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1:19 - Moving into the topic of Coach Development, what are values that Jamie emphasizes when developing coaches?
2:47 - Are there common traits that coaches have, or does Jamie treat each coach on a case by case basis?
5:07 - When Jamie observes coaches develop, what are some of the most common mishaps or mistakes that occur?
10:46 - Should coaches who are interested in improving their coaching read strictly research based books?
12:01 - What are the main skills or values coaches should focus on improving to become more effective?
14:13 - When trying to implement reflection into a coaching routine, what is the most effective schedule to make the most out of the exercises?
15:29 - Some of the questions that Jamie has found to be the most effective to reflect on.
17:50 - How would Jamie structure reflection exercises?
19:40 - What are some common themes that occur during reflection?
21:15 - What are qualities that separate good coaches from the elite coaches?
22:36 - Explaining the term “pracademic”.
23:50 - Should coaches also have an academic background in their field?
26:59 - Exploring the informational processing aspect of motor learning.
37:33 - Introducing shared mentor models.
43:08 - Are there specific scenarios when developing a player that Jamie would focus on an ecological dynamic or constraints led approach vs. an informational processing approach?
45:01 - Explaining the effects of differential learning.
47:15 - Why Jamie is not entirely sold on prescriptive coaching methods.
1:24: How Jamie ended up working with coaches through his journey as a health and human performance professor.
2:17 - Given that Jamie is currently balancing teaching and “coaching” coaches, would he like to eventually transition into a role where he would just focus on working with coaches?
3:20 - High-performance sports has a history of applying ideas like growth mindset and grit (that are used in the context of another field of study like education). Why does Jamie think this is problematic?
1:37 - How have Andy and the Pirates held up so far, especially through the hottest part of the summer.
3:12 - After accepting and validating the struggles that athletes and coaches voice during the toughest parts of the season, what are the next steps?
4:20 - Checking in with Kasey - how has the beginning of the season gone for him so far?
5:55 - Traditionally the beginning of the volleyball season consists of “double days”, but what does Kasey do instead?
9:24 - Introducing the topic of this episode: “challenge point”
13:09 - Is there an appropriate level of the ability to complete certain skills at which athletes can be considered successful ?
16:15 - How can emotional responses be used to gauge the challenge point?
17:56 - When addressing teams based sports, should coaches consider the entire team’s challenge point focus, or each individual’s?
20:41 - Comparatively, how is the previous idea applied in baseball?
21:37 - Should coaches be pushing athletes slightly out of their comfort zone and at the edge of their challenge point?
22:46 - At what times should coaches push athletes to the edge of their challenge point vs. below it, and why?
25:49 - What are the downsides of constantly pushing players to the edge of their challenge point?
28:05 - Using a volleyball example, with limited resources and the challenge point constraint, how can coaches make their players reach the highest level of play at the sweet spot of their zone?
33:23 - In a similar, but baseball oriented scenario, how can coaches achieve that same effect as described in the previous example?
1:26 - How can coaches use mindfulness to alleviate the pressure and stress that athletes struggle with?
2:43 - Circumstantial effects of mindfulness exercises (different feedback/reception).
3:45 - Describing mindfulness practices that Shane has found to be helpful and effective.
4:58 - Why is it so important to acknowledge mindfulness and how we respond to certain emotions, especially those that are caused by failure.
7:25 - When Billy is writing, is he aware of his thoughts when he wants to write what he wants vs. his thoughts when he is being conscious about what readers might think.
8:20 - Billy’s thoughts and feelings when he fully focuses on writing.
8:59 - Can Billy feel a physiological difference between the two states, or when he changes between them?
10:45 - Similarly to writing, how does Billy manage those two states when he is playing?
Being conscious of the crowd vs. returning to just his play.
13:50 - Was Tom’s approach of learning about the already existing team culture rather than changing it effective in the long term?
15:08 - How has Covid changed the way that Shane trains athletes and approaches team culture?
16:41 - Tom’s thoughts on the same idea.
