GUNN TIPS FOR COACHES #15 - 365 DAY PROJECT 2019/20 - THE GAME SENSE APPROACH: WHERE TO NOW AUSTRALIAN SPORTS COACHES?

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of coaching interventions to better inform the practice and future of your own and peers’ efforts with learners…

Yeah I know… My keenly awaited reportings on the Queensland Sports Collective Forum are coming!!! Just a tiny bit more context from this piece written in August 2018? It must be noted that I sat and waited with baited breath for the launch of Australia’s ‘National Sports Plan’ a day or two earlier by Senator McKenzie… Watched it live on the ABC. This is indeed my passion.

The ‘blog’ starts now:

The recent rebranding of the Australian Sports Commission (ASC) to Sport Australia has got me thinking about the complexities of 'grassroots' sports in this country...

Last year I was given the honour - although an ultimately unworkable one - to be the 'Game Sense' coach (no proper references but look up Rod Thorpe, ASC, Ric Charlesworth or any recent Australian coaching manuals), at my local junior Australian football club (AFL). Although in reality I was probably pushing a 'Constraints led Approach' (Keith Davids and friends), mixed with small sided games (chat to any PE teacher), it was indeed a huge eye-opener around the challenges of any alternative pedagogy (the art and the science of teaching) to assist unique learners.

To add more context, the previous year (2016), I was coached by the wonderfully giving South Australian academic, Shane Pill (Flinders University) to design an intervention where I could assist local AFL coaches through mentoring around the Game Sense Approach (GSA). It was here that I discovered that there were many pedagogical issues of even more experienced volunteer coaches. In fact, despite AFL coach development measures that sometimes even I was involved in, coaches were studied defaulted wide-scale acceptance of the use of closed drills through activities like the AFL's S.P.I.R approach (AFL coaching manuals including 2017; and current ‘Coach AFL’ website). In AFL culture, the common drills are called names like 'Kick to Kick, and 'Lane-Work' and are undertaken for the majority of the session before the final 'scratch match' at the end. (Google 2017 ACHPER International Conference Proceedings to find the study https://www.achper.org.au/documents/item/583 (page 87) or join 'Grassroots Coaching and Consulting' Facebook group (not the page) and find the original in 'files' section, or, look up many papers by AFL inspired academics like Pill at https://www.facebook.com/groups/147501649318126/about/ )

Having taught PE at school and university, as well as lecturing in sports coaching, I knew that this had been the case in PE teaching for eternity it would seem so it's no surprise that the pedagogical cousins in sports coaching laboured over closed drills as well despite all the previous development and education (Moy, Edwards or Sue-See in Queensland). Also Mitch Hewitt pointed out that tennis coaches (professionals) do the same but in my experience in teaching and lecturing most PE teachers and Tennis coaches at least enable more balls between participants in their closed drills, whilst sports like AFL use columned line-ups in the majority and multi-balls sparingly, as a way of keeping athletes 'in line'...

For a solution, I consulted my favourite PE pragmatist and academic, America's Judith Rink. Focussing on small sided games, Rink reminded me of two very important points:

1) For Rink, like in some of my YouTube videos (above is an example but feel free to go to YouTube from my website routines are essential. For example, so foreign are my academically, and, 'teaching 101' supported methods to my AFL peers that my craft is noted as: "Gunny Madness", "Ugly Footy", or, "Gunny Chaos"... Which they are anything but!

2) Rink's wisdom also forced me to abandon any thoughts of changing mentees' coaching methods to something like GSA altogether. Instead I favoured Rink's four stages (1993) ideas, that basically focused on making 'drills' messier before a modified game. Wow! With this I felt, I and mentees were making progress on player learning. (See above options mentioned to gain access to stages)

Let me give you an example. I presented at the obligatory coaches' 'in-service' - where three years before only five turned up - but this time there was much excitement. In fact, I was contacted a few days later by a coach (U/8) who I considered the best in the club. Enthusiastically, he asked if I could come along and watch his GSA session. So I did!

Now, I arrived early as always and I was told that he would do four GSA Australian football activities. Of course, due to past experiences, I was a 'tad' sceptical that he could pull this off. However, as he was from New Zealand and a different sporting background, I figured he might be a chance of success having not been beaten down with closed Australian football drills.

He started with aplomb had the kids eating out of the palm of his hand. They absolutely loved him and his planning was well above the nine previous Gunn and Pill participants I worked with. Thus I thought, Let's see how long it lasts! Second game of four... Absolute uncontrollable mayhem that was getting out of hand. He turned to me for help... I blew a whistle long and hard and got down on one knee without looking up for a few seconds and made some open armed 'calm-down' type hand gestures. By the time I did look up most of the kids mirrored my actions and the great coach helped the others to do the same.

