System 1 and System 2 are the two modes of thinking that underlie decision making in soccer. System 1 allows for fast, intuitive reactions while System 2 enables slower, more analytical thinking. Both systems interact across a soft boundary, with System 1 guiding most in-game actions while System 2 learns from experiences to update heuristics. Effective training balances both systems by combining tactical instruction with behavioral practice and feedback.
A constraints led, interdisciplinary model for survival, growth and winning in the game.
Visit the bettersoccermorefun channel on YouTube for videos that expand on these ideas.
Organizations interested in holding a workshop on decision/action models can contact me at larry4v4-at-hotmail.com for details.
Conclusion - Decision/action model for soccer - Boyd's snowmobiles - Analysis...Larry Paul
A conclusion to the series, Decision/action model for soccer. This presentation will closely examine John Boyd's ideas about analysis and synthesis and how they apply to winning in the game. His paper, Destruction and Creation, provides a clear outline on what needs to be included in every training program.
Human factors in soccer, Communication in an Adversarial SettingLarry Paul
Too often soccer is reduced to simple technological fixes for complex human problems. This presentation looks at the human factors in the game through the lens of wildland fire fighting. A field that’s deadly serious, rigorously studied, debated with much to offer the game. Yet soccer is much more complex then wildland fire fighting. It’s an adversarial activity and must move a step beyond the lessons here.
The physiology of decisions, actions, learning and memory, A Decision/Action ...Larry Paul
This presentation looks at the relationship between the time-scales of OODA loops and the Deep Stories of narrative decision-making. It illustrates how the difference supports each other in the field and how it can influence training.
slides from a daylong leadership retreat facilitated by joe gerstandt focused on cognitive diversity, innovation and decision making
joegerstandt.com
@joegerstandt
A constraints led, interdisciplinary model for survival, growth and winning in the game.
Visit the bettersoccermorefun channel on YouTube for videos that expand on these ideas.
Organizations interested in holding a workshop on decision/action models can contact me at larry4v4-at-hotmail.com for details.
Conclusion - Decision/action model for soccer - Boyd's snowmobiles - Analysis...Larry Paul
A conclusion to the series, Decision/action model for soccer. This presentation will closely examine John Boyd's ideas about analysis and synthesis and how they apply to winning in the game. His paper, Destruction and Creation, provides a clear outline on what needs to be included in every training program.
Human factors in soccer, Communication in an Adversarial SettingLarry Paul
Too often soccer is reduced to simple technological fixes for complex human problems. This presentation looks at the human factors in the game through the lens of wildland fire fighting. A field that’s deadly serious, rigorously studied, debated with much to offer the game. Yet soccer is much more complex then wildland fire fighting. It’s an adversarial activity and must move a step beyond the lessons here.
The physiology of decisions, actions, learning and memory, A Decision/Action ...Larry Paul
This presentation looks at the relationship between the time-scales of OODA loops and the Deep Stories of narrative decision-making. It illustrates how the difference supports each other in the field and how it can influence training.
slides from a daylong leadership retreat facilitated by joe gerstandt focused on cognitive diversity, innovation and decision making
joegerstandt.com
@joegerstandt
Feedback in soccer, A Decision/Action Model for Soccer – Pt 7Larry Paul
“For a player to be skillful in football he needs information of three kinds. The first would be concerned with his objective-what it is he is wanting to achieve… Secondly, he needs information from his own performance with regard to the job that he has decided to do…
Thirdly, the player requires some knowledge of the results of his actions so that any corrections that are necessary may be made. The writer has found that the cybernetic approach to learning provides an adequate base for the explanation and understanding of skilled behavior.
Eric Worthington – Learning & Teaching Soccer Skills
Organisations are operating in more complex, inter-dependent environments. Therefore it is increasingly hard to be ‘universally’ confident. London Business School Professor Richard Jolly explained at Alumni Reunion this year the risks of ‘under’ or ‘over’ confidence and the behaviours of confident organisations.
Presentation from June 21, 2015 to researchers and PhD students at the Center for Biological Cybernetics at the Max Planck Institute in Tübingen (Germany).
This slide-show discusses habit 3 from the series: the 7 habits of highly effective decision makers. It shows how the great decision makers use the power of visualisation to combat complexity, clarify communication and catalyse creativity.