17:32 - Why Shane thought it was worth investing into working on mindfulness.
21:40 - Describing the retreats Shane takes athletes on.
22:11 - Since the last interview, how has Tom worked on addressing vulnerability as a coach.
23:00 - What the actual essence of mindfulness is.
WHAT’S CHANGED? with Tom Black and Shane Day - Part 2
25 Aug 2022
00:32:40
1:44 - How would the key ideas of coaching fit in with a constraints led/ecological approach?
3:31 - Explaining Frans Bosch’s idea of “attractors” in as a guide for achieving specific skills in athletes.
7:11 - If athletes are too knowledgeable of the checkpoints involved towards a key, does that take away from the variability that allows for greater stabilization?
10:37 - Why does Shane allow his players to fail?
13:39 - What qualities does Tom dislike in athletes, and does failure fit into that?
15:46 - How does Tom approach scenarios where his players are engaged, but aren’t successful in creating momentum in game?
17:34 - Do weak performances in practice correlate lead to successful competition in real games?
Failures in practice as a sign of learning
24:05 - Over the last couple years, have Tom and Shane started to implement differential learning in their coaching models?
29:05 - Explaining deliberate practice vs. changing the focus of practices.
1:48 - What has changed for Shane since the last CYBO episode he was interviewed in?
2:34 - How did Shane adjust to coaching different positions?
3:59 - Has Shane’s experience within the last few years coaching different positions allowed him to gain a perspective of football that benefits his capability as a coach?
4:43 - What has changed for Tom in the last few years since he was last interviewed for CYBO?
5:21 - What have Shane and Tom been chatting about over the last few years?
6:54 - What do their discussions look like?
8:51 - What kind of tactics does Shane employ to make meetings run smoother?
10:48 - Since the last episode, how have Shane and Tom further explored the topic of dynamic systems?
13:09 - Why does Shane put an emphasis on the psychological side of motor learning?
18:47 - How have Shane and Tom’s practices and interactions with athletes changed over the last few years given the pandemic and other factors?
24:06 - Has the balance of process and result become established well in the volleyball world over the last five years?
25:26 - What has Tom changed in the University of Georgia volleyball program that has had an effect understanding what failure means?
26:32 - Dissecting the motor learning components of the changes Tom has made.
6:28 - Describing Sean’s father’s profession and how it differs from modern day sports psychology.
9:09 - Explaining the backstory of the “Outward Bound experience” as mentioned in Sean’s book.
16:19 - Sean’s tips for coaches looking to replicate a similar experience and create a stronger team bond.
17:58 - Despite not being friends, how was the men's volleyball team of the 1984 Olympics able to come together and win the gold medal?
20:21 - Separating talent and commitment, and why that distinction was important despite the public’s opinions on the organization of the team.
23:36 - How do the qualities of Doug’s quote “We weren’t afraid to look foolish” tie into the important skills needed for leadership.
27:40 - Besides the two person serve receive format that Sean described, what were other examples of experimentation and exploration that the 1984 team tried out?
31:28 - Alongside the players, how did the coaching staff overcome their differences despite struggling to find common ground?
34:08 - How were practices structured close to the start of the 1984 Olympics?
1:39 - Outlining the benefits and drawbacks of specialization and generalization in sports.
4:28 - To prevent the physical and mental “burn out” of a dedicated athlete, is it beneficial to try spending time playing a similar sport to their main one? (e.g. volleyball and tennis, basketball and soccer).
6:05 - Even at the college level is there a benefit to practicing a “donor” sport in the offseason?
8:43 - While certain physical skills and movements would not be transferable to the main sport from the donor sport, are qualities like mentality and other non-cognitive skills easily transferable?
11:06 - Even with the variety of gameplay within sports, would solely playing one sport still be considered specialization?
12:52 - How would Joe implement specialization/generalization in a youth club organization?
14:43 - Introducing the German system of “Ballschool” and why Joe thinks highly of it.
15:37 - How effective is the ballschool system?
16:45 - Why Joe thinks that enjoyment, autonomy and intrinsic motivation are the key components of skill acquisition?
