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 organised, 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 of 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 & opportunities 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 & opportunities at AIK youth football 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 ) “ 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 och tävlingsfostran, 2008, p 26).
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 ) 1 0,000 hours of systematic practice; T he 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 Quei roz (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”.
Recommend
More recommend
