GUNN TIPS FOR COACHES #25 - 365 DAY PROJECT 2019/20 - TRUST THAT YOU'RE MAKING AN IMPACT
Don’t worry teachers and coaches, I assure you that you’re making a difference!
G’Day ‘learners’.
Today’s blog will help sports coaches (and all caring adult stakeholders) to:
Consider the REFLECTION ON THEIR IMPACT ON UNEXPECTED INDIVIDUALS to better inform the practice and future of your own and peers’ efforts with learners…
Watch the vision below. Is Gunny having any impact on these learners (one pretty well known in Queensland)? Can you see any sign of engagement? Is Simon Black, the Patrick Rafter of AFL (impossible not to love)? What specific evidence can you use to support these answers. Either way, remember, DO NOT SUBSCRIBE to ‘Gunn Engagement’ YouTube channel! That’s right, Anthony and I (of Gunn Engagement) with 50 years combined educating experience do not deserve the support of the many volunteer coaches that we are continuing to support for free… Deadset! Just like below…
Today’s BLOG recognises teachers and coaches for those little moments when you don’t even realise the impact you are making in students’ or peers’ learning. It was inspired by this note I was sent a couple of weeks ago seeking reassurance. NB. I’ve kept the teacher’s identity anonymous but let’s call her Jacq from Beechcroft College.
Hey Gunny! Hopefully you have been well.
Started coaching an under 13s AFL side which has been great. Got a lot of your approaches embedded in the trainings.
We are playing well but just getting beaten. Three weeks in we got beaten by 9 points, 14 points and today 11 points. The boys are all keeping their head up and we had a really big chat in the middle of the oval saying we are doing things right. We just need that self-belief that can win.
The whole club has been losing games for 2 years.
What drills or chats can I have to get them to lift their self-belief that they are in fact good enough to win and that our processes are working?
Now before I start I get these often. The above’s particular teacher, JACQ, visited the recent Australian Council of Health Physical Education and Recreation (ACHPER) conference held in Canberra just after graduating. When she arrived, she was asked by Dr. Shane Pill if there was anybody in particular she’d like to be introduced to and JACQ said “Gunny”! JACQ is a very good teacher whom I hope lasts well beyond the five year average attrition for new graduates in Queenlsand now it seems…
Speaking of ‘little moments of impact’, watch on below for one our country’s greats, Christina (amazing coach of VFLW’s Western Spurs), proving below that you never underestimate kids! They will always surprise with great answer if you ENGAGE them! Here she focuses on ‘little moments’.
Year 3/4 reflecting on the little things - Christina Polatajko - One of Australia’s greatest PE teachers
Please note BELOW this is only one third of Gunny’s response to JACQ. Incidentally I think I may have overdone it a little with the content and should have asked him more questions like a COACH…
1) Start measuring JACQ. By the way G'Day! If you know the processes are working start proving it to them with feedback. Give me a call and I can explain.
2) Remember (not sure if I did this for your group at ACHPER), they are all ALPHA WOLVES. They are all in charge. That's where the Gunny two whistle comes in (borrowed and adapted from Bob Pangrazi). If they aren't doing this, their teammates help. Only when that's not working does the coach need to be more involved. But we have got to train them early. You need to TEACH everything, especially routines. Check out this video for an example.
3) WE ARE NOT IMPORTANT!!! They are important not us remember always JACQ! I don't get LINE COACHING in AFL. The players know what's going on THUS allow them to organise themselves BUT needs to be measured and given feedback.
4) Get them to decide on some behaviour they want to work on in training. They explicitly and I mean EXPLICITTLY own it! They are all very clear on what it looks like, sounds like and feels like and YOU measure COUNT and tell 'em in training. This video may help a little as see how I try to mine them for more depth?
5) Coaching means little on GAME DAY JACQ. You AFL people are a strange MOB. “Winning starts on Monday,” said the greatest Rugby League coach of all time. AND, aren’t you already winning through their learning behaviours?
