If you’re a coach, or teacher, and haven’t read the The Talent Code by Daniel Coyle, make it the next book on your list.
The book starts of with some serious science about myelin development, which is a major factor in skill acquisition. Don’t worry, though. It’s not hard to follow, and more behavior based concepts quickly come in to play.
Basically, the book talks about how we develop skill (deep practice), what motivates that development (ignition), and how coaching fits into that equation.
There’s a part of Chapter 9 that I think really hits on a major factor in sports coaching. It compares the coaching of Brazilian soccer players with the training of violinists in Japan. In the latter case the teachers are constantly providing specific feedback to the students. In the former case, though, the coaches hardly say anything. Why is this?
It’s not cultural. It’s about the requirements of the skills to be developed. Playing violin is about consistency of very specific execution. Playing soccer is dynamic. Situations constantly change. As a result, the player has to continuously adapt to stimuli and find the right solution for their current situation. The games the Brazilian coaches have the kids play both create the situations they want them in and provide the feedback.
To quote Coyle, “The lessons the players teach themselves are more powerful than anything the coach might say.” This relates close to what I wrote about in Teaching or facilitating? It is also part of our need to think more broadly about feedback.
The book’s epilogue provides a bunch of real-life examples of the ignition/deep practice/coaching link. They are from a bunch of different parts of life and society. You definitely want to give this book a read. It could change how you think about your coaching.
That said, there are a couple of little things worth mentioning.
First, while the book clearly presents a path toward creating skill in just about everything, it doesn’t really address constraining factors. In the case of volleyball, height is an obvious example. A short player can develop maximum skill as an attacker. That simply won’t be enough, though to make the national team roster.
Second, Coyle walks a line with respect to whole vs. part training. He talks at a couple of points about breaking skills down into their parts. That may be fine when you’re learning to play a specific note on a violin. As the late Carl McGown preached for years, though, in terms of the science of motor learning in our arena, training in parts is not as effective. This also ties in with block vs. random training.
So, as much as this book has some really great information, realize it’s just one part of the whole set of factors.
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