A few yrs. back I was working with a young hitting instructor in the context of trying to help him become a more effective instructor. He was working with a hitter and he kept saying to this hitter..."you need to sit more."
I stopped the instruction and ask the hitter: "Do you actually know what he means?" And the hitter said: "No, I really don't." I then ask the instructor to SHOW the player what he meant.
And what the instructor showed him--from my vantage point of someone who was THE guy who originally defined this term yrs. ago in detail [based on empirical observation AND thousands of hrs. of personally practicing movements],was NOT an accurate description of "sitting."
Furthermore, I cite this as an ex. of an instructor neither really understanding a concept, nor being able to really convey the concept well to the hitter.
The bottom line here is that neither the hitter nor the instructor REALLY understood this concept of..."sitting."
With all due respect to instructors, I see this kind of thing alot. They will take a term for ex. like the "The Spinal Engine" by Serge Gracovetsky and wildly extrapolate his argument in the specific context of throwing/swinging.
[And I should note here that I was writing about the "spinal engine" on my website in detail around 2008--long before guys like Joey Myers et. al. were talking this concept].
From my vantage point, I say this as someone who has spent yrs. in a VERY concentrated effort on looking at info and trying to understand how it MIGHT SPECIFICALLY apply to swinging/throwing.
I find these attempts to use what could/should be considered as general or theoretical concepts, as being very superficial and basically MISAPPLIED in the specific context of high level throwing/swinging.
In this context, one concept that I see quite a bit is that of "riding the back leg" in the context of hitting
Honestly, I have no idea as to what this ACTUALY means in the context of analyzing high level hitters.
Think of a dad hearing that from an instructor about his son: "You're son is not 'riding the back leg' enough."
How does the dad understand/interpret this assessment? If I were the dad I would ask: "Show me a hitter "riding the back leg" vs. a hitter NOT doing this.
Here's a clip of Ken Griffey:
Is this an example of this concept of "riding the back leg?"
Well, let's consider what the stride to rotate process actually entails. First off ,from a biomechanical perspective, as soon as he lifts the lead foot, ALL of the body mass is now being SUPPORTED by the BACK leg.
Meaning that when the lead foot leaves the ground HALF of the base of support was removed. NOW the BACK leg is THE segment that is supporting the entire mass of the body as it starts to be displaced forwardly.
If you put the curser at the center mass [navel approx.] you can see the center mass [trunk] moving forwardly.
From lead foot lift to solid foot plant what is the function of the BACK leg?
Well, simply put, it's function is to both create STABILITY as the shift occurs. AND, as the shift starts[linear action] to change direction into angular motion, the back leg knee starts to flex [prior to this the back leg was relatively "stiff" via isometric tension].
Does the cue "riding the back leg" even remotely describe what I described above?
Well, simply put, I don't think so.
And I can say with "metaphysical certainty" that if I were with a dad my demos and descriptions of elite level movement would be MUCH clearer to him than saying "ride the back hip."
Let me add here as to the dubiousness of the concept of "riding the back leg" the fact that I have been talking about "cues vs. reality" for over 15 yrs.
The quote of "cues vs. reality" comes from Paul Nyman around 2001. That's about when I first ran across his website. He caught my attention with 2 articles. One was entitled: "Momentum is the most misunderstood thing in all of sports." And: "Cues vs. Reality."
In which he argued that the cues that many instructors use do NOT really describe what hitters/pitchers are ACTUALLY doing, i.e., the cues do NOT describe the actual "underlying realities" that actually create high level movement.
First let me say that I agree that the bottom clip is a better swing. Simply put it's more efficient. What do i mean by this? Simply put, it's quicker from initiation to contact. Then the question is why is this the case?
To put it into a basic context I have used to analyze elite level hitters: They do 2 things well:1] they create very good bat/body alignment from initiation to contact and;2] they rotate the trunk really well.
Paul Nyman recently cited this as regards how many typically tend to interpret/analyze information: exploringyourmind.com/only-hear-want…
You should read all of it. But I'll cite a few excerpts.
"The information we choose through our attention mechanism doesn’t always have to be the most valid or relevant. We rather try to pay attention only to the things that confirm our beliefs or opinions."
...." we look for environments that reinforce our beliefs. Since everyone around us thinks the same way we do, we believe our opinion is the one that’s right."
Prior to my foray into baseball/softball instruction, I had the great experience of working with James Cooper [well known as Adrian Peterson's trainer]. The athletes working with him were very good. Damn good actually. Many were track guys and football players.
In working very closely with these high caliber physical athletes, I began to notice something about those who really were the most most explosive, i.e., they could start ---and stop--VERY quickly [as in change direction very quickly],they could jump higher---and quicker,etc.
In being able to closely observe these types, what seemed somewhat puzzling and seemingly contradictory was this:
I recently had an experience with trying to convince a mom that her 15yr old son needs to work with me that I think unfortunately is symbolic of at least part of the cultural zeitgeist that we are living in. Here's the context:
I had talked to this mom about her son a couple of times at the gym about my background and teaching experience. Now I hasten to add that in these situations I am very sympathetic to parents in their pursuits to find good instruction.
My basic premise is along the lines of: "Why the hell should you trust me as someone who is REALLY knowledgeable and could REALLY help your son/daughter? Why would you NOT think that I am simply one of MANY who claims to be really good?"
In the first 40 seconds , Paul explains his ideas about the role of a coach. Essentially it is that of guiding the trial/error process and minimizing the degree of error, eg., practicing irrelevant things, not really understanding flaws and how to effectively correct them, etc.