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Mark O'Sullivan Sheffield Hallam presentation selected slides show


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Selected slides that are deeply connected as we try to understand and develop learning environments that can influence participation, performance and personal development in child youth sport

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Mark O'Sullivan Sheffield Hallam presentation selected slides show

  1. 1. Mark O’Sullivan
  2. 2. A Quiet Revolution “Children and young people who devote themselves heart and soul to football deserves responsible and knowledgeable leaders- We have high goals. A children’s rights perspective and the United Nations Convention on the Rights of the Child are the basis for the wording in our curriculum” Urban Hammar (Head of Coach Education at the Swedish FA)
  3. 3. United Nations Convention on the Rights of the Child In a football context Article 2: Football should be as open and accessible to all, regardless of sex, color, language, sexual orientation or disability. This is a principle of non-discrimination. Article 3: For the child's best means adults and children together create an environment where children have fun, focus and do their best, but not pressed too hard by coaches and parents. It can also involve varied trainings where learning is central. Article 6: All children have the right to develop physically, mentally, socially and athletically. Article 12: All children have the right to participation, to influence the training environment, to be heard and to make their own decisions.
  4. 4. Workshop Discussion ◦ Factors that influence performance, participation and personal development in Youth sports ◦ How the Constraints Led Approach can provide us with a flexible framework to help us integrate vast amounts of complex and emerging information to give us an understanding of skill learning/adaption, participation and personal development ◦ The learner and the learning process ◦ Nonlinear Pedagogy: Design training with a deliberate learning intent
  5. 5. Humans are not systems that behave like machines
  6. 6. Many systems interacting over time Helping students to learn holistically means that there is a need to go beyond simply developing pupils’ physical skills to provide a deeper education for them in line with a broader understanding of learning, development and identity (Bailey, 2005; Kirk & McPhail, 2002 (c/o Chow et al, 2016) Without our context we are not what we are. We are not a list of attributes. My aim is not to fracture and break apart what should be together, not to de- contextualise. And that’s the oldest approach on earth. (Juanma Lillo)
  7. 7. Ecological Dynamics Ecological Dynamics presents a viable theoretical framework that illuminates the relationship between the individual and the environment. Individuals cannot be understood without reference to their specific environment. It conceptualises young learners as complex adaptive systems and addresses the weaknesses of traditional approaches to expert performance in sport, which separately focus on the performer and the environment Informs nonlinear pedagogy
  8. 8. Constraints Led Approach We need a flexible framework where our training and planning is designed around emerging information, whilst being underpinned by sound developmental principles (Al Smith & Mark O Sullivan)
  9. 9. Teaching/Learning Culture (Learn out/Learn in)
  10. 10. Nonlinear Pedagogy There is adequate evidence to support that human learning is nonlinear in nature and, therefore, teaching and coaching should account for such nonlinearity (Chow, 2013)
  11. 11. Learning Design – Affordance Driven We want to develop players with a better understanding IN the game (as opposed to just OF the game). We aim to achieve this through the deliberate designing IN of key affordances with which learners can interact during practice (Chow et al, 2016). Affordances are about action, action possibilities that can invite possibilities for “footballs action” in the environment. If they are to be perceived there must be information about them. By designing sessions that are affordance-driven young players can educate their attention and intention and learn which sources of information to act upon and when to act, while also learning which sources of information are less useful or irrelevant for that particular task.
  12. 12. Football Actions To understand “football action” one must understand the big picture. A picture that dictates that no action is isolated but is nested in interactions between team mates and opponents both within the game and from previous games.
  13. 13. Contact @markstkhlm