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
In this paper we deal with the impact of multi and many-core processor architectures on simulation. Despite the fact that modern CPUs have an increasingly large number of cores, most softwares are still unable to take advantage of them. In the last years, many tools, programming languages and general methodologies have been proposed to help building scalable applications for multi-core architectures, but those solutions are somewhat limited. Parallel and distributed simulation is an interesting application area in which efficient and scalable multi-core implementations would be desirable. In this paper we investigate the use of the Go Programming Language to implement optimistic parallel simulations based on the Time Warp mechanism. Specifically, we describe the design, implementation and evaluation of a new parallel simulator. The scalability of the simulator is studied when in presence of a modern multi-core CPU and the effects of the Hyper-Threading technology on optimistic simulation are analyzed.
An open letter to a new DOC-TD. Your first job is survival.Larry Paul
This presentation examines the most pressing need for a new DOC or TD in a soccer club. It takes the perspective of history's most studied political scientist Niccolo Machiavelli. It argues that your first job is to stay alive and maintain your power because without it, you are powerless.
The role of culture in decision/action models - Pt.12Larry Paul
This presentation looks at the role cultural traditions play in decision-making in soccer. It combines the work of E. Hall, B. Sutton-Smith and J. Boyd. Without these traditions decision-making cannot happen beyond the most basic levels and patterns.
Feedback in soccer, A Decision/Action Model for Soccer – Pt 7Larry Paul
“For a player to be skillful in football he needs information of three kinds. The first would be concerned with his objective-what it is he is wanting to achieve… Secondly, he needs information from his own performance with regard to the job that he has decided to do…
Thirdly, the player requires some knowledge of the results of his actions so that any corrections that are necessary may be made. The writer has found that the cybernetic approach to learning provides an adequate base for the explanation and understanding of skilled behavior.
Eric Worthington – Learning & Teaching Soccer Skills
Organisations are operating in more complex, inter-dependent environments. Therefore it is increasingly hard to be ‘universally’ confident. London Business School Professor Richard Jolly explained at Alumni Reunion this year the risks of ‘under’ or ‘over’ confidence and the behaviours of confident organisations.
Presentation from June 21, 2015 to researchers and PhD students at the Center for Biological Cybernetics at the Max Planck Institute in Tübingen (Germany).
This slide-show discusses habit 3 from the series: the 7 habits of highly effective decision makers. It shows how the great decision makers use the power of visualisation to combat complexity, clarify communication and catalyse creativity.
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
In this paper we deal with the impact of multi and many-core processor architectures on simulation. Despite the fact that modern CPUs have an increasingly large number of cores, most softwares are still unable to take advantage of them. In the last years, many tools, programming languages and general methodologies have been proposed to help building scalable applications for multi-core architectures, but those solutions are somewhat limited. Parallel and distributed simulation is an interesting application area in which efficient and scalable multi-core implementations would be desirable. In this paper we investigate the use of the Go Programming Language to implement optimistic parallel simulations based on the Time Warp mechanism. Specifically, we describe the design, implementation and evaluation of a new parallel simulator. The scalability of the simulator is studied when in presence of a modern multi-core CPU and the effects of the Hyper-Threading technology on optimistic simulation are analyzed.
An open letter to a new DOC-TD. Your first job is survival.Larry Paul
This presentation examines the most pressing need for a new DOC or TD in a soccer club. It takes the perspective of history's most studied political scientist Niccolo Machiavelli. It argues that your first job is to stay alive and maintain your power because without it, you are powerless.
The role of culture in decision/action models - Pt.12Larry Paul
This presentation looks at the role cultural traditions play in decision-making in soccer. It combines the work of E. Hall, B. Sutton-Smith and J. Boyd. Without these traditions decision-making cannot happen beyond the most basic levels and patterns.
Individual decision making, A Decision/Action Model for Soccer – Pt 8Larry Paul
Keeping up with systemic change.
