Our DNA - What defines us

We believe no matter where you are in the world, if you see a class of ours it should be easily identifiable. There are 2 core items to this. The Environment (The Feel) and The Methodology (The Looks & Sounds). The DNA is not a checklist of objectives set out of context to reality but an understanding of the chaotic cyclical nature of learning, embracing the ups and downs and using them as lessons for the future.

As development is a cyclical process, our model intends to represent this. It mirrors 2 key evidence based theories for learning, firstly Kolb’s Learning Styles and Experiential Learning Cycle (1984) simply put: Watching>Thinking>Doing>Feeling.Understanding how learning occurs is crucial as is understanding how to provide a vehicle to do this.

Secondly, Teaching Games for Understanding (Bunker & Thorpe, 1989) is also a cyclical process in which our model reflects. Focusing on the learners. Their relationship with games and sport to develop game appreciation, tactical awareness, decision making, skill acquisition and execution leading to performance. Our role within these cycles as coaches and parents – supports for the child learners – is to use games and modified games as a catalyst for greater understanding and effective learning.

Our model below attempts to incorporate these theories. The methodology builds the environment and the environment builds the person to better utilize and develop the methodology, a cyclical system.

The Environment

Child Centered – Every decision we make, every thought we have about our classes is about putting the child first. Not the coach or any technical element

Enjoyment & Engagement – To support your child, enjoyment and having engaging classes is essential. Questions, challenges, developing your child as an individual and supporting them to find individual solutions are all engagement driving features of our model.

The Outcomes – 4C’s

Character – Creating characters intrinsically motivated to improve themselves able to bounce back from failure.
Creative – Creative personalities that are able to solve problems by thinking for themselves and outside of the box.
Curiosity – Instinctively curious to explore and experiment for solutions, asking questions, pushing parameters, constantly seeking answers.
Courageousness – Not just being brave in situations outside of their comfort zones, but to actively seek them out, applying intelligence and their strategies to support their journeys.

Environment

The Methodology

Decision Making – In sport, to put the child at the center of their own learning, they have to be in the driving seat, making the decisions and experiencing the results of their own thought process. Right or wrong, failure or success, they own every part to develop their character and skills

Small Sided Games, Skill Mastery & Chaos – To ensure your child is making their own decisions games are key for developing understanding and skills. By embracing the chaos of games, whether multi direction, number of teams and various objectives, being able to breakdown the problems games give them, the various solutions and implementing them gives them ownership of their own development.

The Development Drivers – 4R’s

Realism – keeping games realistic to their core principles. Whilst adapting them for the age and stage of your child, realism is an essential aspect, keeping the in game movements and challenges genuine.
Repetitive – Using small sided, short games allow players to continuously start and restart games. Lots of opportunities to explore and experience various strategies to find successes. Similar to the architecture of video games stretching their creative and critical thinking skills..
Reflective – In between the starts and restarts of games players are being allowed to reflect on their experiences and to build strategies based on their own experiences. What went well? Why? Was it a decision or a technical success? how did I do it. Your child and their accountable for their own development..
Role Models – By embracing the use of role models from all sports we are able to give a platform for children to build ideas on, imitate and copy cat to seek their own solutions.

Research

Click For Research Articles

For more on our pedagogical research in which we have used to develop our ideas please see the following academically reviewed papers, journals and books.

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Adrian Turner (Associate Professor, Sport Pedagogy, Bowling Green State University, USA), Miguel Crespo, Machar Reid and Dave Miley, (., The Games for Understanding (GFU) Teaching Approach in Tennis[e- ].

ArticleU, J E R N, Beneﬁts of Building Child-centered Learning Environment in Kindergarten[e- ]. 10.13189/ujer.2020.081241.

Memmert, D., Almond, L., Bunker, D., Butler, J., Fasold, F., Griffin, L., Hillmann, W., Hüttermann, S., Klein-Soetebier, T., König, S., Nopp, S., Rathschlag, M., Schul, K., Schwab, S., Thorpe, R. and Furley, P., 2015. Top 10 research questions related to teaching games for understanding. Research quarterly for exercise and sport, [e-journal] 86 (4), pp.347-359. 10.1080/02701367.2015.1087294. <http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1110256>.

Quennerstedt, M., 2019. Physical education and the art of teaching : Sport, Education and Society.[e- ]. 24 (6) pp.611. <http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-74721>.

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At the 2000 USYSA workshop in Philadelphia, the State Directors of Coaching participated in a two-day seminar with Mr. Aime Jacquet, winning coach of the French National team during the 1998 FIFA World Championships. During this period and Aime approached several topics concerning youth development in France., By ROBY STAHL DIRECTOR OF COACHING OHIO SOUTH YOUTH SOCCER ASSOCIATION[e- ].

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By Dr. Stephen Smith, 2011. Talent Selection in Youth Baseball: Factors that Predict End-of-Season Success. [e-journal] <https://sabr.org/research/talent-selection-youth-baseball-factors-predict-end-season-success>.

Coutinho, P., Mesquita, I. and Fonseca, A.M., 2016. Talent development in sport: A critical review of pathways to expert performance : International Journal of Sports Science & Coaching.[e- ]. London, England:SAGE Publications.11 (2) pp.279-293. 10.1177/1747954116637499. <https://journals.sagepub.com/doi/full/10.1177/1747954116637499>.

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Falk Neto, J.H., Parent, E.C. and Kennedy, M.D., 2019b. Long-Term Athlete Development. Journal of Strength and Conditioning Research, [e-journal] , pp.1. 10.1519/JSC.0000000000003321.

Federica Affolter, 2016. Critical Analysis of LTAD model – British Swimming.

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