CONTRAST LEARNING 3/5

                                                 

1. Those who have played a lot of "street ball" in tight spaces won’t have the tactical knowledge to receive passes outside of those tight area’s although they will excel at keeping the ball for themselves in those tight spaces. So they’ll succeed for themselves but not the team and they need to break the habit of calling for the ball so close to the ball carrier. The opposite of this, being able to position yourself to get the ball on outside, but not the inside, also holds true.
2. The initial player above would benefit from proposing an option of passing from a longer distance to create space, specifically staying wide/deep to open the ground to spread the opposition defense and decrease density around the ball, of which the player will need to develop new competencies to carry these out. Design your activities to provide a variety of problems for your players to solve while maintaining a focus of attention.
3. Changes in habits like this must occur in the action by implicit learning or by repeating the situation without repeating the same action and if this fails then make the situation smaller and more specific via a small sided game with constraints that persuade the player not to perform the usual actions they do. 
4. Start with a few rules and use more as they see success, with the success part being crucial to boost the player  psychologically as they shift to harder scenarios.
5. A typical behaviourist approach in this situation would have the player aim to perform the prescribed actions or they will suffer a negative consequence, so they’d perform the successful actions "under duress" and possibly be successful but then fall back into old habits later as it isn't yet an autonomous action. Provide time over multiple sessions to reach this point, 1 exposure to a situation doesn't incur learning for when it happens in  a game.
6. The objective should rather be to make them judge when they should perform such a movement as opposed to simply rehearsing an instructed movement off the ball. Game Intelligence!
7. Behaviourism might seem simplier and thereby more approachable but it still leads to more limits than benefits in the long term. Are you training for development or training for success?
8. The needs of learning particular contents, like getting out the back of the defense in footy, the characteristics of that action and the context in which it is inserted, altogether create a more constructivist approach and questioning players is key to gathering them in a common, shared understanding of the play and resulting roles in the organisation of the team. Game Model!
9. Make players experience the problem so that lessons/training become significant/representative to them and it can help build their own knowledge around the specific aimed content. This also allows them to learn where such knowledge would embed itself within the the game and the representation of the play that will help them recognise and solve situational problems when they arise later in games.
10. Constructivism is capable of guiding these contextualised lessons and enlighten important options when they occur in the play, and such guiding should consist of emphasising the pre-objectives and objectives to reach (get numbers to the contest and press up forward defensively, make them turn the ball over and have numbers to transiton forward).
11. Reminding players of the objectives can redirect intention of their actions without prescribing/teaching pre-objectives which help players create the conditions needed to execute the aimed actions without actually instructing them.