You don't need to be an educator or coach to recognize that learning is a unique journey for each of us. Personal experience alone underscores the truth that we all absorb knowledge in varied ways. Despite this, many coaches still adhere to a uniform approach during practice sessions, regardless of whether they're tailored to individuals, groups, or entire teams. In educational circles, "pedagogy" is a term that's tossed around with the ease of teenage slang—widely used and brimming with confidence, yet its deeper meanings and nuances often elude those not intimately familiar with educational theory, making the task of connecting "pedagogy" with coaching seem all the more daunting. So, let's break it down to a simpler form and look through the lens of "coaching pedagogy."
While it may sound fancy, it's essentially about the theory and practice of education. Pedagogy encompasses the methods, techniques, and strategies educators (coaches) employ to facilitate learning and instruction. It considers individual needs, abilities, and learning styles when imparting knowledge and skills to learners. This begs the question of how we, as coaches, are approaching our daily practices and approaches to imparting technical knowledge to our athletes.
Building on the concept of "coaching pedagogy," we find invaluable insights from Lee et al. (2014), who explored Nonlinear Pedagogy (NP) in teaching tennis forehands. NP encourages coaches to create environments that allow athletes to discover various ways to complete a task, fostering adaptability and creativity in skill acquisition. This approach marks a departure from the traditional one-size-fits-all methodology, promising a more dynamic and effective coaching strategy. The findings from Lee et al. (2014) not only advocate for NP but also highlight its effectiveness, with participants achieving similar accuracy scores to those taught under a Linear Pedagogy—reinforcing the concept that there isn't a singular ideal method for performing a task.
The study by Lee et al. (2014) challenges the conventional wisdom that insists on a singular, ideal way to accomplish a task. It emphasizes the importance of allowing athletes to explore and discover personally effective solutions. This revelation is pivotal for coaches and educators, suggesting a shift towards designing instruction that promotes exploration and adaptability, as opposed to a rigid, uniform approach.
Embracing a coaching pedagogy that values variety in learning and teaching methods can significantly enhance coaching effectiveness. By adopting principles from Nonlinear Pedagogy, coaches can foster an environment of creativity, adaptability, and personal growth for their athletes. This enriches the learning and playing experience and prepares athletes to be versatile and resilient in the face of challenges.
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References
Lee, M., Chow, J., Komar, J., Tan, C., & Button, C. (2014). Nonlinear pedagogy: An effective approach to cater for individual differences in learning a sports skill. PLoS ONE, 9. https://doi.org/10.1371/journal.pone.0104744
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