Michel Bruyninckx

1. THE B&M METHOD
Brain Centred Learning in Soccer
AN INNOVATIVE NEURODIDACTICAL AND –
PEDAGOGICAL METHOD
covering a modern football vision regarding
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the social impact of football: children do not compete only for winning
in the first stage of their football development: they work together
(synchronized drills) to become skilled and to learn to respect each
other during the game
the medical sound training accompaniment: paying attention to the
brain influence on the body will change the way we train the body:
more performance stability in a physical and mental way
the psychological impact: a more adequate approach of building up a
player’s self-esteem and the players’ mutual relation capacity
If we know how we learn, we will learn in a better way
UP TO 500.000 BALL TOUCHES YEARLY
83 MINUTES AND 30 SECONDS KINESTHETIC CAPACITY TRAINING
The author
Michel Bruyninckx
The B&M Method
Michel Bruyninckx
September 2009

2. ABSTRACT
One of the most difficult issues in soccer is the proper matching of the training program with
the game reality. Because soccer is a very complex activity it is not so simple to find a
structured training strategy covering the specific basically physiological, technical (motor
skill), tactical and psychological needs. For years I have been looking to find a better solution
to integrate the needed skills in the body and mind of a player and to understand and to
respect in a better way the players’ individual differences. Present-day neurology proves we
have to be careful regarding the use of too much conditioned training programs and we have
to be aware of the fact that each individual player tries to find his/her system of performing
related to his/her overall body and mind equipment. The environmental influences on the
child’s motor skill development and his mental behaviour before he or she is present at the
first training session can already cause major problems to start a soccer training program.
Understanding and taken into account this reality makes it far more difficult to anticipate the
needs of a training organisation preparing for the match. Actually we have to keep in mind
Heraclitus’ words he wrote down in 500 B.C.: “The only constant in life is the variability.”
The fundamental principle of the Central Idea is to gather as much as possible individual
features of each player to understand in a better way the individual being. Approaching the
unique being of a player – profound identification of a player – will have a major influence on
the way a training program will be drafted. In the past too many soccer federations and
soccer authors were emphasizing the importance of generalized training programs and if
there was no answer available for particular problems everything could be solved by playing
the game.
Globalizing is the perfect way to hide problems.
While profiling players and studying cognitive neurology and neuropsychology I began to
understand that the organisation of a training session needs to be reconsidered. Most of all the
finding that sensoring – more precisely sensorial restrictions- , perception and processing of
information is influenced by the unique neurological organisation of a human being and that
the environmental and brain influence on learning processes is seriously underestimated
during sporting activities urged me to look for innovative training structures anticipating more
the holistic nature of a player’s learning activity.
The major advance of the method is that “the central idea of the method” already deals with
players’ many individual neurological and perceptive bottle-necks during training sessions in
groups.
The B&M Method
Michel Bruyninckx
September 2009

3. INTRODUCTION
The following statements have had an enormous influence on the design of the Central Idea:
The contradiction of the game like training sessions for youth players if « winning » is
the only goal.
Winning means to get into a scoring position as quickly as possible. This continuously
leads to few ball touches and low technical accuracy (see Dr. Mandelbaum - research on
growing ACL injuries in the USA female squad – one of the main causes is too low
motor awareness due to too few technical accompaniment).
In many countries only early mature players (born at the beginning of a selection year)
are selected for the so called best team (research Prof. W. Helsen). So physical strength
is mostly determining the contents of the game. Correct and qualitative motor
functioning requires many ball touches to install the typical football skills in the brain.
“Soccer and science” Thomas Reilly and A. Mark Williams emphasize the holistic
approach (more body-brain insight in training strategies) due to the complexity of the game.
Dr. Roel Vaeyens, University of Gent, Belgium, proved with a doctoral thesis that the
reaction time in soccer is bound to specific (training and match) experiences (environmental
influence). The accuracy and precision of decision-making processes grew when
experienced and talented players got more choices in match-related tasks, namely a 5><3
situation (two free players and two choices) instead of 3><2 or 4><3 with only 1 free player
and 1 choice
Dr. Geert Savelbergh, Dutch researcher regarding perceptual influences on learning
tasks states:
any skill programming (coordination) needs to respect the environmental influences
on the learning process
Cognitive neurologists state:
exercising in the central sight narrows the experiences the brain needs to manage
spatial and temporal influences and can cause stress problems if a player gets the
pressure of surrounding players and fewer space and leads to decreasing coordination
(body and ball mastery will become more difficult).
The B&M Method
Michel Bruyninckx
September 2009

