A fresh look at the role of instructions, demonstrations and feedback in learning.
Dan Wilkinson nailing a boof on the Soana River, Val Aosta. Photo by Richard Watson
Like many parents, I owe so much of my learning to my son, Sam. The sheer intensity of my passion and love for him, and the resulting attention I paid to him and his experiences have taught me a lot. Watching him learning and exploring adventure sports was both terrifying and exhilarating. I tried to stop myself telling him to ‘be careful’ and I revelled in our shared experiences and his sheer joy and ability, despite him becoming more proficient than me at everything except horse riding by the time he was just 18 years old. Adventure sports are a precious experience that we still share, and I am fortunate to be writing this article at the end of an awesome skiing holiday with him. Continue reading “Developing Skill Part 2. Information, autonomy and playing in the ‘ugly zone’.”
A fresh look at the information we need to become skilful; the role of instructions, demonstrations and feedback in coaching.
Sam Davies skilfully reading the rock on KGB at Willyabrup in Western Australia. Photo by Siu On.
During my undergraduate years in the mid-1990s, I had two fascinating conversations that left a very big and lasting impression on me. One was with a paddler called Aled Lloyd Williams, then a member and coach of the UK rodeo team (now known as freestyle); the other was with a climber called Johnny Dawes who was arguably the most revolutionary climber of that era. Continue reading “Developing Skill Part 1. Listening to the elite.”
Fluid dynamics, weather systems and coaching adventure sports
Rolling clouds over a snow-capped Craig Megaidth. Moving skillfully and making decisions on a Winter ML Assessment. Photo by Olly Sanders
Adventure sports coaches typically support individuals to operate confidently and competently in changeable and complex environments. To do this it would help to understand how people learn to interpret their environment, make decisions and move skillfully.
An ecological dynamics (ED) theory approach to coaching and learning views human movement as an interaction between the individual, the activity and the environment in which the activity is taking place. This approach emerged from the application of dynamical systems theory and ecological psychology6 to motor learning and is the underpinning theory for the ‘constraints’ led approach to the way we structure practice. All of you who coach or participate in adventure sports will be familiar with aspects of this approach already. You will intuitively recognise and understand it even if you have not used it to understand movement and learning. This is a brief introduction to the concepts and theories behind an ED approach to coaching and learning. In the following articles, armed with this understanding, we can look at the implications that this approach has for coaching adventure sports. Continue reading “Do coaches need to understand coaching and learning theory?”
Can you spare a minute? Let us know what you have had coaching for, currently or in the past? Was it sport, training for qualifications, corporate or personal? How would you like to access coaching in the future? Thank you 💕
Do you know what really motivates you?
Have you always thought that your motivation is simply a result of your own behaviours and attitudes? Perhaps you sometimes feel guilty for not being as motivated as you would like to be? Research into motivation suggests that we are very much influenced by our perceptions of the support we get from those around us, particularly people who are important to us such as parents, partners, teachers and coaches. Understanding this can help you to create a more supportive environment for yourself and boost your self-motivation.
If we understood what was influencing our motivation, could we be more savvy about ensuring that we have positive experiences (& our kids too)?
For the full article go to River Tiger Blog: Motivation