6) Constantly get your forwards, midfielders and backs rotating through all the positions. The midfielders are the best JACQ because THEY get more chances around possession. YOU do this and your players will LEARN plenty. In the second half of this video is a game from your old teacher Dr. Shane Pill around this!!!
Send us your favourite Primary PE game JACQ in payment. Thanks for reaching out. Remember, AFL is the third most dynamic game in the WORLD but that doesn't mean it's complex. It’ws just EndBall and Keepings Off.
LOVE Gunny and talk to me in a week. Good luck Jacq!
PS. Look at Gunny's Head Awareness stuff like below to get your players better and safer. TELL your friends how important head safety and learning about contact is too please!!!
So there you go peers! I wanted to share like Christina and other more experienced professional to volunteers at the Grassroots the small moments in learning experiences where a learner engaged with me that has significant impact. I mean the players are already benefitting from JACQ’s amazing care and concern but thanks to Dr. Pill for getting her to ACHPER and whatever she’s learnt from me, the learning funnels continue flowing.
Now, new coaches and teachers, please know that you too haave these stories. Of course we don’t have the time to think about them too often but when in doubt go for a run through the bush and have a think.
Over ten years ago Jacq will have countless of these experiences, just like I continue to have these ‘small moments’ in my professional life. THUS I thought this share may be of benefit to those new graduates or new coaches who are having doubts about their impact. And just to reinforce this a week went by and I hear ZERO back from JACQ. When I inquired with my curiosity, WHY… It was Mother’s Day and JACQ is at a school four hours drive from her mum each way. The ‘big moments’ we have here!!! Yet, at this stage JACQ has not sent her favourite PE game. The first year of teaching is amazingly hectic…
Yours in learning,
(Never ask help from me) Gunny
GUNN TIPS FOR COACHES #24 - 365 DAY PROJECT 2019/20 - VYGOTZKY, ZPD AND SCAFFOLDING
G’Day ‘learners’.
Today’s blog will help sports coaches (and all caring adult stakeholders) to:
Consider the idea of using ‘scaffolding’ to better inform the practice and future of your own and peers’ efforts with learners…
Watch the vision below. What’s going on? It depends on the learning intentions… Are the WARRIORS having any success? It depends on the quality of the experience you don’t see… Is that bloke a madman? It depends whom you ask…
Psst… I’m aware that I am bombarding you with ‘please subscribe’ to GUNN ENGAGEMENT YouTube channel messages. THUS please DO NOT subscribe. Indeed NEVER EVER contact me or try and learn from any of my years of free helpful experience!
Dear readers,
Some peers have recently gone all Vygotzky on us through a focus on the Zone of Proximal Development (ZPD) for learners. Find respective work of Jonny McMurtry and Coach Reed Maltbie below:
https://www.coachingthecoaches.net/blog/2019/5/20/getting-our-athletes-into-and-through-the-zone-looking-at-vygotskys-zpd
http://coachingcode.libsyn.com/are-you-down-with-zpd
Psst… Please contact them BUT never EVER learn from me!
ZPD is, “the difference between what a learner can do without help and what he or she can do with help” (Source: https://www.open.edu/openlearncreate/pluginfile.php/5904/mod_resource/content/1/Vygotskian_principles_on_the_ZPD_and_scaffolding.pdf - accessed TODAY).
Those that spruik, “the game is ‘the’ teacher”, I’d guess need to rethink. Uncle Gunny or Uncle Lev Vygotzky say: the game is but ‘a’ teacher NOT ‘the teacher, AND, don’t worry, I’ve had ‘elite’ or professional ‘on TV’ type coaches say stuff like the former. Take this for example…
Pro COACH: Gunny we (his very large squad of players) don’t work on (that skill).
Gunny: Why?
Pro: That comes implicitly.
Gunny: (walking away in mild disbelief mumbling) But… but… that’s not teaching.
