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Interesting take on coaching from a cognitive psychology perspective. But I would like to offer an alternate view from a different skill acquisition perspective. 🧵
First of all I think for a relatively new manager Kompany is doing a fantastic job at Burnley (keeping my @SheffieldUnited at bay!). He has clearly mastered a key component of coaching - developing and maintaining relationships - hence buy in.
1. Knowledge(K) of v Knowledge about
A lot of the info given is related to K-about. This can be useful, but the K used to control actions is knowledge of - so the def needs to develop that through repetition (w/o repetition) and exposure to those situations.
A lot of the info given is related to K-about. This can be useful, but the K used to control actions is knowledge of - so the def needs to develop that through repetition (w/o repetition) and exposure to those situations.
After some good feedback and interactions on my coaching thread, I wanted to have a deeper dive into some of the ideas. Join in, add your Q’s and thoughts, LET’S GO!
#1 - METHODS ARE DRIVEN BY YOUR BELIEFS AND ASSUMPTIONS ABOUT SKILL LEARNING
#1 - METHODS ARE DRIVEN BY YOUR BELIEFS AND ASSUMPTIONS ABOUT SKILL LEARNING
RATIONALE
We all have rationale for how we coach, BUT, therein lies the problem, what is that rationale?
Whether openly articulated or not, you do what you do based on your beliefs about learning. We are just trying to find out what they are and the implications for coaching.
We all have rationale for how we coach, BUT, therein lies the problem, what is that rationale?
Whether openly articulated or not, you do what you do based on your beliefs about learning. We are just trying to find out what they are and the implications for coaching.
WHY IS A THEORETICAL RATIONALE IMPORTANT?
It provides an overall framework for your methods (activity design and instruction), so you are consistent and evidence-based in your approach to skill acquisition.
This emphasizes the power your beliefs have on your chosen methods.
It provides an overall framework for your methods (activity design and instruction), so you are consistent and evidence-based in your approach to skill acquisition.
This emphasizes the power your beliefs have on your chosen methods.