17:25 - How can coaches inspire qualities like intrinsic motivation?
21:10 - Should autonomy be more emphasized in youth athletes or in elite athletes?
22:28 - How should autonomy be implemented in an ideal practice setting?
23:29 - What should enjoyment look like in elite athletes?
25:27 - What should coaches do to raise “enjoyment” in youth sports.
27:14 - Key motor learning principles that coaches should implement in their own styles and practices.
28:35 - Are there drawbacks to taking an ecological approach to sports?
WHY ARE WE SO BAD AT TALENT IDENTIFICATION? with Dr. Joe Baker
21 Jul 2022
00:31:22
1:17 - Introducing Joe and explaining how he started becoming heavily invested in the fields of skill acquisition, talent identification, and athlete development.
3:22 - Why do coaches and scouts as a whole struggle with talent identification?
4:47 - Why is it important for coaches to recognize and acknowledge that because humans lack the ability to map out long term decisions, identifying successful athletes will also be difficult?
6:42 - Do most coaches think that either they or others are skilled at talent identification?
8:13 - Consequences of making mistakes or poor decisions when picking and choosing which athletes are projected to be successful.
11:16 - Are successful athletes successful solely because of inherent qualities like height and body type, or also because they might have been “chosen” to receive development and training at an early point?
13:28 - Examples of “soft skills” like aggressiveness or other mentalities that coaches should look out for.
16:00 - Given that the ability to identify soft skills is linked to improving talent identification, what can coaches do to improve that ability?
19:56 - Should a quality like technique also be highly valued, or do coaches often overvalue what they believe is the “ideal” technique when scouting athletes?
21:55 - What Joe has found to be the most common “blind spots” of coaches.
24:20 - Where in the world has Joe identified an effective talent identification system, and what are some of its core aspects that makes it so successful?
26:16 - Given the limitations of being able to fully watch or analyze potential players when scouting, how should coaches go about effectively picking the most talented athletes?
29:02 - When interviewing or talking to a player, how can coaches identify if the player has the soft skills they desire?
1:23 - Thoughts on what the basis of in-game feedback should be (based on what the coaches think their players need vs. based on what the players want).
2:04 - Should feedback be given based on past success?
3:42 - Defining “guided discovery” and what role it should play when giving feedback.
9:41 - Will forcing athletes to describe concepts and techniques in their own words create a better understanding?
10:57 - Reflecting on Jamie Morrison’s episode on storytelling, how often does Andrew find himself using stories within practice, and has it been effective?
13:14 - Creating intriguing names for drills to make it seem more exciting.
15:13 - Balancing the “silliness” of naming drills with the actual competence of a certain drill to keep it fun, but also maintain its credibility.
18:04 - Using the components of internal, external and holistic feedback, how would John structure his practices?
20:37 - The most effective external feedback drills that coaches can implement into their practices.
25:40 - Should coaches change internal ques or keys based on the athlete they approach (e.g. “slow to fast”)?
29:31 - Are keys more so a tool for the coach or a solution given to the athlete?
30:35 - Major feedback for coaches with regards to communication with their players.
36:30 - A little bit about Nils’ new job working as the head coach for Baker University. Books
4:05 - John’s thoughts on what the most important principles coaches should understand or learn before implementing pre-mortem exercises.
9:38 - Given the maturity needed to properly execute pre-mortem exercises, at what age group can be considered the starting point or cutoff at which these exercises can begin to be implemented?
13:50 - How can coaches tell when players have developed a strong relationship with their teammates and reached a point of maturity where pre-mortem exercises can be implemented?
16:40 - Should pre-mortems be changed or implemented in a different way based on the skill or success of teams?
19:14 - How to encourage players to open up to coaches and their teammates and communicate their feelings and thoughts freely.
25:54 - How to determine which idea should be prioritized among the others
29:03 - Have there been common themes that emerge when implementing pre-mortem exercises across different sports?
33:22 - After identifying the initial issue or focus, what is the next step to be taken?
