Summary of Nick Winkelman's The Language of Coaching

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The NFL Scouting Combine is a yearly event that takes place in Indianapolis, Indiana, two months before the NFL Draft. Over the course of three grueling days, an average of 330 of the country’s top prospects are invited to complete an extensive battery of physical and mental tests.
#2 I had the privilege of working with the coaching elite’s of the Jacksonville Jaguars, Luke Richesson, Darryl Eto, and Joe Gomes. I saw the immense responsibility each of them had, and how they tirelessly worked to improve the program year after year.
#3 I was a chronic over-communicator, which led to me providing my athletes with so much information that they would not be able to remember it all. I was also unaware of what my athletes were focusing on.
#4 The NFL Combine is a testing ground for athletes, who must endure two days of intensive interviews and medical assessments. From drug testing at daybreak to meetings at midnight, athletes have their character tested, knowledge assessed, and health screened.

Sujets

• Sport
• Sports fitness
• Musculation
• Weight training
• Sports
• Recreation
• Bodybuilding

Informations

• Publié par: Everest Media LLC
• Date de parution: 30 avril 2022
• Nombre de lectures: 0
• EAN13: 9781669394693
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Nick Winkelman's The Language of Coaching
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3
Insights from Chapter 1

#1

The NFL Scouting Combine is a yearly event that takes place in Indianapolis, Indiana, two months before the NFL Draft. Over the course of three grueling days, an average of 330 of the country’s top prospects are invited to complete an extensive battery of physical and mental tests.

#2

I had the privilege of working with the coaching elite’s of the Jacksonville Jaguars, Luke Richesson, Darryl Eto, and Joe Gomes. I saw the immense responsibility each of them had, and how they tirelessly worked to improve the program year after year.

#3

I was a chronic over-communicator, which led to me providing my athletes with so much information that they would not be able to remember it all. I was also unaware of what my athletes were focusing on.

#4

The NFL Combine is a testing ground for athletes, who must endure two days of intensive interviews and medical assessments. From drug testing at daybreak to meetings at midnight, athletes have their character tested, knowledge assessed, and health screened.

#5

The technique my athletes used to achieve their improved performance had not changed. From this observation, I asked why they were able to perform with improved sprint technique during training but unable to perform at the same level during the Combine.

#6

Motor-skill learning is the process of adapting to changes in a skill, and it is a process that takes place over time. It is not limited to just athletes, but can be applied to any skill that requires adaptation.

#7

The 3P Performance Profile is an individualized athletic profile that is used to prioritize the athletic qualities that, if improved, will help the athlete turn their aspirations into abilities. It was developed to quickly identify the limiting factors that influence the performance of a given movement.

#8

The first P, position, asks the question, does the athlete have the required mobility and stability needed to effectively perform the movement. Put differently, can the athlete get in and stay in the body positions associated with the motor skill.

#9

Power, the second P, asks the question, does the athlete have the required strength and power qualities needed to effectively perform the movement. Any ballistic movements that require an athlete to project their body in a specific direction would qualify as a power-dependent pattern.

#10

The third P is pattern, and it asks the question, does the athlete have the required coordination needed to effectively perform the movement. By definition, coordination is inextricably linked to the position and power categories.

#11

The three Ps of performance are position, power, and pattern. They are measured output of a motor skill. Applied to our DBs, we are interested in the position, power, and pattern that influence performance on a 40-yard dash.

#12

The coach must understand how the car and driver are interacting to achieve the measured outcome performance, and identify where service is needed. It is not unreasonable to think that DB 1 adopts a choppy sprint pattern due to an inability to generate large forces quickly, while one could speculate that the reason DB 2 adopts this sprinting style may have to do with an inability to achieve and maintain the required flexion and extension at the hip.

#13

The 3P Performance Profile and the car and driver analogy have served to provide a practical framework for developing motor patterns and their physical dependencies. When we discuss motor learning, we must recognize that there are physical factors that have a material impact on coordination.

#14

The differences between performance during practice and performance during a future practice or competition are due to the fact that the structural adaptations that result from improvements in position and power are far more stable than the neural adaptations that result from changes to the pattern.