“There’s something unsettling about seeing the brain as one big argument. We like to
believe that our decisions reflect a clear cortical consensus, that the entire mind agrees
on what we should do. And yet, that serene self-image has little basis in reality.” [4]
Jonah Lehrer – How We Decide
“He who can handle the quickest rate of change survives.” [6]
John Boyd – Frans Osinga, Science, Strategy and War, The Strategic Theory of John Boyd
1. Visual illusions (also called optical illusions) show that the br.pdfmohammedfootwear
1. Visual illusions (also called optical illusions) show that the brain can be readily fooled. (1
page)
a. What insights do visual illusions offer us regarding the workings of the brain?
b. How can these insights be extended to explain the brain’s role in decision making?
2. One of the most intriguing questions we face when studying how the brain functions in
making decisions is: What role does the unconscious brain play in decision making? (1-2 pages
total)
a. What are the strengths and limitations of the conscious brain in decision making?
b. How can the unconscious brain contribute to an individual’s decision making capability?
c. What do anecdotal accounts—such as those provided by Malcolm Gladwell in Blink—tell us
about the role of the unconscious brain in decision making?
d. What do experimental studies—such as those carried out by Wilson and Dijksterhuis—tell
us?
e. Based on the experimental studies reported in Framing Decisions, what are the merits of
making on-the-spot decisions vs. decisions after substantial deliberation (e.g, by sleeping on a
decision)?
3. Page 104 of Framing Decisions identifies four sets of questions decisions makers need to
address when making decisions of consequence in order to surface potential moral hazard
situations. Explain the rationale underlying each question. If you ask these questions when
deliberating on decisions of consequence, how can you improve the quality of your decision
making? (1-2 pages)
Solution
Answer-1
a. When you look at something, what you’re really seeing is the light that bounced off of it and
entered your eye, which converts the light into electrical impulses that your brain can turn into an
image you can use. The process that takes about a tenth of a second but your eyes receive a
constant stream of light, an incredible amount of information, so it’s really difficult for your
brain to try to focus on everything at once. It would be like trying to take a sip of water from a
firehose. So your brain takes shortcuts, simplifying what you see to help you concentrate on
what’s important, which helps compensate for your brain’s tenth-of-a-second processing lag.
This trait helped early humans survive encounters with fast predators – or at the very least avoid
running into obstacles like trees.
b. a sample of three decision errors. First, the default effectoccurs when people end up
“choosing” different options when allowed not to choose at all, i.e., when a lack of any active
selection returns the default. Impressively, countries that allow individuals to decline being a
potential organ donor have far greater donor pools than countries that allow individuals to
decline not being a potential donor (Johnson & Goldstein, 2003). Second, Dan reports that
physicians are more likely to pull a patient back from scheduled surgery when they discover that
they forgot to test the efficacy of one drug, than when they notice that they overlooked two
drugs. In the latter case, the physicians would need t.
Focus the hidden driver of excellence- SummaryGMR Group
Daniel Goleman begins by explaining how we pay attention, how we focus and how we make fundamental decisions based on an overview of the anatomy of our brain. He explains the difference between “bottom up” thinking, where our more primitive brain (the amygdala) drives basic reactive thought and instinct based fast thought, such as what drives us (food, sex, emotion) and the slower “top down” thinking that emanates from our more advanced pre-frontal cortex or executive functioning brain. Critically to understand how these work one must also understand how they conflict and how they complement one another. Understanding the way the brain works helps us understand and influence whether we merely react or whether we control our thought.
The book then goes on to explore a somewhat eclectic selection of brain functions and attributes that form our thought processes. He explores how we perceive others, or “read” them; the role of empathy in our thinking; how we perceive patterns or fail to; how we act upon immediate threats but largely ignore distant threats; and how these thinking patterns help us to succeed and to fail.
He discusses how not the amount of practice but the quality of practice defines how proficient we are. He challenges the 10,000 hour myth, in which it is argued that a talent or skill is developed to proficiency with 10,000 hours of practice explaining that proficiency and mastery require quality practice for many hours.
An interesting book to read for developing a good Leadership Traits.
Explains in short what is Systems Thinking, and its basic concepts. This PPT shows what is a System, its characteristics and what Systems thinking can do for us.
Systems thinking is perhaps one of the most critical tools in handling the complexity in coping challenges we are facing now and in the coming decades. This is a brief introduction to the basic concepts in System Thinking. It is defined and organized in a way that can provide those basics for every audience. I hope you find it helpful!