From here, I helped him with the rest of the planned games but this awesomely reflective coach's biggest insight was, "That was amazing Gunny!" What? "When you hopped down on one knee everyone else did too..."

Now, despite having done all of this for many, many years in differeing contexts over many sports, I can tell you all that it takes me at least 45 minutes to get youth and adult players used to the routine and tempo of an ecological approach like GSA. Now for 8 year olds, I start with 'Tiggy' and ramp it up slowly and it probaly takes an hour and a half.

As such, with, Sport Australia and most of our National Sporting Organisations in full knowledge that youth sport numbers are falling like 'Drop Bears' from a gum tree, when are we going to get back to teaching coaches how to teach??? Don't worry by the way, about the kids under the previous coach's care mentioned above. They loved him and him they!!! He provided a safe, warm environment of trust just like Maslow would have approved of. And, I reckon he could do closed drills and the kids would come back happy each year.

But... For the rest of coaches in Australia...??? Over to you well paid stakeholders... But I'd say we are in deep trouble...

Meanwhile, I'll keep to my bit at the 'grassroots' in coach and parent development. For example, September, 13, 2018, Mr. Henderson's, Sandgate, Queensland (6-8pm) sees the doyen Kelving Giles, plus head of ACU Brisbane Exercise Science Gert-Jan Pepping with me trying to 'brainstorm' on LOVE in sports coaching all for $20 which includes drink and nibbles. Would be nice to see some of the 'elite' there...

But in the end, the ASC to Sport Australia, or AFL going online with 'CoachAFL' rather than manuals has me scratching my head saying: Same old s$&t… Just a different name!

Bit just like (and nothing against AFL as it's probably most sports) a few weeks ago when I was told by 'top brass' that I couldn't do a Level III course because I wasn't from 'High Performance'... Well: firstly, that's insulting to kids at the bottom who need the best coaches! Secondly, I find it bizzare that my experience or coaching 'rep' youth boys, state girls and senior men and women at state league level, plus coaching their coaches, wouldn't be considered worthy!

Some reasonable issues I'd suggest that need more than wording changes to affect declining participant numbers? But I've made this point before in an earlier article: Do the main sports want viewers or players???

Invite me to your organisation or session if you'd like me to share my answer...

Yours in learning,

Gunny

www.craiggunn.org

GUNN TIPS FOR COACHES #14 - 365 DAY PROJECT 2019/20 - SPORT AUSTRALIA DO WE WANT VIEWERS OR PLAYERS?

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of dominant cultural discourses to better inform the practice and future of your own and peers’ efforts with learners…

Today’s piece is a lead-in reflection toward a soon report on the Queensland Sports Collective Forum run by Netball Queensland (NQ) and mentioned in piece#2 of the ‘365 Day project’. As mentioned in the earlier piece, I was looking at the collective’s presenters’ line-up with a bit of angst.  Indeed, I wear my heart on my sleeve for the grassroots and thus the schedule was full of ‘Big Dogs’…  Anyway the great Richard McInnes from NQ, allowed me to see past the massive chips on my shoulders through his great humility. He also had the ability to articulate that the Forum’s process was indeed part of an overall strategy to help navigate through the grassroots maze.

However, in order to see and make sense of my own thoughts regarding the need for ‘CHANGE NOW’, I thought it best to revisit a blog I wrote nearly 12 months ago below…

Gunny (June 2018): I THINK it's time to TALK more about 'Grassroots' footy!!! It's time to talk about all sport in Australia's development zone...

Renowned Australian football journalist, Martin Flannagan just days ago reminded us of the dichotomy that exists between the Australian Football League (AFL) corporation and the game of Australian football (Aussie Rules in slang).

As reprinted in 'The Footy Almanac' he gives a Norm Smith Oration toast, where he wisely explains these contrasting narratives:

a) "...the game has evolved into two very different cultures. Those at the top talk in terms of branding and product and market share, the language of corporate culture";

b) from here, when talking about the GAME Australian football the situation in his home state is described to him, as "...the ecosystem of Tasmanian football is sick";

c) and then, "If football is an industry, it is at the most basic level a primary industry, but everywhere I go in Australia, I hear the same – that industry is struggling";

d) until finally he provides a warning, "...to those who are responsible for its [the game, Australian football's] future – Ignore Grassroots Football At Your Peril".

Now, from the outset, let me state that Roy Masters could have written the same about Rugby League, or, Peter Fitzsimons on Rugby Union. Indeed, again I suggest SPORT in general in this country is struggling! However, Flannagan feels perhaps that the artistry of HIS game of Australian football is being contemptuously treated though his subtle suggestions about the power that is 'industry'.