I am on a mission to support the work of people like Robyn Jones ( 2009) to remind coaches that they are ‘teachers’. Check my previous post including a bloke called Wooden who thought the same thing. Indeed I reckon Coach Reed who is a fellow ‘chalk launcher’ is doing the same thing.
Please don’t get me wrong, coaching is not easy! However, we and our future as a nation let alone the WORLD need coaches because teachers aren’t coaching like they once did. As well, amazing generalist primary school teachers teaching PE/Sports like they once did. Thus it’s up to you now pedagogical peers to help support our youth and volunteer coaches.
The great Coach Reed from 11:11 in of above presented podcast episode gives examples of scaffolding (stepped support), that allows coaches to support our young people through problem solving that Vygotzky or Socrates would be proud of. Sport Australia is also full of support like this: https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/change-it Yes, we are still leading the World on paper. Have a look around yourselves.
In any case, here are some examples of ‘teaching’ using various scaffolds rather than verbal instructions and repetitive isolated drilling:
1) Instead of saying or visually and statically demonstrating “toes up” in sprinting, get this happening ‘implicitly’ from a skipping rope
2) Instead of asking and showing rugby players to wrap and squeeze in tackling, get them to practice tackling with two tennis balls in their hands
3) (Will stop using the ‘traditional’ former now) use analogies for shape and body height in rugby union clean out preparation via “gorillas”
4) Use the ‘count down’ like the first MAD bloke to put players under cognitive, temporal and physiological pressure
5) Get players to listen for sounds and feel ‘contact’ with implements
6) Get the smart phones out and get pairs coaching each other etc etc
7-25,000,000 plus just teach!!!
However, just like the bloke below says, drills are ok BUT we overuse them in this country. However, the game is BUT ‘a’ teacher only.
Yours in learning (don’t contact me hahaaa…),
Gunny
GUNN TIPS FOR COACHES #23 - 365 DAY PROJECT 2019/20 - IS IT TIME TO GO TO 9V9 IN AUSTRALIAN FOOTBALL JUNIORS AND YOUTH? YES!!! BUT, IT'LL BE HARD, PART 1
G’Day ‘learners’.
Today’s blog will help sports coaches (and all caring adult stakeholders) to:
Consider the idea of using REVOLUTIONARY RULE CHANGES (Pt. 1) to better inform the practice and future of your own and peers’ efforts with learners…
Watch, share and subscribe to ‘Gunn Engagement’ YouTube OR Facebook Pages for more!!!
Note: This 'Blog' posts is a past one BUT must be revisited as I’m about to launch a video series around player welfare in contact. Feel free to join me in my campaign to make people a little more aware…
My previous post on the cultural heritage of, and including, my reflections on 'lines' and 'lane-work' in Australian football coaching was shared, liked and commented on, by many great teachers within the AFL community on LinkedIn. However, in a sharing and learning group I host called 'Grassroots Coaching and Consulting', whilst it also attracted strong support, it also received the only dissent from the Head of AFL, in one of the corporsation's most prized outposts:
Dissenter: Lots of criticism in here, not much by way of tangible solutions.
Gunny: Well, I've provided plenty before this... (In any case) I'm not going to provide any real solutions because 'cultural' change systemic is needed which requires a flipped funding model and a revolution. It won't happen but...
Now before I begin this series, we must consider context fellow learners:
1) I am not picking on Australian football. All of the major sports in Australia are operating through much cultural 'mythology' that goes against current research.
2) I am a teacher and thus an advocate for social justice. As such, I ask lots of question around assumptions and behaviours as a critical learner.
3) The above (point '2'), is amplified by ten fold within me when compared to the passion of most teachers because of my unique life journey. However, I, and many of my peers recognise that these experiences were the making of my abilities to connect with young people. As such, I am very clear and open about my biases in beliefs that sport and PE can save lives, if, done well. Thus, as an educator, I fight for it to be done better...