A constraints led autodidactic model for soccerLarry Paul
A brief look at how small-sided games create a self-learning environment in soccer.
For more information visit the bettersoccermorefun channel on YouTube.
Most of us experience challenges with innovation. A recent finding reveals that the deep foundations of these challenges are embedded in the way our minds work. Organizations can recognize and overcome these cognitive barriers that would otherwise prevent them from realizing their opportunities so that they can innovate successfully!
Gigamap example by Manuela Aguirre: https://www.slideshare.net/ManuelaAguirre/policy-support-full-presentation
In this presentation you will learn about design tools and techniques to solve wicked problems, using Systems Thinking.
Systems Thinking looks at the whole of a system rather than focusing on its individual parts, to better understand complex phenomena. Systems Thinking contrasts with analytic thinking: you solve problems by going deeper, by looking at the greater whole of a system and the relations between its elements, rather than solving individual problems in a linear way via simple cause and effect explanations.
You can apply Systems Thinking principles in different situations: to understand how large organisations function and design for the enterprise (e.g. when you are trying to revamp a large intranet), but also to solve social problems and issues (e.g. unemployment with disadvantaged youth or mobility in larger cities). So basically whenever there is complexity and conflict (of interest) in your project, Systems Thinking will be helpful.
After an introduction to Systems Thinking and its core concepts, we will first explain and practice a few techniques that you as a designer can apply to better understand complex systems, for example creating a System Map and drawing Connection Circles. In the second part of the workshop, we will introduce techniques that help you shape solutions, for example using Paradoxical Thinking for ideation and writing ‘What-if’ Scenarios.
Presented at EuroIA 2015 with Koen Peters.
I am very fond of complexity thinking these days. It provides a refreshing alternative for people planning interventions and conducting evaluation in humanitarian and development aid.
An overview of Systems Thinking, and how to apply the ideas of Complexity Theory to management of systems, with the results being called "Complexity Thinking".
This presentation is part of the Management 3.0 course created by Jurgen Appelo.
http://www.management30.com/course-introduction/
Similar to Playing at the speed of thought-A Decision-Action model for soccer-pt.3 (20)
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Narrated Business Proposal for the Philadelphia Eaglescamrynascott12
Slide 1:
Welcome, and thank you for joining me today. We will explore a strategic proposal to enhance parking and traffic management at Lincoln Financial Field, aiming to improve the overall fan experience and operational efficiency. This comprehensive plan addresses existing challenges and leverages innovative solutions to create a smoother and more enjoyable experience for our fans.
Slide 2:
Picture this: It’s a crisp fall afternoon, driving towards Lincoln Financial Field. The atmosphere is electric—tailgaters grilling, fans in Eagles jerseys creating a sea of green and white. The air buzzes with camaraderie and anticipation. You park, join the throng, and make your way to your seat. The stadium roars as the Eagles take the field, sending chills down your spine. Each play is a thrilling dance of strategy and skill. This is what being an Eagles fan is all about—the joy, the pride, and the shared experience.
Slide 3:
But now, the day is marred by frustration. The excitement wanes as you struggle to find a parking spot. The congestion is overwhelming, and tempers flare. The delays mean you miss the pre-game excitement, the tailgate camaraderie, and even the opening kick-off. After the game, the joy of victory or the shared solace of defeat is overshadowed by the stress of navigating out of the parking lot. The gridlock, honking horns, and endless waiting drain the energy and joy from what should have been an unforgettable experience.
Our proposal aims to eliminate these frustrations, ensuring that from arrival to departure, your experience is extraordinary. Efficient parking and smooth traffic flow are key to maintaining the high spirits and excitement that make game days special.
Slide 4:
The Philadelphia Eagles are not just a premier NFL team; they are an integral part of the community, hosting games, concerts, and various events at Lincoln Financial Field. Our state-of-the-art stadium is designed to provide a world-class experience for every attendee. Whether it's the thrill of game day, the excitement of a live concert, or the camaraderie of community events, we pride ourselves on delivering a fan-first experience and maintaining operational excellence across all our activities. Our commitment to our fans and community is unwavering, and we continuously strive to enhance every aspect of their experience, ensuring they leave with unforgettable memories.