It is a pretty thought provoking piece. Thus, I thought we could delve deeper here. Indeed, if Flannagan's 'intel' in Tasmania is correct, I now wonder, are we just at the 'tip' of the iceberg?

Before I start, with some information on stuff I consider as 'problematic', please know, that I will provide some possible 'solutions' on this very 'complex' issue facing Aussie sports in coming weeks...

The PROBLEMATIC:

1) The ‘Australian Government’s first round of the ‘AusPlay’ survey, released in December 2016 (Australian Sports Commission) - covers the period September 2015 to October 2016 -lists the AFL (not Australian football) as the third most popular club sport for Australian child-adult combined participants. Soccer is miles ahead and indeed looking at trends it seems that Basketball will soon take over Australian football for third place.

2) This neutral government data suggests that Australian football is hardly the ‘national game’ (which Gillon McLaughlin happily declared in 2016...). However, is this patriotic rhetoric just endemic of all sports as corporate systems within systems? This will be explained.

3) In any case, one would suggest that the rise of the AFLW (AFL Women) and massive growth in the girls' game has provided a good 'smoke screen' for what is truly happening. Would Flannagan say that the girls have helped support the corporation's 'market share' and 'branding'...? It certainly HAS helped but I would like to suggest that as Flannagan suggests there are market forces in overdrive! One thing that I can say is that previous participant figures posted by the AFL corporation and indeed, all sporting corporations, were often misleading when compared to the Ausplay data...

4) Again, is this just endemic of a system (the AFL corporation), within a system (Australian public funding for sport and recreation)? In any case, the old 'PE' teacher in me has suspicions when even Roy Morgan research (2015) was flagging what was going on...

5) Roy Morgan's Michelle Levine:

"“While more Australian children are playing sports such as soccer, basketball, netball and tennis at school than they were in 2010, the same cannot be said of cricket and footy, which seem to be slowly falling out favour in local school sports programs. Of course, participation rates vary among different ages, with 10-11 year-olds the most likely to have played cricket (26%) and Australian Rules football (18%) at school in 2014. Outside of school hours (and away from the obligations of Phys. Ed classes), participation has slipped across several sports, with football and cricket being among the casualties."

6) Then, we can take a look at the 2016 AFL Tasmanian Annual Report (2016) which provides some support for Flannagan's dire expression of the game's sickness. For example, 'Auskick' numbers were down by 17%!!!

7) As well, my own analysis of the Ausplay data (you find it yourself too) found that of the ‘top 10’ kids’ Australian ball sports, 'AFL' (as well as Cricket, Football and Tennis), had lost many participants who began as 5-8 year olds. This was especially the case when measured against the 12-14 year old's who remained. In fact, only tennis faced a larger attrition rate than AFL’s 43.9% reduction. In contrast, other sports show increases, with some like Netball, Basketball and Touch Football increasing by well over 50%!!!

8) At the time it seemed plausible to me that the AFL mirrors Rochelle Eime et al’s (2015) findings that amongst many things, modified sports programs, like 'Auskick' for children aged 4-12: were not developmentally appropriate for boys or girls, had little positive impact on children actually progressing to the club version of the ‘real’ sport, and, that perhaps an intermediate program was also needed as a stepping stone to better engage youth.

9) Yet, the 'Grassroots' remain very important!!! Indeed, a La Trobe University/AFL Victoria report, “Value of a Community Football Club” (2014), suggested that for every dollar spent on 'Grassroots' there is at least a $4.40 social return on investment for community benefits. Could this could explain the generous expenditure given by the AFL when it funds each AusKick participant’s backpack and welcoming merchandise? They are presently valued at $45 for each child a year and in total cost the AFL and its partner National Australia Bank $8.9 million in 2016. However, with data showing that 36% of Australian young people aged 5-17 not participating in at least weekly organized sport or physical activity (Active Healthy Kids Australia, 2016), one would consider that all organizations like the AFL could be better structured and better placed to engage their wider participants (including fans, parents, staff and the like). It appears that like others big sports, the AFL is struggling in retention of players. Certainly 'Ausplay' and Rochelle Eime and crew show this to be the case...

10) It is proposed that if societies encouraged young people to participate in two organized sports per year, we could see a 26% reduction in obesity (Drake et al., 2012). as a nation we are at times doing our part here, with Vella SA et al, (2015) presenting Australia and New Zealand as among the best in the world in attracting young people to organized sport. However, at the same time the authors stress that the serious health issue of the prevention of sports dropout amongst young people remains an important research focus. And again we don't need to look far to find helpful South Australia research...