Provocation peers: Do you even know why you coach the way you do??? Kirk (1998), or, Moy and Renshaw (2009), suggest drills come from the military. PE adopted this in places like Australia, the USA and UK which influenced sport.
However, over many years I have had students at one university from Norway. They have never been taught this way. In fact, I have to teach teach them closed drills and explain it all so they understand the small sided games or other approaches we try to teach them as 'alternatives'. Now, I'm just working out technology this year, but in future, I might just show them the above vision’s contrasting 'drills'.
Provocation peers: Why have the other country's methods, or indeed Australia's Game Sense (Den Duyn, 1997) not taken off in countries like Australia. Well, Julian North and friends (2016) plus many other researchers (Chris Cushion or Wade Gilbert are favourites of mine) suggest that any intervention or change in coaching, firstly, not only requires greater support and resources, but secondly, also needs sports or nations to understand contexts.
For example, Lawrie Woodman, who ran AFL coaching up until this year, sent me a document on 'grids' (not lines), that was used to educate PE teachers in Australian football at the University of Western Australia in 1977. Email me coachgunny@craiggunn.org or Lawrie (can be found on Twitter or LinkedIn) for a copy, because it's an amazing tool for today's coaches in the sport!!!
Now, as a teacher, but a biased rugby league man, I wonder why it wasn't taken up (before TGfU, or, Game Sense), and ponder, if it's because: Australian football is a Victorian game... because it was too hard to control chaos... or, coaches were and still are time poor... etc???
At least I ask the questions. Unfortunately, Gunn and Pill (2017) discovered either way, that AFL coaches (even experienced ones) do not reflect deeply enough before planning. Email me again if you'd like to see an example of my planning with the thoughts and questions that must happen beforehand.
Speaking of rugby league, please see the Brisbane Broncos ladies join my kids and cousins for a bit of Touch Footy. Stuff like this, is certainly why I love women's sports so much!!!
In closing today (I did try to keep it short), the reason I showed this footage is because it shows us how us 'older' folk learnt in the old days. Great Australian football coach, Denis Pagan (2008) once pondered if the above type of environment was why Indigenous players are so good = making decisions, exploring etc...
As for 9v9... This communication below, demonstrates how I feel. I believe it's a massive step in the right direction (sent and kindly agreed with bya 'top brass' member of AFL corp). It was a 'parting gift' before I head back to the 'rugger codes', but, I stress that it must happen and will too!
"… My experience as a PE teacher who actually gets kids properly moving knows that 9v9 at juniors will quieten down the angst and brutality of players and adults. The kids will be too stuffed... The adults will just be trying to keep up with the action... (As well)… Your coaching woes and umpiring woes will be lessened because both will be far easier. The kids will almost 'ref' themselves."
A Gunny anecdote is now needed to illustrate this. It features me and a Level II, U/14 coach and former great player (of some repute) who asked me how to improve his training...
Gunny: Well you need small sided games mate. In fact the whole game of AFL from U/12 boys etc up, needs smaller fields and fewer players.
Coach: I get it Gunny... Everybody gets a prize hey? (as he walks off and doesn't turn back...)
Gunny: But... I'm talking about more touches of the ball!!!
To be continued...
BUT: (look up Pill or Reynolds where this has been done in Australian footy)...
Don't forget to remain CURIOUS and share!
Yours in learning,
Gunny
GUNN TIPS FOR COACHES #22 - 365 DAY PROJECT 2019/20 - WHAT IS DIFFERENTIATION?
Wooden and Kareem sourced from: https://www.nytimes.com/2017/06/01/us/california-today-kareem-abdul-jabbar-john-wooden.html
G’Day ‘learners’.
Today’s blog will help sports coaches (and all caring adult stakeholders) to:
Consider the idea of using DIFFERENTIATION to better inform the practice and future of your own and peers’ efforts with learners…
Watch, share and subscribe to ‘Gunn Engagement’ YouTube OR Facebook Pages for more!!!