Slide 5:
Recent trends show an increasing demand for efficient event logistics. Our customer feedback has consistently highlighted frustrations with parking and traffic. Surveys indicate that a significant number of fans are dissatisfied with the current parking situation. Comparisons with other venues like Citizens Bank Park and Wells Fargo Center reveal that we lag in terms of parking efficiency and convenience. These insights underscore the urgent need for innovation to meet and exceed fan expectations.
Slide 6:
As we delve into the intricacies of our operations, one glaring issue emer
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Playing at the speed of thought-A Decision-Action model for soccer-pt.3
1. A Decision/Action Model for Soccer – Pt 3
Playing at the speed of thought
A look at the relationship between
thought, memory and action
“Psychologists have been intensely interested for several decades in
the two modes of thinking… and have offered many labels for them.
I adopt… System 1 and System 2. [13]
Daniel Kahneman
“Behind every action there must be a thought.” [20]
Dennis Bergkamp
1
2. Meet System 1 & System 2
“A recurrent theme of this book is that
luck plays a large role in every story of success.” [13]
“When we think of ourselves, we identify with System 2, the conscious,
reasoning self that has beliefs, makes choices, and decides what to think about
and what to do. Although System 2 believes itself to be where the action is, the
automatic System 1 is the hero of the book. I describe System 1 as effortlessly
originating impressions and feelings that are the main sources of the explicit
beliefs and deliberate choices of System 2. The automatic operations of System
1 generate surprisingly complex patterns of ideas, but only the slower System 2
can construct thoughts in an orderly series of steps. I also describe
circumstances in which System 2 takes over, overruling the freewheeling
impulses and associations of System 1.” [13]
“But System 2 is not merely an apologist for System 1; it also prevents many
foolish thoughts and inappropriate impulses and overt expression. The
investment of attention improves performance in numerous activities… including
comparison, choice, and ordered reasoning.” [13]
2
3. Characteristics of System 1
“Orienting and responding quickly to the gravest threats or promising opportunities improved the chance of
survival… System 1 takes over in emergencies and assigns total priority to self-protective actions” [13]
“Here are some examples of the automatic activities that are attributed to System 1:
Detect that one object is more distant than another.
Orient to the source of a sudden sound.
Detect hostility in a voice.
Answer to 2+2=?
Complete the phrase “bread and …”
Drive a car on an empty road.
Find a strong move in chess (if you are a chess master.)
Understand simple sentences.” [13]
“The capabilities of System 1 include innate skills that we share with other animals.
We are born prepared to perceive the world around us, recognize objects, orient
attention… Other mental activities become fast and automatic through prolonged
practice. System 1 has learned associations between ideas (my change; opponents
corner = danger/opportunity to counter).” [13]
“System 1 is generally very good at what it does: its models of familiar situations are
accurate, its short-term predictions are usually appropriate, and its initial reactions
to challenges are swift and generally appropriate… One further limitation of System
1 is that it cannot be turned off.” [13]
3
4. Characteristics of System 2
“System 2 is the only one that can follow rules, compare objects on several attributes, and make
deliberate choices between options. The automatic System 1 does not have these capabilities.” [13]
“The highly diverse operations of System 2 have one feature in common: they require
attention and are disrupted when attention is drawn away. Here are some examples:
Brace for the starter gun in a race.
Focus attention on the clowns in a circus.
Search memory to identify a surprising sound.
Maintain a faster walking speed than is natural for you.
Look for a woman with white hair.
Tell someone your phone number.
Compare two washing machines for overall value.” [13]
“In all these cases, you are asked to do something that does not come naturally, and
you will find that the consistent maintenance of a set requires some continuous
exertion of at least some effort. The often used phrase “pay attention” is apt: you
dispose of a limited budget of attention that you can allocate to activities, and if you
try to go beyond your budget, you will fail.” [13]
“System 2 is activated when an event is detected that violates the model of the world
that System 1 maintains.” [13]
“Intense focusing on a task can make people effectively blind, even to stimuli that
normally attract attention.” [13]
4
5. Compare and contrast
“What makes some cognitive operations more demanding and effortful
than others? What outcomes must we purchase in the currency of attention?” [13]
System 1: System 2:
Recognizes, responds to and utilizes Recognizes and utilizes symbolic structures
patterns, biases and heuristics. like complex language and logic.