11) South Australian football (SANFL) featured in research on young people, by Agnew, Pill and Drummond (2016). The findings suggested that, amongst other things, the coach is a most important determinant in whether or not children or youth continue involvement in sport. In particular, the authors noted that coaches were pivotal for South Australian junior Australian football in not only the participants’ retention, but also their enjoyment and feelings of inclusion. Indeed they have also called for more research on player retention in Australian football and amongst many suggestions said that coaches need better education around player inclusion, fun, enjoyment and enabling children opportunities to better engage with time on the ball. Education brings opportunity hey? I can't tell you how many times I have been castigated up here for mentioning that our juniors and youth need smaller fields and 9v9 or 12v12 opportunities... EDUCATION and SCIENCE may help Aussie sports CULTURAL ignorance???

12) In any case perhaps Drummond, Pill and Agnew (2016) put it best when speaking about the concerns of retention and dropout in Australian football: “It is clear from this research that there are some significant issues facing Australian Football in terms of retention rates of its junior participants.” Indeed, Cripps (2016) suggests that information on AFL player withdrawal is also scarce in the ‘talent pathway’ sector. Thus one would of course best consider potential solutions to the clear problem of player attrition numbers within the AFL. This will come next week... Yes EDUCATION is important (sorry but I am a humble teacher which I hope to continue through life).

HOWEVER:

I am a coach with a HEART and I care about young people. I don't just sit around whinging about systemic problems facing the beauty that is sport. And you know what, I'm not alone! As such, one of my first LinkedIn videos with the QLD U15s Australian football WOLFPACK was viewed by 5000 people including a Head Coach of a Dutch TOP tier football club, FC Utrecht called Jan van Loon. Jan humbly reached out to me with his Finnish legendary player/coach mate called Joonas Kolkka, to talk about Youth development and retention.

I met Jan on Friday night for a few ales but he too was very concerned with youth drop-out in The Netherlands, who once led all of us with their ability to retain through grassroots communities. However, to make sure that I shared the love, I got Jan to also meet David Rath (AFL's coach innovation guru). I am told by Jan that the Hawthorn coach called Alistair also came... "Our best coach!" I told him. Those at the top of the coaching game it appears are always learning!

On the topic of learning, myself and some great former peers at Australian Catholic University (ACU) Brisbane, like Gert-Jan Pepping and Matt Sweeney, are hosting some of the key stakeholders within Netball, Australian football, Soccer, Gymnastics and Rugby to share a coaches' roundtable with Joonas and Jan this week. We hope to share and learn from each other on 'true' youth ENGAGEMENT. It's being held this Thursday as a 'think-tank', June 28 for and the wonderful Shane Pill (Flinders University) and Rochelle Eime (Federation and Victoria Universities) are skyping in with their research on 'grassroots' coaches and sports clubs' importance. Not a bad start...

Now, if the true meaning of 'compete' is to 'strive together' then I at least hope that we can keep our eye on the prize: KIDS as PLAYERS not just VIEWERS... All sports leaders can work together on this. Mine and ACU's vision here is to at least start the conversation.

It is time for us to learn much more about this like Jan's amazing example. I will share some thoughts on our summit next week as a step forward.

Yours in learning,

Coach Gunny - BEd (PE), MEd (Sports Coaching)

PS… Please subscribe to YouTube Channel: https://www.youtube.com/channel/UC7DAC5b2rZHlt8bxXHVgAHg?view_as=subscriber

GUNN TIPS FOR COACHES #13 - 365 DAY PROJECT 2019/20 - How do YOU Reflect?

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of habitual reflection to better inform the practice and future of your own and peers’ efforts with learners…

“💭 How do you reflect & what do you use? I’m looking at getting better at this as a person, coach & mentor. Please share/retweet 👊🏻👍”

— Dave Lote, 2019

Thinking about a response to the above TWEET was how this present Blog was conceived. Of course my answer was this 365 days of committed blogging. I mean, the kind people who reappropriated John Wooden’s ‘Pyramid of Success’ for teachers a decade ago, showed how important “COACH” saw both ‘intra’ and ‘inter’ personal qualities. Thanks Wade Gilbert and friends.

The ‘Gunn Tip’… They are more important than subject matter knowledge!!! Not saying that technicals aren’t important. Just not the foundations…

Look too how the great coach has ‘connection before content’ as the bottom layer? What a great TEACHER! And, of course, I operate under the principle that “Kids learn teachers NOT subjects!” So I will express my bias VERY clearly now as always…. I am a relationships person!

In any case, Dave got the ideas coming to him in buckets which is the great strength of social media for learners. There were research models, reflective challenge cards, sections from books etc, AND, of course the all powerful but haunting “turn the camera on yourself” call.

