LEARNING = PERFORMANCE TRAINING DRILL (PART 3)

If you've read the previous 2 part on "Learning = Performance" you'll now be aware of more effective methods of teaching from a coaching view to enhance learning on the player side of things.

By incorporating "in the trenches" and scientifically backed learning principles/concepts such as deseriable difficulties, storage strength, retrievel strength, variable learning, interleaving instruction, spaced practice, test posotioning, forget to learn and the use of randomness in your training, along with now having an idea of how they all pertain to long term memory, recall and performance, you can now literally take your coaching to some next level areas.

YOU know there's no other coaches using these methods!

To give you an idea of how this might look during a single training drill let's use a basic kicking activity.

Usually for kicking we'd use what we now know is block training which is great for rapid immediate improvements, but terrible for long term skill development.

Even though you'll never repeat the same exact kick from a technique point of view putting a huge question mark against biomechanics trying to nail a perfect technique when there isn't one (so what are they looking for then?), the basic premise of lanework is a prime example of block training with each kick going to a predetermined target, unoppossed in a straight line kick after kick after kick.

It's severly under-challenging and boring.

Us coaches haven't helped this either with our dire need for training to look as pretty as possible when that is so far below the challenge point of where training/practice should be, that it's essentially a waste of time in most cases.

Here's a better but messier way of doing this using many of the principles/concepts listed above.

STEP #1...

For full access to this training drill register for alevel 3 membership at https://aussierulestraining.com/membership-account/membership-levels/.

NEXT LEVEL COACHING - LEARNING = PERFORMANCE (PART 2)

                                          

After reading part 2 below, try your hand at developing a training activity that incorporates some of the things talked in this 2 part article series.

Either make up a completely new training actvitiy or make alterations to an existing training activity you already use.

Once completed then you can post in comments on my socials or send it to me via email or Messenger and I can give you some feedback on how you're tracking with this information.

• Massing practice = short term performance but poor retention
• Spacing practice = long term performance an greater retention
• New learning depends on prior learning so spacing learning optimally can enhance transfer of knowledge and provide a foundation for subsequent learning
• If you were to use block practice and take results pre and post session then you’ll retest great on that day but 10 days later you’ll won't be and you might even be lucky to reach that days baseline again
• This works the oppsoite but far nore successful way when using interleaving and random practice which will still retest as good as block practice post session anyway, but with far greater retntion 10 days later
• Block training that provides immediate improvement also rssults in the learner over predicting their long term retention and thus gives them a false sense of security of what they've actually learned
• Interleaving learners can predict their learning closer to what they end up retesting at
• Interleaving works for both motor skills and academic knowledge
• Interleaving also enhances inductive learning where in another study learners were asked to learn the styles of 12 artists based on a sample of 6 paintings by each artist shown interleaving style (72 total  paintings randomly) vs blocked style (6 painting by 1 artist at a time) and interleaving came out better again, with the thought being that they had to learn the differences and similarities among the styles of differnet artists
• Interleaving works better for long term learning from having to resolve the interference among different things that forces you to notice similarities and differences among them, resulting in the encoding of higher order representations which then foster both retention and transfer
• It also forces learners to reload memories so if you study point A/B/C/D/A in that order then once you make it back to A again, you must reload the original A memory and the more you reload, the more content you reload over time following the learn/forget/learn more/forget/learn more again process
• Anytime you look up, get told or get shown the answer to a problem which on prior knowledge you could mostly generate on your own, you rob yourself of a valuable learning oppurtunity
• Tests using retrieval is more effective long term than re-reading even when no feedback is given from the teacher
• Learning doesn’t happen by osmosis, by just reading and hearing things repeatedly
• Position tests as a vehicle for learning, not assessments as such, only formally every 3^rd test or so and then have the learners mark their "in-between" tests what then give simply give them feedback of on track, close and not close but no marking "stats"
• Tests have metacognitive benefits in terms of Identifying whether information has or has not been understood and/or learned

A training activity based off all of this coming Friday.

NEXT LEVEL COACHING - LEARNING = PERFORMANCE (PART 1)

                                     

We train.

We train to learn.

We learn to become better players/teams.

We become better players/teams from learning.

Learning = Performance!

Last week I did a 2 part series on coaching aspects to nail in season 2022 and here's another that you can add to your list - create a learning-rich training environment.

Below you'll find points I took from an article I can't relocate on pioneering teachers Elisabeth and Robert Bjork whose research since the early 1970's has taught us how we best learn and than apply skills an knowledge.

This article will be a 2-parter with a 3rd part later in the week showing how this might look in a training activity.