4. Ginès Melendez, the Head of the Spanish Youth Department (UEFA Licence A meeting
in Liège, Belgium, the 14th of June 2008):
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all our teams play until the age of 14, 5 versus 5 in diamond and 8
versus 8 in a double diamond (=much more ball touches)
we won 7 of the 10 European Awards involving youth accompaniment in the
last year
we pay a lot of attention to the mental behaviour of our players:
much fun and no stress. Joyful playing is the most important.
SPAIN WON THE SENIOR EC 2008 WITH SUPERIOR
PERCEPTIONAL, SPATIAL AND TEMPORAL SKILLS.
TECHNICAL,
The average body height of all the Spanish players was 1,74m.
Once cognitive neurology and neuropsychology come into our mind setting all our so called
self-evident empirical competence becomes doubtful and we shall find out that most of our
reasoning is an external event not considering the way our perception and brain is functioning.
The success of present-day learning strategies based on “brain mapping” or “mind mapping”
confirms we need to change the way we organise our training sessions.
At first we must describe what “modern soccer” technically and tactically requires from a
player. So we shall immediately understand that a superficial approach only based on external
bodily observations and not taking the brain and senses into account can really restrict a
player’s learning capacity in a tremendous way.
Moreover the advises neurology hands over can improve our interventions in a remarkable
way.
The technical and tactical needs of modern soccer in relation with the performance level
(grassroots or pro clubs):
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performance speed
adequate body mastery
o symmetric postural behaviour and control
o inhibition
o balance
o rhythm
adequate ball mastery (controlling the ball – high accuracy of passing)
adequate co-ordinated strength
adequate timing
adequate spatial awareness ( soccer is a game full of angles)
adequate cognitive readiness
adequate perception (though we have restrictions)
automated skills
very fast decision making
high kinaesthetic capacity
mentally a sufficient holding perceiving (not thinking) status
a general balanced mental status
The B&M Method
Michel Bruyninckx
September 2009

5. The general advises and warnings of neurology:
DISCO, ERGO SUM
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Our brain does not react on all the sensorial information it gets and has got the
tendency to interpret independently the input. Actually our brain is cheating us!
The plasticity of the brain makes it possible to learn lifelong. Each time we learn
something new connections are made. Learning and understanding the way the brain
functions needs to be matched.
A big part of our thinking and moving is automated. We continuously imitate actions
in our brain without knowing: the effect of mirror neurons.
Most of our movements occur unconsciously and are influenced by emotional and
motivational factors. If you want to understand this in a better way you need to know
what happens in the brain.
Learning must link up with the way the brain is functioning. Adapt learning, in
relation to age and from a neurological point of view.
The brain is continuously interested in changes of the environment, new, striking or
moving objects.
An environment with much variety makes a child curious and leads automatically
towards learning.
Emotions play an important part in brain shaping. Every signal from the sense-organs
to the cerebral cortex also passes in the emotional centre. Memory contents with the
same emotional colour are linked with each other.
Emotional coloured information easily finds its way to the long term memory and can
be evoked in a quick way. Emotions improve learning because they intensify the
neuronal networking and endorse the construction of neuronal connections.
We learn the best if the subject-matter has got an emotional component. Emotion and
motivation are steering the attentional system, that decides which information will be
stocked in the neuronal circuits, and what is going to be learnt (this explains the
importance of combining studying with sports to achieve a motivational transfer).
We perceive and remember only those objects and details that receive focused
attention. Studies of change blindness assume that, with attention, features can be
encoded (abstractly or otherwise) and retained in memory(cfr. Sustained inattentional
blindness for Dynamic Events, Daniel, J. Simons)
Mind too many simultaneous tasks: children need some time to make contact in a
conscious way with a particular part of a subject-matter. Each sensorial impression
relevant according to the attentional system, will first enter the short term memory.
Continued storing depends on the power of the impression and the repetitive approach.
So you will install and develop a number of solid connections, the so called
« engrams », the key to the long term memory storage.
The influence of time: do not offer too quickly new information. Do give time and
insert breaks (games), so that the brain can process the new subject-matters.
Brain scientists emphasize the importance of respecting constant conditions and
uniform external shapes (forms). The brain needs a certain logical planning to record
and re-call adequately memory contents. Didactical drafts taking no account with this,
make learning a lot more difficult as it should be.
Children must learn in harmony with their individual natural disposition and talents.
Competence pedagogic= not the program of courses determines what children have to
learn, the children’s personal skills are the take-off point. A child is most of all
interested in those things he or she can make the best of, and it will always go back to
these tasks.
The brain always joins three aspects to one unit: thinking, feeling and acting. A
teacher/trainer needs to understand how learning processes are taking place in a
The B&M Method
Michel Bruyninckx
September 2009

