The current post is the culmination of a three-part series on coaching athletic movement. In the opening part of the series, we delved into the ‘why’, and sought to elucidate what roles we have to play in this space. With part two we got into the ‘what’, and proposed that the lenses of mechanical effectiveness and efficiency might unite our aims in both performance and injury realms. With this final instalment, we get into the ‘how’, and provide some practical guidance on how we might deliver what we outlined in part two, and ultimately fulfill the roles we identified in part one.
As practitioners we are all essentially coaches, and in our various realms we find ourselves directing athletes on how we want them to move. In the first part of this 3-part post we delved into the why, as we attempted to elucidate what roles we should play, and define what objectives we should be seeking to fulfil when providing instruction to athletes. With this second part on coaching movement we get into the 'what'.
Practitioners across different domains will be familiar with their field of practice being referred to as an 'industry'. We frequently hear mention of the strength and conditioning industry, the sports physiotherapy industry, even the sports coaching industry. In this post we consider these trends for terming our professions in this way, and explore why an 'industry approach' might be problematic. From these discussions we can attempt to plot a path back to cultivating our craft, and restoring pride in our chosen profession by rejecting this ‘industry’ mindset.
The paradoxical burden of advantages is something that those who work with young athletes (and young people in general) often grapple with. We might consider this a 'first world problem of privilege' for developing athletes; some might even argue it is symptomatic of the wider ills of modern society. Whether or not you subscribe to such views, few would disagree that a sense of entitlement is the enemy when developing young people, regardless of whether the aim is that they grow up to become good people or top athletes. In either scenario, many of the qualities we are seeking to instill are much the same.
As we will explore in this post, the luxury of advantages, unless carefully managed, can pose a serious problem when our aim is fostering the traits necessary to strive for mastery and achieve long-term success in sport. We will investigate what makes a conducive environment for developing young athletes who demonstrate 'talent', and what pitfalls to avoid. Finally, we will tackle the question of how we might negotiate the challenges we presently face on our quest, and recommend practical steps to ensure young athletes are equipped with the fuel for the journey and the tools to overcome obstacles on the path to becoming elite.
For the most part, when those in the media talk of 'inspiration' or 'being inspired' they are referring to those watching sport being inspired to strive to achieve the feats that they have seen or attempt to emulate sporting heroes. In this way, great athletes are often described as 'an inspiration to others'. Essentially, this is inspiration borne of admiration - essentially the 'I want to be like them when I grow up' scenario.
The alternative meaning of inspiration - and the definition that this post will mostly focus on - is inspiration in the sense of stimulating thought or inspiring new ideas.
This week I was asked about sport-specific programming by a young coach. Specificity is much misunderstood or at best incompletely understood in relation to training prescription and programming. Our task is to prepare the athlete for the rigours of training and competing. Nonetheless, rather than training the sport into the individual, we train the individual in the sport. In this sense the sport (or sports) provides the context, but the focus remains tailoring physical preparation and athletic development to the individual. This is a subtle but important distinction as we will explore in this post.
In a presentation last year I used the concept of yin and yang to describe the inter-relationship between physical and technical in track and field athletics. In essence, yin and yang describes how opposing elements (light and dark, fire and water) paradoxically serve to complement and ultimately define each other. Much the same applies when considering simplicity versus complexity. There are many instances where each of these elements apply in the realms of coaching and various facets of practice in elite sport. In this post we will explore the paradoxical - or yin and yang - relationship between simplicity versus complexity in the fields of coaching, physical preparation and sports injury.
High performance has become a buzz word that appears constantly in relation to sporting bodies and organisations associated with sports worldwide. The reason for the inverted commas 'High Performance' in the title is that this term has become so over-used and misused that it has arguably been rendered meaningless. Using the label does not make it so. In this post we discuss the elements that must be present in order for an environment and the practitioners who work in it to merit the title 'high performance'.
Providing learning opportunities and mentoring to coaches and practitioners has been a recurring theme throughout my career. Indeed a large part of my present role involves mentoring young coaches and practitioners in the early stages of their career working with athletes. These interactions frequently prompt me to reflect on my own journey and what I have learned on the way. This post is a collection of those critical lessons - essentially what would have been useful to have been told starting out.
Aside from serving as the point of weight-bearing for all activities performed in standing, the foot represents the terminal link in the kinetic chain where forces generated by the athlete are transmitted to the ground beneath them. The action of the foot is integral to all modes of gait, from walking to sprinting. During sprinting, for example, the athlete's technical proficiency in how they apply force during each foot contact is recognised as paramount. Despite the integral role of the foot in locomotion and a host of athletic activities common to the majority of sports, training to develop this critical link is often overlooked in the physical preparation undertaken by athletes. This post examines the role of the different muscle groups involved in the dynamic function of the foot. We will explore different training modalities to develop the respective muscle groups, and also discuss the applications of this form of training, from both sports injury and performance perspectives.