Subsequently, I mentioned how this habit has forced me to dig much deeper and to me is like a gratitude diary. I know, it’s what I preach so I may as well lead and go harder… BUT more importantly, it’s allowed me the good fortune of revisiting old reflections to see where things have developed. The good and the not so…

The all ‘knowing’ and ‘seeing’ video of your coaching features below. If you are thinking I’m happy with how this session started then you’d be wrong. There was ‘argy bargey’ with a neighbouring coach over space just prior. Perhaps I was a little annoyed…

In any case, about 5 years ago I fell into the game of Australian Football run by the AFL. I am well documented in groups that I am involved in like “Grassroots Coaching and Consulting” Facebook group (not the page), in conference presentations and other formats that coach development in the sport seems to be an afterthought so I will not delve into it here. However, just so Dave Lote and peers plus any of my athletes know, here are some of my reflections from March 7, 2017 with a ‘talent’ squad and their coaches. I will intersperse with vision as always:

• I know I’m supposed to be showing them ‘THE SHOW ‘ for them to implement as a team of coaches later but… but in reallity we are getting through the equivelant of six hours of second year PE teachers work at university level (taking out all of the included reflection time). 

• There is a right answer to what they need but it depends on their objectives. I don’t think I’ve coached this well enough from ____________ (The Boss)

• Positives for the kids: exposed them to what they refer to as ‘chaos’, got them stuffed in a short time like they have never had before = maximal movement

• Also had them learn that it is OK not to do kick to kick. 

• Positives for the coaches: ‘Bang for Buck’ showed as much as I could to get juices flowing - there were rapid changes going on and have it all on paper for them  

• I was disappointed that the two coaches that I prepped to take a constraint-game were too scared to do it.  That was probably because of the GUNN SHOW but also because like always they are incapable without constant support by TOP Dogs watching

• Insights on field: I saw behaviours that affected the learning of all so brought in changes.  EG. once we went to full AFL rules the' ‘talls and kickers’ dominated.  Gave them a few minutes with their size to show-off AND got rid of the ball and used the vortex again so that if it was dropped it was a hand-over = made them run again but still play tight when they were passing with vortex harder to mark from the Hail Mary - A few other times I did this but I was just balancing it out so that coaches' and players' objectives were met. 

• Changes too quick? I did not get to know the coaches or players individually.  This is not good coaching in the long term!!!

• Provided good resource on paper.  Need to ask if they noticed that I didn’t read it? BUT This could scare them = Need to reinforce sure I am experienced but I try new things every session because I watch and feel. 

• Also, my questions were all about the tactics and space but I do not need it prepared. = REINFORCE unless they are a 10 year sports coach, they are wasting their time using questions. The questions are all there though for the coaches to use!!! Need to clarify!

• There are literally millions of things I could improve with them. HOWEVER as the BOSS says, "we are five years ahead of where the game is going!" THUS be HAPPY!

• Johan Cruyff says the top team and the grassroots should be trained the same way = learning first in pressure!!!  The AFL manual says to use Keepings Off for 12 year olds and over!!!  It is Tiggy???  CULTURE is SO SO HARD to work with…

•  Probably need to get them in touch with coaches I have mentored? They have learnt the WAY already with my help.   

• Need to show them how to MENTOR: Ask coaches what is one of your strengths and one thing (only) you want to improve on?  I guarantee when I get to watch the film there will be so, so many things that I got wrong.  However, if we don't have an observer or the film we overestimate what is happening (Cushion and friends).  Remind them that through the research that says the players’own assessment of the coach is far more accurate than the coach themselves (Gilbert, Cushion and others???).  Phew enough Crazy Gunny!!!

• Enjoying the confidence the confidence some coaches are starting to gain.  Having said that coaches should get down and watch any coach and any sport and discuss ...they will get way better. 

• Johan Cruyff - To play well, you need good players, but a good player almost always has the problem of a lack of efficiency. He always wants to do things prettier than strictly necessary. 

• Think this says a little about what they are calling ‘ugly’ from me?  Reminds that our focus is on the development of holistic humans and every single one of them important.  If we ever win because we have a couple of stars (ie _________ last year) we have done the better players and the poorer ones a dis-service.

That was a long reflection dear coaches… But if nothing else, you can see that I’m in the very least using the military’s ‘After Action Review’ (AAR). What was planned? What happened? How do we improve? But in my own eclectic way…

The important thing is to just keep doing it. Teachers know we were all taught reflection at university. Those of us who want to keep getting better (in my case as a coach) do it just like Dave Lote inquired about above. And it’s OK to just brain dump/stream of consciouness style OR ‘let it rip’. Woked better for Virginia Woolf than James Joyce though in my opinion!!!