Using the A-Team and the problem of humidity when competing as the example
39:30 - What kind of changes did John Mayer’s implementation of pre-mortem exercises make by the end of the season?
1:09 - Segwaying into this second part, John dives into the second scenario, and explains how it contrasts the scenario with the Cleveland Cavaliers.
Showcasing autonomy within the team huddle
2:43 - John’s thoughts on what the coach’s role should be in terms of creating team support and raising morale.
4:24 - Benefits of giving the players/team more autonomy in situations like the Cavaliers and Warriors scenarios.
“Players play the game”
8:16 - Based on Steve Kerr’s method of supporting the Warriors, how would he have reacted if he was coaching the Cavaliers during their mishap with the J.R. Smith situation?
11:20 - Analyzing a scenario that took place during a timeout from the U.S. women's national water polo team at the London 2012 Olympics.
Context: U.S. were winning in the very last seconds of the game in a game against Australia
14:18 - What was running through Adam’s head during the end of the water polo game?
17:06 - How were Adam and the team able to effectively respond?
Past mistakes allowed for the opportunity to grow and respond more effectively in similar situations that they were not able to overcome in the past
21:01 - Recurring themes or qualities of coaches that are able to effectively overcome adversity in close matches.
Importance of being more personal and connected with your players
26:44 - How to effectively control or manage situations where players are slacking off, and how to set high expectations without yelling or freaking out.
1:25 - Describing Beau’s experience winning the Super Bowl as a chiropractor for the Los Angeles Rams.
2:53 - Recalling how Beau started working with the Rams.
5:02 - Describing Beau’s “three week tryout” period with the Rams.
6:36 - Beau’s perspective and observations about the Rams’ culture that helps them be successful.
“We not me” culture
9:36 - Examples of the “we not me” culture implemented in the Rams.
11:00 - How does the Rams’ coaching stand out from the rest? What is done to make it be considered “elite”?
12:49 - What both volleyball coaches and players can learn from the structure and training of football.
15:19 - After working with the Rams for the last six years, how would Beau restructure practices or his coaching style if he were to return to coaching volleyball?
18:01 - On the flip side, what can football coaches and players learn/take away from volleyball?
20:33 - From Beau’s experience and perspective being coached by Marv Dunphy at Pepperdine, what makes his coaching style so effective?
22:43 - Describing Beau’s memorable takeaways and stories from when Marv was coaching him.
26:14 - Does Beau think Marv would be successful coaching a football program regardless of his knowledge of the sport?
INDIVIDUALIZED PLAYER DEVELOPMENT with Jonathan Newman-Gonchar
07 Apr 2022
00:28:39
Newman (episode 1)
1:26 - A little bit about John’s experience in the last 3 years as the 10th head coach of the women’s volleyball program at The University of New Mexico.
Originally an assistant coach - transitioned into a bigger role
Transitioning from specializing in a certain skill area to having a role in every aspect
3:24 - Important takeaways from the recent season where UNM had a record of 20-10.
4:55 - Will the beach volleyball program be reinstituted?
6:10 - Improving individual skills while also maintaining a clear direction for the entire team.
7:50 - Trade-offs of focusing mostly on individual development.
Difficulty maintaining the team-centric mentality
8:49 - Benefits of focusing on individual development.
9:54 - What kind of balance has Jon developed between team focused development and individual development?
11:47 - Drawbacks of focusing on only developing one aspect.
13:38 - Looking at individual development holistically rather than just technically.
16:11 - What goes into the planning of team focused practices?
18:49 - Adjusting to physical and technical variation of athletes when planning the IDP.
22:44 - How does the assistant coaching staff operate during practices?
25:10 - How are IDPs created and what role does the coaching staff play in their creation?
Filled with lessons on practice, competition, and mindset, The Inner Knight is a powerful tale for athletes, coaches, and anyone who wants to achieve greatness.
Meridian Kay dreams of becoming a champion knight. But when her one passion in life is threatened, she flees home to prove herself in England’s Tournament of Champions. Alone in a foreign land, Meridian meets the one teacher who can help her achieve the impossible.