(FIRST BLOG FOR A FORTNIGHT but CATCHING UP NOW)
Once last year, I was envious of a fellow learner’s TWEET, Queensland Netball’s, Richard McInnes, when he was able to attend an occasion with the great coaching academic, Dr. Wade Gilbert in my home town. I expressed my AWE and was sent a text by Netball Q’s great leader asking what I was doing that afternoon. It turned out that Gilbert was presenting to a very small group of netball coaching minds and I was allowed in!
Having taught/coached for a long while and been the creator and lecturer of a couple of sports coaching subjects at university plus other experiences, I was fully aware of Dr. Gilbert’s work. However, this moment about this time last year was pivotal in my development, because Wade chose to engage us in the work of the UCLA master John Wooden, to reconsider that coaches were teachers just like “Coach said”! This echoed resoundingly throughout my experience because whilst I was noticing that coaches were certainly talking a lot more about learner centred coaching, having been through interventions like Game sense or CLA etc, I knew that we needed more than enthusiasm when the ‘rubber hit the road’.
In any case, join ‘Grassroots Coaching and Consulting’ Facebook if you want a four page summary of the learning, https://www.facebook.com/groups/147501649318126/about/ or, PROVE that you have subscribed to “Gunn Engagement” YouTube channel, https://www.youtube.com/channel/UC7DAC5b2rZHlt8bxXHVgAHg?view_as=subscriber and I can email you a copy.
Find Dr. Gilbert here: http://www.fresnostate.edu/chhs/kinesiology/faculty-staff/faculty/wgilbert.html And below is a comprehensive book found in Caloundra, Sunshine Coast Library. It is that good!!!
Ode to incremental coaching improvement
Importantly, Wade had us revisit the work of COACH plus that of the original 1976 research (the first in the discipline of coaching) by the UCLA researchers. It took me on a journey including a revisit of the original work which was later clarified with COACH and original researchers three decades later (Galimore and Tharp, 2004). Clearly, COACH was athlete centred as cited in Galimore and Tharp (2004):
“He studied each individual very carefully so he could anticipate what his students would do—or fail to do—and he was primed and ready to instantly respond with one of those brief, information-packed instructions. “He knew me better than I knew myself” (Nater, personal communication, October 30, 2002).”
Readers, you will need to read the many books on Wooden yourselves but COACH at times on reflection didn’t know if he was looking back with ‘rose coloured glasses’ at times…
“But I knew very well that those who aren’t going to play very much, they’re not going to like me that much. Many of them are going to think it’s personal. I hope it isn’t personal but am I perfect? Can I be sure of my own self that I’m not playing favorites? I know I don’t mean to, but I can understand how others would feel that way. . . I know that. (J. R. Wooden, personal interview, February 12, 2002) Thus, praising reserves was intended to let them know he appreciated their role of helping regulars prepare for stiff competition. By extending themselves in practice, they would create the conditions that he needed to teach the regulars. If he praised them more than the regulars, he hoped this would reinforce their commitment and effort. However, he reports that he was not always successful in his communication”
Which brings me to the point of all of this. According to AITSL standards (see blogs previous for AITSL) , ‘proficient’ teachers in Australia are supposed to ‘differentiate’ like COACH for all students. For example, Focus Area 5 from Standard 1 stated that those at ‘proficient’ level should:
“Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.”
Here is something they don’t teach at university however when considering the above… ‘The full range’ expressed clearly is near impossible at high schools that I taught at. Six periods a day, 28 minimum students, plus other subjects, sports, responsibilities… No disrespect but COACH had it easy. Yet, the researchers all pointed how meticulous Wooden was in at least planning for all of this differentiation. Or at least for the main seven players.
Thus, to help guide coaches in particular to think like a ‘teacher’ and improve practice, I thought I’d turn to my old mate Dale Sidebottom of Energetic Radio and a guest for help. Below are some tips on engaging the individual learners on their needs, which Gilbert et al., (2010) saw as the first cornerstone of Wooden’s teaching success, under the label, ‘love’. The practitioner is Wayne Schultz, a PE teacher and coach of some repute who can be found here: https://www.linkedin.com/in/wayne-schultz-a8037792/
Yet, not before I shamelessly support readers with my own experiences!