Fast and frugal response can be wrong. Slow and detailed response can be late.
Capable of innovation through loose Capable of deep insight through tight
coupling i.e. leaps over rationality. coupling i.e. well reasoned arguments.
Experiential, ‘large world’ in nature, Idealized, ‘small world’ in nature,
situated in practice. decontectualized in practice.
Incapable of ‘optimal’ solutions in Capable of ‘optimal’ solutions in retroactive
problem solving, close enough works. or idealized problem solving.
Driven and fed by peripheral vision and Driven and fed by foveal vision and higher
survival instincts i.e. fight or flight. cognitive functions.
The survival path of the ‘how’ dorsal The enrichment path of the ‘what’ ventral
stream. stream.
Carpe diem. Look before you leap.
5
6. Boundaries between the two Systems
“System 1 and System 2 are not systems in the standard sense of entities with interacting aspects or parts.
And there is no one part of the brain that either of the systems calls home.” [13]
There is no ‘center of gravity’ for either system. There is no hard ‘right brain/left brain’ split.
They interact across a ‘soft boundary’ and ‘loose coupling.’ An example of a ‘soft boundary’
is the area between sea and sky during a hurricane.
“In violent storms there is so much water in the air, and so much air in the water, that it is
impossible to tell where the atmosphere stops and the sea begins,” writes Van Dorn. “That may
literally make it impossible to distinguish up from down.” [12] There is too much water to breathe and too
much air to swim.
The higher the level and greater the complexity of matter and energy flowing through the
environments, (external/world & internal/cognitive) the ‘softer’ or ‘wider’ the boundary
between S1 & S2. This creates a mismatch between conception and reality. The world is too
fast, too complex to keep up with and one is too slow to influence it, change its tempo.
Result; one becomes isolated from the world, left behind. Solution, find another world.
This illustrates the relationship between the tempo of the game/actions and
thought/decisions. Players need a boundary small enough to allow for survival i.e. the
action is slow/simple enough; yet encourages growth i.e. fast/complex enough. This
generates manageable tension. Tension in the game, especially temporal tension, is
necessary for creativity i.e. resolving mismatches through unique combinations that solve
problems before the opponent does, (Boyd’s ‘building snowmobiles’) while sustaining
interest in the activity itself.
6
7. When do these Systems interact?
“Simply put, execution never goes according to plan, and there is the rub.” [1]
When and how to apply each one of the systems is a problem. An answer to the first part is; whenever
the game/action level requires players to act within their ‘psychological present’ System 1 should lead.
They act with what they have on hand i.e. bricolage based in their shared Teambuilding qualities,
because to delay action surrenders initiative, never a good idea.
“A good plan violently executed now is better than a perfect plan executed next week.” George Patton.
The length of a players ‘psychological present’ is variable. The interval is open to influence, i.e. friction.
A major constraint on it are the other players in his or her immediate attention network. How much support
can one draw from others and how much friction is one open to? In this sense the ‘psychological present’
becomes the ‘sociological present.’ ‘I’ is influenced, for good or bad, by ‘we.’ The inter-subjective dominates
the subjective through the process of emergent command and control.
At the subjective level this is the implicit ‘fingerspitzengefühl of the players. At the inter-subjective and
higher levels, the other elements of Teambuilding come into play. Sun-Tzu’s “If you know the enemy and
know yourself you need not fear the results of a hundred battles” applies to these higher levels and their
distributed networks. While a network is only as strong as it’s weakest link, these networks can move
resources to relieve or create stress on any one of those links.
The problem of balancing reason and context. The ‘leapfrog’ effect across the ‘soft boundary.’
“The world of decision making is about strategic rationality. It is built from clear questions and clear
answers that attempt to remove ignorance [S2]… Sensemaking is about contextual rationality. It is built out
of vague questions, muddy answers, and negotiated agreements that attempt to reduce confusion.”[S1][19]
“However for change to be effective, the cycles of planning [S2] and execution [S1] must be in synch with
each other. Imagine if planning outpaces execution meaning planning is being informed by outdated
information on the current situation.” [1]. And vice versa, taking action too far ahead of the plan won’t work
for long, ergo the ‘leapfrog effect’ between the the planning/what and the action/how.