#15

An athletic performance coach is working with an athlete on Olympic lifting. The athlete is a freshman in a college football program and has never been coached on how to lift properly. After working with the athlete for a number of weeks, the coach identifies a consistent trend.

#16

A personal trainer is working with a client on squats. The client tells the personal trainer that their knees ache when they play with their kids. After assessing the client’s squat technique, the personal trainer notices that the client’s knees shift inward as they descend into the squat.

#17

The distinction between story A and story B is that in story A, the coach was only able to achieve the desired standard when he reminded the athlete, while in story B, the personal trainer was able to instigate a lasting change in the athlete’s squat technique.

#18

The acquisition phase is when an athlete and client practice a motor skill while receiving input from their athletic performance coach and personal trainer. The retention phase takes place at some point in the future, is within a relevant context, and is void of any coaching influence.

#19

The performance-learning distinction is a important consideration for coaches. While it is common for people to experience short-term changes to a motor skill prompted by a coach, long-term changes that can be expressed independent of a coaching presence occur independent of coaching.

#20

The three outcomes depicted in figure 1. 4 are examples of when the performance-learning distinction can be applied. The first outcome is that the motor performance achieved during the acquisition phase is better than the motor performance achieved during the retention phase.

#21

The performance-learning distinction is the difference between applying a strategy to improve a skill, and applying that same strategy to improve another skill. It’s important for athletes to understand this distinction, as it will help them understand when they’ve learned something and when they haven’t.

#22

The idea that there is an optimal way to design practice to support learning has been an area of interest for researchers, coaches, and teachers for the past 40 years. While this might seem counterintuitive at first, a child’s perspective helps reveal the logic.

#23

The Goldilocks principle states that a given exposure needs to be within a certain bandwidth to encourage a desired change. In motor learning, this idea has been translated into the challenge point hypothesis, which states that learning is a consequence of the information available to the learner.

#24

The practice environment is extremely important for motor learning. The structure of practice affects motor learning because it is able to manipulate practice variability in proportion to an athlete’s current level of performance, which helps keep them engaged and their attention tuned to task-relevant information.

#25

Coaches often fall into the trap of saying too much, too often. A coach who is familiar with the intersection between coaching language and motor-skill learning will understand what to say and when to say it.

#26

The effect coaching language has on performance and learning was studied by Gabriele Wulf, a researcher who invited a group of novices with no volleyball experience to take part in a study. The participants were asked to set up on the right side of a volleyball court and serve a ball over a standard net, trying to hit the middle of a 3- × 3-meter target, which was centered on the opposite side of the court.

#27

In a follow-up study, Wulf and colleagues extended their findings to the soccer field. They recruited university students who had some experience playing soccer but were not considered advanced. The task required participants to kick a soccer ball at a target that was suspended 15 meters away.

#28

The most robust finding in motor learning is that focusing externally on the movement environment or outcome, whether facilitated by literal language or analogy, results in superior performance and learning compared to focusing internally on the movement process itself.

#29

The 3P Performance Profile is a mental model that describes the relationship between the three Ps position, power, and pattern, which when taken as a collective give rise to performance. The driver is the analog for the central adaptation contained within the nervous system, and the coach is responsible for creating the conditions for learning to thrive.

#30

The 3P Performance Profile is a prioritization list designed to help athletes correct the power clean. It consists of three steps: can they get in the correct body position. Can they execute the correct movement pattern. Can they move at the correct speed.

#31

The way we pay attention during practice is important, as it can affect the quality of our practice. If we want to improve motor skill learning, it is not enough to simply practice. We must consider the quality of our practice equal to, if not more important than, the quantity of it.

#32

The role of deliberate practice in the acquisition of expert performance was performed by Dr. Anders Ericsson and his colleagues. They found that the best violinists had accumulated more solo practice hours than the good violinists, and that the best athletes had spent more time practicing and receiving individualized instruction than nonexperts.

#33

The 10,000-hour rule, which is based on the research of Ericsson and others, is a seductive idea that suggests that expertise is a short 10,000-hour journey. However, many studies have shown that there is large variability in the practice hours required to reach an expert level of performance.

#34

The fourth pillar of deliberate practice is goal setting, which helps athletes direct their attention to