"Coaching what can't be coached" - a conversation with Andrew Sheaff
Aug 25, 2023
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Andrew Sheaff, swimming coach who embraces non linear pedagogy and the constraints led approach, discusses challenges in teaching swimming skills, need for a different coaching approach, integrating skill development and physiology in training, facilitative learning, childhood experiences in developing swimming skills, and practical ideas to design a set.
Language should guide athletes' actions and intentions, acting as a nudge towards different movements or solutions without limiting them to a specific approach.
Integrating physiological adaptation and skill development in training is crucial, as they are intertwined and cannot be separated, leading to better performance outcomes.
Incorporating constraints within training sets promotes skill development alongside physiological goals, ensuring a balanced approach.
Coaches should act as guides, using constraints and guided discovery to facilitate athletes' exploration and problem-solving, fostering ownership of their learning process.
Deep dives
Language as a Constraint of Action
The book explores the role of language as a constraint of action in coaching. Instead of providing a rigid movement prescription, language should guide athletes' actions and intentions. It should act as a nudge towards certain movements or solutions without limiting them to a specific approach. For example, using analogies like 'make your arm a hook' gives athletes a guiding thought process, allowing them to explore various configurations and find what works best for them. Language becomes more powerful when combined with well-designed tasks that provide feedback and relevant information, making learning more effective and engaging.
Combining Physiological Adaptation and Skill Development
The book emphasizes the importance of integrating physiological adaptation and skill development in training. Physiology and skill are intertwined and cannot be separated. A swimmer needs physical abilities like mobility, force production, and fitness to execute skills effectively. By practicing skills in an environment that stimulates physiological adaptation and designing tasks that target both physiology and skill, coaches can optimize athlete performance. It highlights the need to address both sides of the performance coin simultaneously, leading to better outcomes.
The Connection Between Set Design and Skill Development
The book addresses the traditional approach of swim training that focuses on volume and physiological parameters. However, it suggests incorporating constraints within set designs to promote skill development while achieving physiological goals. For example, by adding constraints like specific swimming techniques or underwater dolphin kicking in a set, athletes are compelled to swim in a certain way to accomplish the set objectives. This allows for the simultaneous development of both physiological capacities and skill execution, ensuring that training is not solely focused on volume and achievement of set parameters.
The Value of Constraints and Guided Discovery
The book emphasizes the value of using constraints and guided discovery in coaching. Instead of being the sole provider of knowledge or a specific approach, coaches act as guides, nudging athletes towards solutions and facilitating their exploration. Constraints, such as specific cues or parameters, provide athletes with relevant information and guide their attention, allowing them to discover effective solutions. This approach prioritizes engagement, relevancy, and problem-solving, enabling athletes to improve their skills while fostering ownership of their learning process.
Creating Skill Development Habits in Swimming
One simple change that coaches can make to improve skill development in swimming is to incorporate skill-focused activities during training sessions. For example, coaches can encourage athletes to practice dolphin kicks off every wall, even if the number of kicks is not perfect. By establishing the habit of performing dolphin kicks consistently, athletes are more likely to improve this skill over time. This skill development component can be added to training without any additional physiological stress or cost. Coaches can also add constraints to certain activities, such as limiting the number of strokes or maintaining the same stroke count while increasing speed. These constraints force athletes to focus on being more efficient or effective in their movements without changing the overall physiological demands of the set. By providing specific parameters and constraints, coaches can help swimmers improve their skills while keeping them engaged in the training process.
Maximizing Training Effectiveness with Training Aids
Training aids can be valuable tools for improving swimming technique and performance. By understanding the specific impact of each training aid, coaches can leverage them to facilitate learning and skill development. For example, using a pull buoy restricts the use of the legs, allowing swimmers to focus on their upper body technique. The use of a pull buoy can shift the emphasis on the arms and improve stroke length and efficiency. Similarly, using a snorkel helps swimmers maintain a consistent head position, reinforcing better body alignment and allowing them to focus on their breathing technique. Hand paddles and other resistance devices can be used to increase the workload and force swimmers to apply forces more effectively. The key is to consider the impact that each training aid will have on swimming technique and goals, and use them intentionally to enhance skill development without compromising physiological benefits.
Rethinking Coaching Approaches for Skill Development
Traditional coaching approaches that rely heavily on verbal instruction and reductionist drills may not be effective for teaching certain aspects of swimming technique. Instead, coaches should focus on facilitating learning experiences and providing opportunities for athletes to figure things out on their own. This requires a shift in mindset from teaching to creating environments where athletes can explore and discover important skills. By using constraints and providing specific goals and parameters, coaches can guide swimmers towards improved skills and performance. Feedback should be focused on directing attention, encouraging self-reflection, and challenging athletes to find solutions on their own. Additionally, coaches need to consider the use of training aids and how they can influence swimming technique. By understanding the impact of each aid, coaches can design practices that maximize skill development and provide athletes with relevant sensory experiences. Overall, rethinking coaching approaches and focusing on effectiveness and efficiency can lead to better skill development and engagement among swimmers.
This week's guest is Andrew Sheaff, a swimming coach who has embraced the concept of non linear pedagogy and the constraints led approach in to his practice. So much so that he was invited by Professor Keith Davids to collaborate on a book all about the constraints led approach in swimming.
If you go onto Andrew's website you will see the following passage...
"It is extremely challenging to help swimmers to develop the skills to win races...
It's overwhelming to try to teach skills to every athlete, particlulalry when it seems like no on is listening...
And everything that's learned seems to disappear when it's time to start training, or when it really counts in the championship races that matter...
The solution isn't to get better at what you are doing...
You don't need new drills, you don't need new cues, you don't need an expensive new video system...
You need a different approach!"
I couldn't agree more!!
This is a fascinating conversation from a genuine coaching pioneer and innovator...a coaching outlier!