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neurobiological way. Curiosity, interest, fun and motivation are the necessary
conditions to be able to learn something.
The influence of the environment is much bigger than the influence of genetics.
Early selection, at the age of twelve, is not wise. The Netherlands and Belgium pay for
that purpose with a high school desertion, relatively few high-qualified young people,
and a major difference between the qualification level of foreigners and natives,
If we want to revalue a player’s accompaniment in a holistic way we need to implement
the following neurological advises:
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a logical developmental line: the players must be able to tell us what they are
learning at any time
greater awareness of sensorial and brain deficiencies: the player is not always
getting the correct visual information to perform and the attention (sustained
inattentional blindness) and empathy level have an influence on the learning process
Standardizing: create a frame of reference in the brain. The brain uses standards to
anticipate deviations.
improved visualization: the stronger the image, the more measurable technical skills
will become
improved perceiving status: using the synchronize principle during the performance
of drills and falling back on ingrained skills to exclude the thinking status ( automated
performances with high kinaesthetic capacity)
more individualized programming: anticipating a player’s individual biomechanical features
more adequate emotionalizing: determine the player’s action type
no redundancy: clear description of the notional determinations
Improved contextual approach: all specific soccer skills need to be integrated in the
structure of the drills. The brain will react in a faster way if the sensorial and motor
engrams (memory trail) are related.
greater awareness of environmental influences: the repeated offer of environmental
information has got a tremendous influence on the brain’s plasticity. The way “soccer”
is represented – physical or more technical accents – will model the player.
Improved bipolar perception (eccentric-concentric) and brain functioning:
performance symmetry not only preserves a player’s bio-mechanical functioning
(injury prevention) but also stimulates the interaction between the left and right part of
the brain. In that way we also respect bio-chemical processes in a better way and we
stimulate the balance between the neuro-transmitters (e.g. dopamine – serotonin
etc…).
supporting cueing structures to facilitate the use of space: the eye is not perfect and
often misleads a performer. To improve the spatial images a player makes use of
during drills it is very important to sharpen positioning, moving pathways and ball
pathways by cues (visualized patterns).
Axial ruling structures: to mark out the moving zones for optimal technical
performance (moving space in soccer is continuously restricted by the pressure of the
opponent) and to visualize continuously the strong and weak side of the available
space (working zone – pressure zone)
The B&M Method
Michel Bruyninckx
September 2009

7. THE PRINCIPLES OF BRAIN CENTRED LEARNING
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Inner condition (emotion) has be optimal
Many repetitions
Creation instead of consumption (competition)
• Offer a structure that leads to more creativeness
• Make learning more rich in a sensorial way (training on bare feet)
Continu building on the existing skills : what’s the logical line in it ?
What are the mutual links between the drills?
Learning principles:
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Learning is equal to producing new networks between neurons
The more concentration the better the quality of the network is
More networks in the brain means that it is easy to build others
Emotional qualified information is remembered and taught in a better way
Using more senses during learning influences the promptitude of learning and
improves memorizing
Our brain loves images
The fitter we are, the better our brain functions
When we are in alfa status we learn more with less effort
During learning and processing information we regularly need to take some rest
The B&M Method
Michel Bruyninckx
September 2009

