Traditionally teaching is very directive and technique focused, teachers can be depicted as quite authoritarian with emphasis framed within a rigid, inflexible structure and that decision making is that of the teacher. The transfer of information is indicative of one-way flow (i.e. from teacher to athlete). Therefore teaching may be looked upon as instructing and presumes that the athlete doesn't have any prior knowledge of the skill being taught.
Alternatively the coach should be focused on the growth and development of the athlete and Lombardo (2001) believes that the coaches’ role is to create better human beings.
Coaches should help the athletes reach their goals by providing the most positive learning
environment that best meets that athletes needs and as athletes have varied learning
preferences so too the coach should be respectful by modifying his or her delivery methods to
suit (Kidman, 2005)
Once education was a sieve. The weaker students were ‘sieved out’ and they left the classroom for the world of work, while the able students were retained for the next level. ‘Drop outs’ were planned for, and seen not just as inevitable but as desirable. Put bluntly, the aim was to discover those who could not cope, and get rid of them.
In the last 10 years the teaching profession has advanced immeasurably, the days of chalk and talk are long gone. Teachers now deal with a plethora of differences in every lesson: learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Teachers once taught courses, subjects and classes. But no more. Now we are teaching individuals and the methods we are using can have a profound benefit to the athletes that train at your box.
As I have mentioned when teachers are planning a lesson factors such as learning style, age, motivation, prior learning and experience, gender and specific learning difficulties all have to be accounted for (I will address topics such as learning styles and how they can help your athletes in future posts). Clearly there are a number of factors to account for in every lesson! If teachers do not plan lessons considering these factors then this can result in the learning experience of pupils being severely diluted.
Imagine a gymnastics vaulting lesson where I am trying to teach a headspring. Three lanes of trampette, long box and landing mats. Pupils form three queues, one from each attempts the vault on my command, this scenario (one which was commonplace in gymnastics lessons) has a number of problems:
- Pupils have to perform in front of the whole class and therefore are exposed, no problem if you are a competent vaulter but a huge problem if you are not.
- No consideration given to your ability (just get on with it!).
- Risk of injury from improper technique and lack of confidence.
- Hiding (keep going to back of the queue so you never have to vault and hope Sir doesn't realise).
- No consideration given to your goals.
- Failure leads to loss of motivation and possible behaviour problems.
- Competent pupils quickly get bored from the lack of challenge and can also become de-motivated or disruptive.
The teacher is in complete control and there is no room for pupil led practice.
So what is the alternative? Differentiation!
‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’(Weston 1992).
That same lesson differentiated may include a number of small groups each working on different components of the vault. One group may be working on their run up and take off, another practising headstands while the more advanced pupils may be performing the full vault but moving the trampette further and further away from the box in an attempt to get more flight.
This type of scenario can easily be seen in most CrossFit classes. Think of a typical class, the format is usually warm up, work on the major skill involved in that particular WOD and then get stuck into the workout. Immediately you can see that there will be athletes who will become demotivated at having to perform a heavily scaled movement as the full movement is beyond their present ability. Firebreathers will also become bored at having to practice and drill a movement that they already have dialled in. Either way this is not good for you or your athletes in the long run. Do not misunderstand me, there is still a place for a coach led command style classes examples of which may include teaching a new complex skill or working with beginners in an On Ramp scenario, it is in your mixed ability WOD classes where differentiation can have the biggest impact. It is important to note differentiation is not scaling. Scaling deals with load, reps, ROM etc differentiation is concerned with changing how you deliver to accomodate different learning needs.
How would a differentiated CrossFit class look?
The first most important factor is to sit down with your athlete and identify some goals. I have found the use of a "I suck at" board to be a big help. The first persons name on the board is mine and I do this to show athletes its ok to suck at something and admit to it!! Alternatively the use of a training diary is very effective whatever method,the goals must be recorded! Try to identify 3 short term goals and 1 long term goal. If you are dealing with someone very new to CrossFit e.g someone who has just completed your On Ramp program then the goal setting process will be largely decided by you. If you are dealing with a more experienced CrossFitter then they can take responsibility for planning their goals along with some input from you. Make sure the goals stick to the S.M.A.R.T.E.R principle. The whole goal setting process is invaluable as it gives your athlete something to focus on but also allows you to develop an understanding and relationship. Next you need to dedicate time during a class for the individual to work towards these goals. Karl at CrossFit 3D calls this "individual programming". During this time athletes work on whatever goals they are working towards, it could be better balance in the 10 physical skills so their time may be spent doing some strength work or improving flexibility or it can be a specific skill such as a kipping pull up. The idea of "individual programming" during a group class may seem unachievable. Granted it cannot work for everyone as the beauty of CrossFit is that each box is different and so you may not have the equipment to cater for multiple activities. If you are the only coach you may feel unable to get around all athletes to offer them the coaching they have paid for (I will offer some suggestions to this in future posts). Some may feel that allowing athletes the freedom to do what they want is a easy option and not what coaching is about. Make no mistake you are still coaching and in someways only very experienced coaches can work this way as you will need to have a wide range of knowledge as you could be coaching a squat, then a snatch and then a muscle up and so your knowledge, ability to spot and correct faults is tested in a much more demanding way than if you were just teaching one movement to the whole class. Housner and Griffey (1985) noted that during classes experienced coaches were concerned with athlete skill development while novice coaches focused on ensuring that the athletes were active, content, and obedient.
Once the "Individual Programming" is complete the whole class then performs that days workout as usual and so all the benefits that the group WOD brings are still there.
There will come a time when it is necessary to sit down with the athlete and discuss the goals they set and if they were achieved. This assessment of the learning process is again invaluable as it will help to plan the next set of goals and give the athlete a tangible gauge of the progress they are making. A school type 'report card' could be used where you as the coach make a written assessment on the athletes performance at certain times during the year. This will act as a superb motivational tool as all your athletes will being aiming for 'a good report' and at key points in the year it will generate a good buzz and plenty of banter at your box and more importantly it will chart your athletes progress.
Things for you to consider:
- Indentify goals/targets with your athletes
- Record them
- Individually Programme for your athletes
- Allow time for athletes to work on their individual programme
- At certain times in the year assess what learning has taken place
- Produce a 'Report Card' for your athletes
Next post "Learning Styles and how you can alter your delivery of CrossFit cues to suit different learning styles"
Interesting review Plenty for box leaders to think about! I have seen in commercial gyms that people often 'outgrow' a class and move on, because the class itself remains the same while the individual athlete progresses (or doesn't). Offering an individualised approach is another way of making the experience different from the commercial gym set up. Helping people to set goals and identify weaknesses publicly is also an interesting idea. I guess you'd want to balance that by publicising people's successes and achievements of their goals too.
ReplyDeleteYeah your spot on! Keep an eye out for a future post based on highlighting peoples achievements to increase motivation and cohesion within your box!!
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