TRAINING
"THE VISION TO SEE PLAYERS FOR WHO THEY CAN BE IN LIGHT OF WHO THEY ARE"
TRANSFERENCE
"Transference" within the WSA Way refers to the critical nature of any training session's capacity to create and allow transfer of "learning" to "game application".
It is in short connecting TRAINING to LEARNING to THE GAME to REAL LIFE (the pinnacle result).
It is in short connecting TRAINING to LEARNING to THE GAME to REAL LIFE (the pinnacle result).
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LEARNING |
GAME |
LIFE |
In planning a session and in evaluating a training session, the metric of "transference" should be applied. Common mistakes in "teaching" are to assume that "mastery of sessions" has produced anything worthwhile towards game application. Ultimately training's purpose is helping athletes prepare for a game.
Transference is the key to "master class" coaching and teaching. In honoring the importance of "transference" to your session, you will not become distracted by "mastery of a session", as you enable yourself to learn that "mastery" by the athlete is truly observed when a lesson becomes applicable to the game - the "incubator" or to "real life", the WHY.
Transference is the key to "master class" coaching and teaching. In honoring the importance of "transference" to your session, you will not become distracted by "mastery of a session", as you enable yourself to learn that "mastery" by the athlete is truly observed when a lesson becomes applicable to the game - the "incubator" or to "real life", the WHY.
APPRAISING "TRANSFERENCE"
APPRAISING "TRANSFERENCE"
1. Transference can only be evaluated subjectively. In assessing your capacity to produce transference the evaluation cannot be isolated to: "training session - to - next game". This singular approach could yield false results that confer the session was better or worse than the reality. Transference is based some on age, developmental level, degree of difficulty of the concept or technique, the learner's curve, the opportunity for manifestation from right moments to apply what was learned, and other factors.
2. Transference should be evaluated within a coach's game model and periodization plan. Within the game model will reside a "way to play", which is the derivative of all other objectives. Within the periodization plan will reside a "peak performance" time of the season, which is an ultimate barometer for transference.
3. Transference should be evaluated from snippets of the game, singular moments, which may indicate "understanding" without "execution" or may indicate "threshhold of understanding" without full "implementation". Learning is NOT a "black and white" activity or outcome. It is not "all or nothing". Learning happens in stages, and is fluid, and is often on up-and-down curves, and not on consistently rising curves.
4. A Myth about appraising the "transference capacity" of a session is that "the session should look like the game". In many cases the session should "look like the game". However, as the master class coaches point out, to instigate qualities such as JOY, DETERMINATION, DISCIPLINE, TOUGHNESS, TOGETHERNESS, there may methods used that look nothing like the game. Do not be deterred if you are confident you are helping produce a "connection" from "training" to "learning" to the "game" and ultimately to "real life".
1. Transference can only be evaluated subjectively. In assessing your capacity to produce transference the evaluation cannot be isolated to: "training session - to - next game". This singular approach could yield false results that confer the session was better or worse than the reality. Transference is based some on age, developmental level, degree of difficulty of the concept or technique, the learner's curve, the opportunity for manifestation from right moments to apply what was learned, and other factors.
2. Transference should be evaluated within a coach's game model and periodization plan. Within the game model will reside a "way to play", which is the derivative of all other objectives. Within the periodization plan will reside a "peak performance" time of the season, which is an ultimate barometer for transference.
3. Transference should be evaluated from snippets of the game, singular moments, which may indicate "understanding" without "execution" or may indicate "threshhold of understanding" without full "implementation". Learning is NOT a "black and white" activity or outcome. It is not "all or nothing". Learning happens in stages, and is fluid, and is often on up-and-down curves, and not on consistently rising curves.
4. A Myth about appraising the "transference capacity" of a session is that "the session should look like the game". In many cases the session should "look like the game". However, as the master class coaches point out, to instigate qualities such as JOY, DETERMINATION, DISCIPLINE, TOUGHNESS, TOGETHERNESS, there may methods used that look nothing like the game. Do not be deterred if you are confident you are helping produce a "connection" from "training" to "learning" to the "game" and ultimately to "real life".
TYPOLOGY OF SESSION
PREPARE, USE THE BACKWaRDS METHOD
BUILDING CULTURE, DRIVING VALUES
CONSISTENCY IN THE IMPORTANT STUFF
Once you set your team manifesto, you will know what is most important to your team's culture, and values. To DRIVE the understanding, significance, and buy-in for your desired culture and values, will require your on-point consistency. Be faithful in the small, the imperceptible moments that shape your team's culture and values. Each response verbally, or by body language, each feedback loop, how you set up training, how you depart training, how you discipline and apply standards, your application of consequences, the language you tolerate and the language you do not tolerate, the narrative you produce in written communication, are all the most precious building blocks of culture.
BE AUTHENTIC
Be authentic. That which you create, originate, and innovate will produce much more inside the walls of your team, than that which you translocate or borrow from elsewhere. It is true that great opportunity is born of the study of others. Continue to allow yourself and your methods to be shaped by the experience of others. Most importantly be thoughtful, and be genuine in how you orchestrate the Manifesto for your team and YOUR ATHLETES and YOUR FAMILIES. Nothing will become stronger or more profound than your authentic leadership and genuine innovation.