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To store information in our long term memory we need to repeat the information
several times
Learning new things that can be associated with existing knowledge and is
visible in patterns accelerates the learning process
Learning accelerates a lot if both parts of the brain are involved
We can improve learning if we learn to make use of our favorite learning style
We learn better if we learn in different ways
We learn most if we do it ourselves (players are coaching)
STRUCTURE
1. The individual physical, neurological, mental and soccer specific profiling
It is very important to gather some information regarding the player’s individual
profile. Not only quantitative testing (endurance, speed, co-ordination …) is
required also the quality of moving – the biomechanical part of moving – needs to
be screened. Together with the determination of the player’s action type and the
neurological identity, the individual accompaniment can be adjusted in a better
way. We have to be aware of the fact that the brain interferes during many
moving processes and that this not always happens in a conscious way.
The testing protocol is a separate part of the Central Idea strategy.
The B&M Method
Michel Bruyninckx
September 2009

9. The B&M Method
Michel Bruyninckx
September 2009

10. Postural problems: this is the result of uni-lateralized training programs and
limited knowledge of neurological influences on training programs
The B&M Method
Michel Bruyninckx
September 2009

11. Moving problems: inside and outside swing of left foot (calf in and calf out)
causing too much pressure on the knee and the hip due to a training
accompaniment without attention for gait symmetry. Over a longer period this
can lead to an ACL injury.
The B&M Method
Michel Bruyninckx
September 2009

12. 2. The central idea structure
Within the re-organisation of our training sessions we try to bring in the
neurological advises we mentioned before. To make it possible to anticipate the
neurological needs regarding context, repetition, perception, cueing and gridding
we had to find new drill structures.
Most of all mastering space is one of the most important tasks. Bio mechanical
our body is organized making use of axes and this principle of axial organisation
needs also to be present in the external set up of drills. Inaccurate bio
mechanical moving patterns – due to axial disorders - can cause a lot of injuries
as well as the failure of spatial cues – visual axial lining – can be the cause of
inadequate use of the space. It is very important to be aware of the fact the brain
must have some reference points to master the body in relation with the ball and
space. The improved visibility and measurability of a performance produces an
uninterrupted feedback that endorses the progressive development of a player in
a remarkable way.
The drill structures come out of the following general mind setting involving
space:
- we divide the pitch into 9 rectangles
- each rectangle contains the basic cues to organize space in a more visual way
and to procure a player several reference points while moving and playing
The B&M Method
Michel Bruyninckx
September 2009

13. - the division of the pitch is bound to the biological needs of the different age
groups and the basic tactical principles preparing a player to play a 11 V 11
game
- from 6 to 14 we focus on 5><5 and 8><8 to guarantee the use of the single and
double diamond
60m
20 m
40 m
120 m
The B&M Method
Michel Bruyninckx
September 2009

14. THE COMPONENTS OF THE RE-ORGANIZED DRILLS
a. Set up in cued passing structure
Why cued passing structures?
Slower passing, more accuracy
More measuring (number of correct passes)
Continuous attention for right position
More awareness regarding the kicking angle and using the right foot
Visualizing the passing structures
b. Set up in crosswise organisation (multi-angular positioning)
The B&M Method
Michel Bruyninckx
September 2009

15. c. Drills with ball in net
General goals:
More focused attention
Better visualization through cueing
Many repetitions (repetitive co- ordination)
Synchronized performances
More improved rhythm and timing
Better understanding of spatial and temporal awareness
Improve body balance
More attention towards gait symmetry (give time to develop
body and ball mastery within the central sight perception)
Prevention of injuries and moving disorders
Better insight in a player’s neurological identity
Improve teambuilding and self- esteem
Much more kinaesthetic capacity (muscle feeling)
Better understanding of the brain
Emotionalize adequately
Organize the drills in a progressive and cumulative way
Vary during repetitions
Make use of constant conditions and unchanged shapes
Bring in more sense-organs while training
The learning needs to match with brain functioning
Make use of a logical line during the different training sessions
Clarify relations between goals
Pursue automating processes
Offer new things and make curious
Individualize
At first perform the drills slowly and accurate (internalized and
interoceptic)
Start training below the low load threshold
Make use of all movement planes
Always train bilateral
The B&M Method
Michel Bruyninckx
September 2009

