Here is part two of some of my key takeaways from recent webinars and podcasts. These are the main points that stood out to me, for whatever reason. So, it doesn’t mean it is all necessarily new, but it’s content that I wanted to ensure I revisit and think about beyond the webinar or podcast itself. I have a commitment to keep the notes nearby and give elements a go in practice as soon as possible. The sooner I can try it out and get some feedback from the process then hopefully that helps me to improve. My suggestion is that if you find one of my notes useful, don't just nod approval. Write it down and be prepared to use soon. MORE
Be patient – and heed your own advice
Last week, I accidentally did something good. And then I realised that I should have been doing it from the start.
I had set up an exercise which was based on an activity my son had suggested. I was so concerned with making the activity work, I became overly focused on one aspect. By the way, that was rolling a large die! I will explain this exercise in detail in next week’s issue.
Let me make it clear that I’m not congratulating myself for the outcome. I’m actually really frustrated. Frustrated because good things were happening and I wasn’t aware of them.
The activity was very competitive. The die roll indicated which defenders would run out and at least one of those defenders had a special power which would effectively kill off the attack immediately.
Initially, the special power didn’t come into play because the attackers were failing to win a 4 v 1. This is when I wasn’t observing carefully. I was so intent on running the exercise I failed to notice that the attackers were huddling together to work out their solutions.
Gradually, they improved. I did throw a couple of questions at the attackers as they moved through and swapped over roles. Yet, it was the players who were figuring out the challenge most of time, unprompted by me.
They began to get better. Why? Because I had given them the space to think for themselves. I wasn’t paying them any attention. In essence, this is what I did well, but accidently. I had let the players get on with it. They had some clear expectations and ways to “win” the exercise. They didn’t need my input.
In the future, I’m going to adjust my approach to “challenge activities”. I will purposely concentrate on just one side of the challenge. This group, either the attack or defence, will be fully resourced with questions, nudges, ideas and encouragement. The other side…well, they will get nothing. Instead, they will get time to gather and think.
The key is that they won’t know I’ve purposely given them the time. They will just see and hear me talking to the other group.
What made this discovery even more interesting was that after the session, the coaching group were chatting about communication between the players. I suggest this question: Are we just concerned with calling around the ball and in defence? I think we need to spend as much time listening out for the chat between plays. For example, what sort of talk can we hear where the players are looking at ways to break down defences or cut out the opposition’s better players.
The key is to set up scenarios which matter to the players. Then step back. I’m looking forward to trying this out more next week.