The learnings from Wayne on individualisation are found here with Dale: https://energetic.education/episode-22-technical-development-maximising-engagement-with-wayne-schultz/
Schultzy’s School of Engagement tips - How to maximise the inclusive learning for individuals in physical activities/sports:
1) Build programs from student feedback
2) Ensure you cater for ALL student needs
3) Implement change in staff by simplifying the sports for staff - what Gunny calls the HOW is illustrated in great examples via European Handball at around 10 minutes in podcast or as wane says, “You don’t need a 20 page document…”
Schultzy’s Practical examples through striking games - to maximise the inclusive learning for individuals in physical activities/sports:
1) Wayne asked, “Are tees holding learners back?” Based on their needs and development of tracking the ball… “Just get a larger ball in.”
2) Use progressions for striking: off tee, rolling ball delivery, underarm throw etc… THEN kids hit balls ‘a mile’ but was safe to field etc “like their heroes”
3) Break a group of 24 students into groups of six
4) Use many different ball types and colours and textures
5) Allow different tools to strike with like tennis racquets
6) Provide what the students need to feel competent but let but “let them unpack how they want”
7) Teachers provide tools not prescription
8) Use scenarios “You are 4/80 and just lost a wicket…”
9) Allow teachers to be the experts of their kids’ needs whether that be Game Sense etc
10) Needs to be FUN but with a PURPOSE
11) Allow all to be involved “no lines”
12) Make it “audience centred” consider CONTEXT of school where students are from
13) Teachers have to SHARE more with each other and students
14) teaching is like a piece of Lego: make it transferable and adaptable
Thanks Wayne and Dale for your pragmatism and JOY of teaching.
Finally, whilst at it, continue sharing (like Schultzy said) and remain curious teachers. There are many ways to learn nowadays outside the hallowed halls of the higher institutions… Thus, how about we work together as curious learners and teachers?
Here is another of my favourite teachers: https://www.raisetheirgame.com/raisingexcellence-home-page
Yours in learning,
Gunny
GUNN TIPS FOR COACHES #21 - 365 DAY PROJECT 2019/20 - STUART WILKINSON PART II THROUGH AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
G’Day ‘learners’.
Today’s blog will help sports coaches (and all caring adult stakeholders) to:
Consider the idea of using Australian Professional Standards for Teachers to better inform the practice and future of your own and peers’ efforts with learners…
Watch, share and subscribe to ‘Gunn Engagement’ YouTube OR Facebook Pages for more!!!
Once again I make the claim that his is probably the best coaching podcast episode I have ever heard! Have a listen yourself. Dale Sidebottom interviews the amazingly brilliant but HUMBLE lifelong learner Stuart Wilkinson. HERE it is again!!! https://energetic.education/130-stuart-wilkinson-coaching-relationships-inspiration/
Thus, in my typical reflective way, I listened to this piece FIVE times. I thought it best to share some of my notes and quotes. Once again, to give it some legitimacy I thought I’d also use ‘Australian Professional Standards for Teachers’ as a lens. This is the second half of the episode after first 30 mintes. Please understand that this is rare! I usually use pen and paper… THUS please don’t hold against me any formatting or editing issues. What is REAL is my use of the focus areas from the standards. There are 39 focus areas from memory and Stuart would cover most in this conversation with Dale. I am pretty sure 2.6 Literacy and Numeracy is the only one not covered. Amazing coversation…
Reflection starts now and is in ‘itallics’ Standards are found here: https://www.aitsl.edu.au/teach/standards The numbers are corresponding focus areas. There are seven standards. Selfishly I thought I’d throw in a little vision from my own channel. Please like and subscribe to ‘Gunn Engaement’ YouTube channel:
(Referring to a grassroots team where he brought in ex-players to help who went from 100 point loss to 40 point victory in one season) Didn't do it on my own - knew what they needed brought in the right people to take the players on a journey7.4 - had them from 15-17 and most of them became good fathers and good people to employ - they're still in touch with each other to this day 1.1 and 4.1