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8. Introducing heuristics, how they work
“A heuristic is ecologically rational to the degree that it is adapted to the structure of the environment.” [6]
Both Systems have access to the same
stimulus. S1 can act on it for short
periods, the psychological present,
without searching ‘deep memory,’ S2
when an associative pattern is present.
Associative patterns are the heuristics
that players come to live with and
through. They often take the form of
phrases of up to six words or simple,
implicit pattern recognition.
S1 utilizes heuristics, S2 creates them.
When in the heat of battle, the
psychological present, one is too busy
doing to remember what’s been done.
The solutions for S1 are the existing
tools in the “adaptive toolbox,” slide 9.
New, mutually shared tools have to be
constructed by S2 when time allows.
This construction takes place across a
distributed network that includes others.
“Sensory Memory holds incoming sensory stimuli. Such sensory stimuli can be external, that is, generated by
The environment, or internal, that is, generated by proprioception or other internal processes. Sensory memory also
holds early feature detectors that begin to make sense of the stimuli. Sensory memory feeds into Perceptual
Associative Memory in route to consciousness. At a much faster time scale sensory memory also feeds multiple
times into each executing sensory-motor automatism (SMA) that operates without benefit of consciousness.” [5]
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9. Building and using heuristics
“Football is best when it’s instinctive, when it comes from the heart.
You talk about things after: in the game you just play.” [20]
“A heuristic is a strategy that ignores part of the information, with the goal of making
decisions more quickly, frugally, and/or accurately than more complex methods.” [8]
“Many but not all heuristics are composed of these three building blocks;
Search rules specify in what direction the search extends in the search space.
Stopping rules specify when the search is stopped.
Decision rules specify how the final decision is reached. [8]
“The collection of heuristics and building blocks an individual or a species has at its disposal
for constructing heuristics, together with the core mental capacities that building blocks
exploit, has been called the adaptive toolbox. Core capacities include recognition memory,
frequency monitoring, object tracking, and the ability to imitate… Heuristics can be fast and
frugal only because core capacities are already in place.” [8]
During the game, moments pop up when players can reflect, even converse on ‘what just
happened.’ In a team a shared vocabulary and team spirit, Einheit, helps understanding. A
shared goal, Schwerpunkt, anchors and frames the reflections. Mutual trust, vision and
vocabulary helps to smooth the way for implicit learning to grow between players. That
helps to amplify team cohesion and the Teambuilding process. Shared heuristics are an
important part.
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10. Characteristics of Decision Training models
“Permanent gains are only achieved when cognitive and physical training occur in concert.” [18]
Decision-Training Model [18]
Decision Training: System 1 Behavioral Training: System 2
Instruction Instruction
Tactical whole training Part-to-whole training
Competition like drills Simple to complex drills
Hard-first instruction Easy-first instruction
Technique within tactics Technical emphasis
External focus of instruction Internal focus of instruction
High use of video models Low use of video models
Practice Practice
Variable practice Blocked practice
Random Practice Low variability
Feedback Feedback
Bandwidth feedback Abundant coach feedback
High use of questioning Low use of questioning
High use of video feedback Low use of video feedback
High athlete detection and correction of Low athlete detection and correction of
errors errors
Overall: High levels of athlete cognitive Overall: Low levels of athlete cognitive
effort effort
Also: Teaching Games for Understanding[16], Games Sense[4],
Tactical Decision Learning Model[10], The Dutch Vision/TIC[11,17]
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11. Summary
“For the KNVB, the communication building block is the leading component… because it initiates the optimal
development of the player as he learns crucial information for the game of soccer.” [11]
Of course no one can play at the speed of thought. If they could games would only last a millisecond,
and then everyone would argue the result. What is important to remember is that both thinking and
action, for individuals, groups and teams occurs across a soft temporal boundary between two Systems.
System 1 allows for the fastest game actions. It does not require a search of deep memory nor the
work required to create new ones. It’s the “Just do it” approach. The problem is that it’s limited in its
preloaded responses. It’s “habit football” and the habits might not fit the situation. System 1 needs
continual updating, i.e. learning, something that it can only do on a limited basis.