Think it worked well for Mick Jagger too!!! My point though peers: Just DO it! Reflection that is… In any way you can.

Yours in learning,

Gunny

GUNN TIPS FOR COACHES #12 - 365 DAY PROJECT 2019/20 - "Have you kept any of your planning diaries over the decades Stu? If so I will buy them off ya!"

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of failing harder to better inform the practice and future of your own and peers’ efforts with learners…

The beauty of getting to know the great Dale Sidebottom over the past year (thanks Dr. Shane Pill the ‘go-giver’ for the introduction), is that I’ve been able to introduce him to different teachers from around the World whose work I rate, but, whom I haven’t really gotten to know well due to the tyranny of distance. Dale has a great way of getting people's story out which is intriguing, as he has ENERGY levels that are superhuman. Yet, unlike me, he can patiently contain himself. Indeed, my ‘Gunn Eangaement’ business partner Anthony says I’m easy to direct on camera as I’m always just “Gunny”! Have a look how I’m almost uncontaiinable when interviewing a great young coach at 43 seconds below.

Having forgone any plans of achieving anything higher than my Master’s Degree (FIRST World issues…), I have decided to write a post a day for 365 days to improve my learning journey. Clearly, Dale Sidebottom is doing the same thing through his podcast. For me, it's funny how the forced habit of writing/creating provides so much clarity. It's getting easier and easeir too. AND, in doing so, I hope to help fellow teachers with their own reflection on their own learning journeys.

Speaking of Dale and teacher/coach learning journeys, I once recently made sure that Dale met one of my favourite pragmatists on social media, the amazing, Stuart Wilkinson. Stuart has a way of cutting through the noise, especially within the current ecological psychology vs educational psychology debate. People have disagreed with me (probably Stuart even), but I believe that whilst this debate is very important, it’s also giving governing bodies and government departments an opportunity to sit on their hands at present. “Just awaiting clarification from the research” style…

I am not gonna speak for Stuart on this but I will say that I listened to his story with Dale twice and tweeted that, “This is probably the best sports coaching podcast episode I have ever listened too!” AND, it’s not just because Stu is a Rugby League man like me (although FAR more highly decorated), I again reckon it’s the way he cuts through to focus constantly on the unique learner. I also loved his description of teachers who can engage as coaches who": “Light up the grass!!!” Here is the great man in action.

I love hearing about sports’ coaches journies, especially the ones willing to try anything to improve. I asked Stuart if I could access more of his learning diaries and thankfully he’s writing a PHD and an accompanying book to help us all by way of these. AND there is a lot of it said Stuart, “not many electronic and when my son gets time to clean out the loft we did agree to burn them as there is 10x10m and 1m of boxes of records I’ve kept.” Yet here is one of the kickers for me from Stu, “over the past few years I’ve found I didn’t use my intended plans as I just coach what emerges from the players’ reactions.” This is teaching and being willing to fail too, just like we surely want our players to experience.

In contrast, let me give you an example of a teacher who has STOPPED teaching. I was once asked by a professional coach (of the television type) a couple of questions in a friendly face to face learning exchange. From now on, the ‘pro’ coach will be called _______:

_______: Gunny caught up with Shane Pill lately? I’ve often wondered about Game Sense. What percentage should your sessions be Game Sense, as well as Craftwork, Fitness etc?

Gunny: _______, there is no ‘correct’ formula if that’s what you’re asking _______.

_______: What do you mean Gunny?

Gunny: It Depends…

______: Depends on what?

Gunny: What you’ve got in front of you… Who they are. What they need. Your mood. Their moods. What they want. What you want… AND it changes moment by moment etc etc…

He then points to the team I’m helping, where in essence I was coaching their coaches.

_______: Give me an example. What’s the secret?

Gunny: Well first you encourage the coaches to get their players and then the leaders in particular to highlight a problem that needs solving. (I then explained it all in great detail). For example, at the start of the season, our very first session we worked on…

_______: We don’t work on that!

Gunny: Why?

_______: That just comes implicitly… (Gunny walks away in shock wondering, ‘whatever happened to teaching?’)

You see here is a coach that’s stopped trying and learning. Yet the coach more than likely shows videos of NBA players etc talking about ‘failing harder’. Stuart Wilkinson if you listen below seems the opposite. He just keeps trying and failing and improving just like we want our players to do. Have a listen yourself: https://energetic.education/130-stuart-wilkinson-coaching-relationships-inspiration/

AND the great man goes further in saying that most of the earlier mentioned training diaries could be ‘hopeless’… YES! That’s the point. Or as Stuart puts it, in response to one of the ‘epic fails’ I tried in coaching rugby union almost twenty years ago and trying to borrow from Rugby League structure:

“We all need to try this stuff until it finally dawns on us that self organised, collaborative & small communities of practice all enhance self determined & independent thinkers within our teams.”

