This article has some really thought-provoking things to say about coaching education. It’s main thrust is that coaching education must focus much less on sports science, exercise physiology, bio-mechanics, skill acquisition, sports psychology, sports nutrition etc. The author makes the point that this was all necessary years ago, but that’s no longer the case. Why? Because so much information is readily available online these days. That just wasn’t true before.
The author actually takes things a step further. He questions the value of spending a lot of time on sports science and these other topics from the “what matters” perspective. By that I mean he says if you ask what makes for a great coach, knowledge of these technical elements are way down the list. I read somewhere else that motor learning only accounts for like 5% of what coaches do with their teams. It’s something I talk about here. I don’t take that figure as strictly accurate. It is at least indicative, though.
For me, there are a couple of takeaways from this article.
First, if the more science-oriented stuff represents a small minority of what we actually do, then it should similarly be a small amount of our study and development. Obviously, there’s a basic level of understanding required. That means an initial investment of time. Beyond that, though, it’s just about keeping up with the research.
Second, it makes pretty clear that coaching education needs to spend a lot more time on so-called “soft” skills. Think of this as at least partly related to the idea that, “They don’t care how much you know until they know how much you care.” I’ve long felt that courses tend to fall well short when it actual comes to teaching how to manage players and teams.
The third thing that comes to mind is how we think about coaching education. A big problem for newer coaches is they don’t know what they don’t know. This idea has come up in many of the Volleyball Coaching Wizards interviews. The more you learn, the more you realize how little you know. I think it would be good for us to help developing coaches understand better what they don’t know – and from there, how they can learn about it.
So how do we develop better coaching education with these things in mind?
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