Dale: Do you ever sit back and reflect on this awesomeness? Stuart: It's been so messy… I tried to master everything… I must say Dale I'm 59 now, 35 years of coaching and doing a PHD… I'm learning again and feel I'm coaching better than ever!!! I just wish I could start again with what I know now!!! 6.4
Getting players to become better people and give back to the community not only allows them to get a 'win' BUT is what coaching is all about!!! 1.2 and 3.1
Any young coach on a 'talent' pathway needs to read Fergus Connoly's book https://fergusconnolly.com/books/ Game Changer as it's full of tools 7.4
(He listed other book s like the 'Captain's Class' but reminded us about filters) Talked about accessible books/learning for grassroots that were easily understood. Researchers need a filter where STU and Dale may come in) 6.2 and 6.3 What they all have in common is integrity and values and consistency of applying into players' behaviours on the pitch. 1.1 and 1.2
Dale: Tell us about the different cultures you had to prepare for? Stuart went on a 10 minute (not quite) tangent about different players and cultures. He mentioned indigenous players. THUS I will use some poetic licence here to mention some more of AITSIL standards and reappropriating Aboriginal and Torres Strait Islander focus areas more globally here. 1.3-1.5
Did an audit around emerging countries to make them more robust in rugby league for upcoming rugby league world cup. Was based in Belgrade and assessed what was needed and who could train them. 3.6, 5.3 to 5.5; 7.2
Used wallpaper with diagrams to translate HOW to play when coached Russians. 2.1 and 2.2
Learned so much from coaching Russians who were ice hockey - players don't get anxious before game by distancing themselves from coach - their habits and openness in communication was brilliant - English players who are young need support in self-efficacy but Russians had that down pat and open with each other - absolutely learning so much their attitudes were outstanding - Russians were right on the button every single time - fascinating 6.2 and 6.4 PLUS (poetic licence with middle one) 1.3-1.5 - he earlier mentioned needing to get to know indigenous players in English Super League mentioned Fijians but of course many other pacific islanders, players from PNG and Australian Indigenous players as well (like one of my favourites who I still see now and again at a local pub Jamie Sandy a peer and probably club mate of Stu's at West Panthers who played in Challenge Cup final) 2.4
Advice to 18 year old Stu- should have stayed in Australia where Rugby League is more at home - any advice to anybody is to be hungry, volunteer, be willing to learn - won't take a dollar off grassroots sport - again the no.1 currency is coaching - like Twitter - allows you to networking with interesting learners with different ideas 6.1-6.4
Explains how his university engenders networking events with industry for networking opportunities 2.2-2.3, 1.5
His opinion on technology - have to accept they need it - went to technology convention and fascinating 2.6
More 60 years than 16 years on Twitter - research that technology hasn't really done much since light bulb - tech is faster and more efficient but no real new discoveries and brain is still same as last 40,000 years ago - BUT coaching is all about relationships, more tactile put people in front of each other - in the end mate talking to a piece of plastic1.1, 1.2 and 1.5
Your lasting legacy? Just getting deeper in relationships that also I helped coaches to become better communicators to make a difference in people's lives 3.1 -3.7
Find network Stuart Wilkinson Twitter and LinkedIn - happy to take any coach on!!! 7.4
What a conversation. AGAIN the only focus area I think wasn't touched was literacy and numeracy. I could be wrong. Listened five times.
When I finally meet this coach I will be a little bit nervous. Nothing wrong with having heroes!!!
Gunny leaving for London June 5 and leaving 15 June to follow Stu's advice and get face to face with coaches.
Who wants to learn with me? I have coached/learned in all contexts!
Yours in learning,
Gunny