— Stuart Wilkinson, 2019

Therefore, here you go peers! Compliments of Uncle Gunny. Below is an activity I designed for a ‘talent academy’ I was supposed to work at, but instead was laid up and recovering on my bed from one of my two different achilles snaps. It was designed (as were the other two untouched activities) to fit the problems that the coaches identified. Of course, they didn’t implement it. Not because they didn’t understand it. It was because they didn’t have the courage to ‘fail harder’. You see, coaching is a process of learning… Not a whole heap of flaky infographics and motivational quotes. This activity was designed to get support runners running ‘cut and angled leads’. I no doubt got inspired by a book by Shane Pill or other great PE teachers, let alone the teachers from my university days so feel free to use.

Handpass around on the ‘GO’ from coach with one defender who remains for three-six rotations – it is 3v1 – each side of triangle starts in order on attack – coloured markers line the outside lines – when coach calls a colour the ball player needs to try and hit a lead who is heading to a colour on another line from where they started – again I would bring in many constraints. However, I would always go from Keepings Off and then Endball variations but using the old rugby league waves in a grid even in 2v1 with you calling the side or a colour that they need to lead to would have them cutting. With other coaches doing and calling you could look for someone doing it right. When you spot it: “Did anyone see that? That was impossible to defend against. How did Joe put the distance between him and defence and give a clear option? (silence) Where not playing League are we? Where is the space?” Just keep at ‘em….

The coach who I am describing this to above in email was exceptionally experienced. Thus, I’m not sure why it wasn’t implemented. If it wasn’t understood, I was on my back looking for phone calls. I’d guess just too lazy to be prepared to follow the slogans that are flagrantly touted on social media… It reminds me of the term ‘Lifelong Learning’ that you will see in any syllabus document or university prospectus. However, it’s just a couple of words unless you are prepared to enact it through ‘doing’ like the great Stuart Wilkinson. Indeed, create a learning legacy whatever context you are in if you are prepared to really roll the dice and take a risk.

I would love to hear your thoughts on when you failed forward. Contact me at anytime via email: coachgunny@craiggunn.org or subscribe and find me in all the usual ways.

Yours in learning,

Gunny

GUNN TIPS FOR COACHES #11 - 365 DAY PROJECT 2019/20 - CAN VIRTUAL REALITY SIMULATIONS LEARN FROM PHYSICAL EDUCATION TEACHING MODELS?

G’Day ‘learners’.

Today’s blog will help sports coaches (and all caring adult stakeholders) to:

Consider the idea of inter-disciplinary sharing to better inform the practice and future of your own and peers’ efforts with learners…

Two of the great mysteries that I have come across since teaching in pretty much every context is these:

1) Why are university faculty with a research background expected to teach even though they mostly don’t possess a teaching degree?

2) Why do the big sports’ corporations’ leading coaches often travel on ‘junkets’ to USA and European professional set-ups, when they would learn so much from their neighbouring coach at the field over the fence in a different sport?

I have spent the best part of a decade working on finding answers to these questions… One day I might understand these bizarre processes but I fear it will not be until my death bed.
Here below is an example of a local AFL club in Australia looking at the rugby league club next door for help in keeping their players’ safe! Well done Wilston-Grange Gorillas of AFLQ where I have so far worked on ‘contact’ safety in teams and with coaches from U/11 right through to seniors including some of the senior women’s last year’s state flag winners! In any case cross code sharing seems oddly rare at the ‘coalface’ in Australian sport.

Although, I retired from a decade’s work teaching at universities last year, the Gunn household is very lucky as both Therese (my wife) and I have worked or in her case are still working as a university lecturer. It is of course, most unfortunate for our kids when our morning pot of tea questions turn to improving unique individual learning outcomes for students. Therese is not a trained teacher but may as well be as she has levels of EQ that I only dream of and is always looking at bettering her craft. As such, she is almost finished her PHD, and presents her final seminar this in June this year.

She is also very, very, very clever! Below is her sideline business that she has created and runs with three peers. It provides a virtual environment for student radiographers to gain confidence and skills before and after their hospital placements. The idea here of course is so that if the knowledge and manipulations of machines becomes more automated, then the students can focus on the ‘real’ stuff: patient care.