“The Inner Knight is the best thing on learning I've ever read.” –Tom Black
“The Inner Knight is the most entertaining way to learn the mental skills it takes to be the best version of yourself. Athletes, coaches and learners will love this book!” –John Mayer
“The Inner Knight is everything a modern-day high performance manual should be, disguised as a charming medieval story about knightship, mentorship, and pursuing one’s passion at all cost. If you want to learn how to consistently perform at or near your best when your best is needed, this story’s for you!” –Bernie Holliday
1:04 - The guidance hypothesis: the dichotomy of implicit and explicit learning.
Generally well developed and researched.
1:49 - Rich Masters and the role of implicit and explicit learning on the effects of pressure and stress on performance.
2:54 - Defining explicit and implicit learning.
4:52 - Using golf putting as an example of studying the effects of implicit and explicit learning.
6:00 - Tendencies to believe that implicit learning is drastically superior to explicit learning.
Both implicit and explicit groups in the golf putting study improved.
6:32 - How the introduction of pressure and stress changed the results of the study.
The implicit group found little to no decrease in performance while the explicit group had detrimental effects to their performance.
7:14 - Combating “choking” from a motor learning perspective.
8:46 - Defining choking and its causes.
10:15 - Rich Masters methods to induce implicit learning.
“Dual-task learning”
13:25 - Creating an effective environment for implicit learning
15:16 - Balancing explicit learning and implicit learning: how much time should athletes spend in each environment?
Depends on the athlete’s skill level.
20:58 - Despite having a heavy emphasis on implicit learning, does Kasey still debrief with his athletes or give them direct instructions?
Overlapping elements.
26:39 - Using the theories to also guide communication with athletes.
30:13 - How coaches can know if they have actually established an effective implicit learning environment with benefits to their athletes’ performance.
0:40 - Can perception action be observed in examples of limiting constraints?
1:39 - Discussing the efficiency of constraints: should they be used to develop certain movement patterns, or to move athletes away from undesired movement patterns?
3:20 - Rob’s ideal timeframe: when to change constraints.
7:24 - How coaches can recognize when certain coaching strategies are actually effective and worthwhile.
7:40 - “Not all variability is good variability”.
10:22 - Importance of accepting mistakes and letting them happen.
11:20 - How would Rob organize the type of games within an allotted time frame during practices?
Constraint based games vs. straightforward/traditional games.
12:55 - Forward vs. backward movement study example: how the results of corrective treatment can be overshadowed by results of overemphasizing technical errors.
19:27 - Approaching the mental side of sports.
21:18 - Importance of explicit positive feedback from coaches to their athletes.
22:15 - “Holes” in the ecological dynamics approach of coaching.
Where can people find more information about Rob and his new book?
1:51 - Describing what Rob calls the “Coaching Revolution” + what this means for coaches.
3:40 - Rob’s thoughts on John Wooden’s philosophy of repetition.
6:14 - Do laws of learning really exist?
7:50 - Changing constraints or purposes changes the results.
10:58 - Principles of Rob’s self-organization model.
13:05 - Taking the constraints led approach to be a “masterchef” in self-organization
14:58 - What constraints should be used to coach young athletes?
Letting them trial and error techniques
Letting athletes figure out solutions: giving the goals and intent of practice, but not giving them the answers
16:28 - First approaching a college level team: what constraints would Rob use + what would his process be like?
18:45 - Approaching situations where coaches might like to change technique (using the example of launch angle).
19:15 - Traditional approach vs constraints led approach
21:16 - When dealing with an athlete with a deeply ingrained technique, is it worth it to change it, or try changing something else (TIm Tebow example).
23:36 - In what situations should constraints be more extreme to effectively train athletes?
23:49 - Deliberately using wrong technique to understand better technique.
25:04 - Should coaches help athletes understand the method to succeed, or just help them achieve the right technique?
26:23 - Describing the “connection ball” constraint.