- Re-reading materal can provide a sense of familiaraity and perceptual fluency that we interpret as understanding ad comprehension but is actually low level perceptual priming

- Information coming readily to mind can be interpreted as evidence of learning but it can simply be a product of cues that are present in a familiar study situation but then they aren’t available at a later time in a different context

- Rapid improvement does not support long term retention and transfer where as conditions that create challenges that provide a slow rate of apparent learning often optimise long term retention an transfer (think habit forming)

- Substantial improvement in performance in training can occur without significant learning, as revealed when perfoming that skill/task again after a time delay or in another context (good last week, not so good this week)

- Storage strength reflects how entrenched a memory and how it can be retrieved and then used in many situations

- Retrieval strength reflects the current accessibility of that repetition and is heavily influenced by situational cues and the recency of study and exposure

- Conditions that most rapidly increase retrieval strength differ from the conditions that maximise gains in storage strength

- If you interpret current retrieval strength as storage strength then you become susceptible to preferring poorer conditions of learning to better conditions of learning

- Vary the conditions of learning over being constant and predictable, interleave instruction on separate topics over grouping instruction by topic and block learning, use spacing over massing and use study sessions on a given topic using tests over presentations as study events

- Make these difficulties desirerable by matching them with the learners current ability, or they will ultimately become undesireable and a poor learning environment will follow

- Studying the same material in 2 different rooms, rather then twice in the same room, leads to an increase in the ability to recall that material so vary the environment where possible

- 1 study had children throwing beanbags at a target on the floor but with occluded vision for each throw but with 1 group throwing from the same distance each throw (from the actual study testing distance) and the other group throwing from different distances each throw but never from the study testing distance where the 2nd group performed better even though theye never even practices from the study testing distance at all

- This study suggests that the 2nd group needed to adjust the parameters of the motor program corresponding to the throwing motion, which is a transferrable process and skill for any type of throw

Part 2 on Wednesday.

NAIL THESE 6 ASPECTS OF COACHING IN 2022 PART 2

                                             

Earlier in the week in part 1, we took a quick look at 3 aspects of coaching that if you can nail them in season 2022,will go a long way to on and off-field sucecess.

They were:

- Game Model

- Messaging

- Language

In part 2 we'll look at another 3 aspects of coaching for you to nail to put you the best position possible for season 2022 and beyond being:

- Expectations

- Game Stats

- Process Over Outcome

For full access tothis training/coaching article and more, register for a level 1 membership at https://aussierulestraining.com/membership-account/membership-levels/.

NAIL THESE 6 ASPECTS OF COACHING IN 2022 PART 1

It's a very tough landscape in the loocal/amatuer footy ranks at the moment where in the last month or so I must have seen 50 - 75 vacancies just hedre in Melbourne.

With the uncertainty of the last 2 seasons + the uncertainty of players intentions going forward, the need great coaching at local/amatuer level has never been more critical.

With less cash to be thrown around by heavy hitter clubs, even they will now have to look at internal development of coaches and players, rather then just throwing money at any cracks they find in their footy clubs.

Here are 6 aspects of coaching I suggest you look into as deep as you possible can, to move the dial further along the greatness scale.

In part 1 today I'll discuss:

- Game Model

- Messaging

- Language

Part 2 and another 3 aspects of coaching on Friay.

For full access to this training/coaching article register for a level 3 membership at https://aussierulestraining.com/membership-account/membership-levels/.

MELBOURNE GRAND FINAL ANALYSIS

I thought I'd take a quick look at some of the things Melbourne have perfected in season 2021 on their way to the most powerful (is that right word?) Grand Final victory in history.

They don't play a very complicated game the Dees but how they do it is obviously extremely effective after their dominant finals series this season.

I'll quickly highlight aspects of Melbourne's game stlye such as:

• Center Square Formation
• Full Ground Team Defensive Formation
• Utilising Their Rucks at Center Clearances

...all that force the opposition, in this case the Western Bulldogs, into a particular style of play which causes all sorts of issues offensively, and fees their own offense in process.

SYDNEY SWANS GAME STYLE INTRODUCTORY TRAINING DRILL PART 4

                                                 

This final introductory video shows how the Swans build their offensive lanes via their player, and thus ball movement, which also builds their defense at the same time.

The player lanes was probably the real magic in the Swans offense in season 2021 as it keeps all 22 players in the play for as long as possible and if you are patient enough, you'll discover outnumber situations which creates overlap and pretty much whatever inside 50 kick you want, long or short, which is also an affordance offered to the Swans via the player lanes up the ground.

It really is a thorough game style that is pretty simple in it's approach and doesn't really differ too much from offense to defense where once again, I strongly believe this can be implemented in local/amateur footy...

For full access to this training drill, register for a level 3 membership at https://aussierulestraining.com/membership-account/membership-levels/.