1/4. I try to design tasks which emphasise opportunities for action that performers have not yet attuned to.

Here's an example:

During 1v1s, I noticed that a no. of players would rely heavily on speed > > they try to outrun their opp. and often over-run the ball out of play. 2/4. In 1v1s, speed is 'A' func. solution, but not 'THE ONLY' func. solution. So, I try to de-stabilize the existing movement solution to encourage exploration of other func. movements e.g. disguised fakes, feints, well-timed accelerations & decelerations etc.

Thread 🧵 1/9

'Learning by Design - what sports coaches can learn from video game design'.

This wonderful paper identifies 13 principles common to good video game design and is well worth a read.

I've selected 7 that resonated with me most⬇️
sportsmedicine-open.springeropen.com/articles/10.11… 1. Skills as Strategies

Skills don't occur in a vacuum. For example, teaching 'dribbling' requires an environment that promotes its repetition, and ensures that learners understand how dribbling emerges in relation to context, opposition & teammates. Context + Intent = Meaning.

Thread: Task Simplification🧵

The concept of dribbling football was introduced by the Belgian FA in 2014, for players aged 6-7 and is a great example of task simplification over decomposition; [1/6] where the focus is on designing representative, but simplified activities within which key affordances are presented in such a way that learners can more easily identify and interact with them. [2/6

🧵Session design thread:

I spent some time today researching and thinking about how we, as an academy, might step away from session planning paradigms that are underpinned by task decomposition - where coaches decide the theme, break the session up in to fragments [continued] and decide how long each part will be and their sequential order - towards a more flexible and adaptable approach to planning, that champions task simplification (please see the wonderful work of @ShakeyWaits ). [continued]