This I feel is akin to the first teaching practicums of school teachers where you are placed in a school environment with a mentor and learn more about the relationship side of the profession, rather than the actual ART of teaching. I remember it being in my second year for example, and you got to teach very small and rare segments only. AND of course. all the mentor really wanted to see was how well you relate and if you had presence. Well that’s what I got out of it and passed it on ‘in kind’ to the university students I taught at schools or universities!

This is the business referred to above! It’s called ‘medspace.VR’, http://www.medspacevr.com/ . In this clip you will hear the beautiful tonal treats of Dr. Peter Bridge from the University of Liverpool.

Which brings me to the point of this piece: can Virtual Reality (VR) simulations learn from Physical Education (PE) teaching models? Therese Gunn thinks so of course in suggesting that importantly for health educators using technology or aids:

“requires the educator to understand the technical possibilities of the technology as well as have a thorough understanding of the content. Awareness and the acceptance that “it depends” is the key.”

— Therese Gunn, 2019

You see, like any interventions in PE and many education interventions like computer laptops rolled out in schools, Therese makes the point that the unique learner is key, including the teacher. The quote above comes from an abstract that’s been accepted by an upcoming conference on the use of simulation in health. It does not feature in her PHD. However, a morning chat between us on Mosston and Ashworth’s (2002) ‘Spectrum of Teaching Styles’ alighted within in my great teaching mate a possible future direction on the learning journey to ultimately improve students’ learning and subsequent patients’ care outcomes.

YES, there are always ‘gimmicks’, ‘fads’ or better named teaching ‘models’ that are available for any educator or coach to use. Take the below work from the Australian Sports Commission, now Sport Australia. Not too long ago I believe we led the world in sports’ coaching research through engaging resources and interventions, like, “Playing for Life”, “Sporting Schools”, “Game Sense” and “Yulunga”.

A great teacher knows that ‘one size does not fit all’. It never has. It never will. AND of course, the dynamic nature of learning evolves moment by moment. Yet, despite not having a teaching degree, Therese through her research had worked out that just like in PE, Sports Coaching and all educational sectors, their are many well thought out interventions sitting idle and gathering dust… Because, ‘It DEPENDS’ on so many factors. For example, anybody who calls my own coaching here in Australia ‘Gunny Madness’ and “gunny Chaos’ or worse has not seen me teach contact. Here is where the beauty of Mosston and Ashworth come in!

Even on film my director mate, Anthony of AOB Media says, I’m one of the easiest presenters to work with. I’m just “GUNNY”! AND, even though I get into a ‘zone’ my 1000s upon 100s of sessions, contexts, students, changes etc etc leads to me sometimes using different parts of the ‘Spectrum’. That’s not to say I don’t plan. I elicit from coaches I work with what problem they want players to solve and I get them to bring all of this out in full colour. Then, like a MAD scientist, I splash a bit of this, and reduce the heat on that, and stir vigorously that etc… This is the ART of teaching. And of course it’s something that Therese will explore through Mosston and Ashworth’s legacy, including leaning on the shoulder of the odd PE teaching peers of mine like Dr. Sue-See and Dr. Pill. Probably plenty more too!

Of course, I firmly live in the ‘grey’ of no right or wrong so I am biased but I have a feeling my wife is onto something here. Knowing subject matter yourself doesn’t mean that you can get others to learn. And just as the GREAT Muska Mosston tried to show us teaching is a complex series of decisions to be REapplied, REobserved, REflected on and then REbuilt or REpealed or REvealed.

And yet again I wonder about REsearch. REflection:

Why the constant drive for ‘new’ contributions to knowledge? What’s wrong with a REturn to the ‘old’? How often are interventions REleased that are simple REhashes of things that worked or didn’t work many years ago? As a teacher, of course when was the most REcent time you truly REvolutionised your teaching through REspecting differentiation of learners. EXAMPLE: Some students will thrive in a VR environment just like some will prefer closed drills in PE. When has there been a moment where you REinvigorated your teaching through this REality?
As a REflection of my own and REminder of how this began I will retell an anecdote that leads High Performance coaches of the learning from the discipline next door:
I was once fortunate enough to work with an academy from a professional AFL team. I gave my feedback and one of my examples caught the Head Coaches’ interest. “This tennis ball technique of yours was taught by to us at _______________ by All Black, _______________ , when I played at ________________ (played over 300games). “Well,” I replied, “I first came across the method in 1986 and it was taught to us by Christian Brother _________________ (so long ago I forget).
Yes my teaching peers, when have you openly and genuinely sought out learning from your teaching peer next door? Whatever the discipline… There is GOLD I tell you over the fence OR around the kitchen bench!

Yours in learning,

Gunny

https://www.youtube.com/channel/UC7DAC5b2rZHlt8bxXHVgAHg?view_as=subscriber