action coupled
• Promote an external focus of attention (Help improve how players detect

the key information‐ educating attention )

• Affordances are the primary objects of perception, and football interactions

are how players utilise these affordances

Learning Design

https://www.youtube.com/watch?v=T49d1DQWinE&t=2s https://www.youtube.com/watch?v=HwT97SN351w&t=100s

Contact

@markstkhlm https://footblogball.wordpress.com mark.kss@gmail.com