This is where System 2 comes in. It can access deep memory. It can perform statistical
comparison/contrasts, weigh options, recombine ideas and concepts into novel solutions and create
deeper memory. It does this through the process of Analysis and Synthesis.[2] But this comes at a cost
of time and effort which, in the heat of the moment may not be available or correct anyway.
These two Systems are open to inter-subjective influences. What ‘I’ think, remember and do can be
manipulated by others, friend or foe. Soccer is a game of continual dialectical conversations. Sometimes
these are explicit requiring symbolic interactions, language, white boards, diagrams. Most are implicit,
intuitive responses to vague patterns and cues such as a look or tone of voice. That’s how we learn.
“Respectful interaction depends on intersubjectivity which has two defining characteristics: 1) Intersubjectivity
emerges from the interchange and synthesis of meanings among two or more communicating selves, and 2) the
subject or subjects gets transformed during interaction such that a joint or merged subjectivity develops.” [19]
To play at the speed of thought requires an appreciation of when and how to think with others.
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12. References
1. ABBOTT, J. 2012, A Universal Framework for Analyzing Complexity in Irregular Warfare (Unpublished)
2. BOYD, J. 1976, Destruction and Creation
3. (http://pogoarchives.org/m/dni/john_boyd_compendium/destruction_and_creation.pdf)
4. CHOW, J. et al. 2007 The Role of Nonlinear Pedagogy in Physical Education (Review of Educational Research 2007, Vol. 77, No. 3, 251-
278).
5. FRANKLIN, S. D’MELLO, S. HUNTER, A. 2012, How the Mind Works: A Cognitive Theory of Everything (Cognitive Computing Research
Group: The University of Memphis).
6. GIGERENZER, G. GOLDSTEIN, D. 1996, Reasoning the Fast and Frugal Way: Models of Bounded Rationality (Psychological Review, Vol.
103, No. 4, 650-669).
7. GIGERENZER, G. BRIGHTON, H. 2009, Homo Heuristics: Why Biased Minds Make Better Inferences (Topics in Cognitive Science I, 107-
143).
8. GIGERENZER, G. GAISSMAIER, W. 2011 Heuristic Decision Making (Annual Review Psychology, 62:451-482).
9. GLADWELL, M. 2005, Blink, The Power of Thinking Without Thinking (New York: Back Bay Books).
10. GREHAIGNE, J-F. RICHARD, J-F. GRIFFIN, L. 2005, Teaching and Learning, Team Games and Sports (London: Routledge).
11. HYBALLA, P. & TE POEL, H. 2011, Dutch Soccer Secrets (Maidenhead, England: Meyer & Meyer Sport).
12. JUNGER, S. 2007, The Perfect Storm, A True Story of Man Against the Sea. (New York, Harper Perennial)
13. KAHNEMAN, D. 2011, Thinking Fast and Slow (New York: Farrar, Straus and Giroux).
14. RICHARDS, C. 2004, Certain to Win, The Strategy of John Boyd, Applied to Business (Xlibris Corporation).
15. STAHL, B. 2005, The Obituary as Bricolage: The Mann Gulch Disaster and the Problem of Heroic Rationality (European Journal of
Information Systems, 14, 487-491).
16. THORPE, R. BUNKER, D. ALMOND, L. 1986, Rethinking Games Teaching, (Loughborough University: www.tgfu.org)
17. VAN LINGEN, B. 1997, Coaching Soccer, The Official Coaching Book of the Dutch Soccer Association (Spring City, Pa: Reedswain).
18. VICKERS, J. 2007, Perception, Cognition, and Decision Training, The Quiet Eye in Action (Champaign, Il: Human Kinetics).
19. WEICK, K. 1993, The Collapse of Sensemaking in Organizations: The Mann Gulch Disaster (Administrative Science Quarterly, 38, 628-
652).
20. WINNER, D. 2000, Brilliant Orange, The Neurotic Genius of Dutch Football (London: Bloomsbury).
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13. Thank you
“I’ll live or die by my own ideas.” Johan Cruyff
Presentation created June 2012 by Larry Paul, Prescott Arizona.
All references are available as stated.
All content is the responsibility of the author.
For questions or to inquire how to arrange a consultation or workshop on this
topic you can contact me at larry4v4@hotmail.com, subject line; decision/action
model.
For more information visit the bettersoccermorefun channel on YouTube.
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