16. d. Gridding
Facilitating the use of space
Visualizing the mutual distances
Endorsement of the perception
Visualizing the mutual positions
Working methods within those structures are:
- rhythm
- repetition
- synchronization
- multi-angular perception
- improved focused attention
- cueing
3. The central idea training contents
The programming of the sequence of the notional determinations is bound to the
development of the players’ skill level
The B&M Method
Michel Bruyninckx
September 2009

17. a. Drills organized in a cued structure
Major goals: improve focused attention – make passing pathways visible (endorse
brain processing) – make performances measurable - make correct timing and
positioning visible
Gate A
X1
2
X2
2’’
1
2’
3
X1 X2
Gate B
Gate C
5
X3 X4
4’
3’
X3
X4
Gate D
4
Passing the ball
Player’s movement
Leading or dribbling the ball
Dynamical moving towards the correct playing position. Playing the ball in a cued
structure
X1
X2
Gate A
X1
X2
Gate B
Gate C
X3
X4
Gate D
X3
The B&M Method
x4
Michel Bruyninckx
September 2009

18. X1-X2-X3-X4 position at the cones at the outside of the rectangle
X1 dribbles with the ball towards the position where he can reach through gate A player X2.
X2-X3-X4 and after starting up the drill also X1 present themselves between the two gates ,
so that they can keep going the passing in the square or diamond structure
Positioning in a 1><3 situation
First performance : X1 must always get two solutions for passing the ball
X4 may only intercept the ball in the gates. Changing from one gate to
another he first needs to touch the cone in the centre= no direct pressing
on the player in possession of the ball.
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X1o
X2
X4
X3
Second performance : X1 passes to X2
X4 closes the gate between X1 and X3
X3 must now be available for passing with X2
X2 must be able to pass the ball to X1 or X3
X4can again close one of the two gates between the players who want
to pass to each other and provoke a passing.
X1o
X2
X4
X3
The B&M Method
Michel Bruyninckx
September 2009

19. b. Drills in a crosswise structure: integrated specific football running and co-ordination
drills
Major goals: synchronized performances increase cognitive readiness – all actions are taken
during eye contact between players (football is for about 80% a game based on visual decision
making) – peripheral influence is organized from different angles (so that a player’s
individual eye dominance cannot cause performance loss) - the axial organization matches
with the biomechanical axial organization in our body) – all running and co-ordination drills
are offered in a specific football organization so that movements are performed in relation
with environmental influences of the game (pressure zone and free zone)
8m
12 m
= First position
= Next position
Creative breaking into the structure:
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start at the right of the outer cone and turn left once you’ve passed the cone in the
middle. Inversion of the drill: start left and turn right: bilateral training principle.
perform the drills with 2 or 4 players (with 4: different distance between outer cone
and cone in the middle)
starting in front of the outer cone: one player takes the lead per couple. In the middle
of the running pathway the leading player decides to turn aside to the left or to the
right. Depending from the chosen pathway the players will turn left or right once they
have passed the cone in the middle. .
The B&M Method
Michel Bruyninckx
September 2009

20. -
Going back in the middle of the running pathway (= ½ turn) to the starting cone. At
the starting cone again a ½ turn, acceleration and depending from the chosen running
pathway turn left or right behind the cone in the middle.
- start at the right of the outer cone and about 1,5 m in front of the cone in the middle
before turning to the left the player makes a full turn. Alternately start from the right
or left position next to the starting cone.
While breaking into the drills the players are pointed out the importance of a dynamic starting
position (moving on the front part of the feet) – braking and pushing off on the front part of
the feet – holding the correct muscle tension (no running of turns) –the importance of visual
perception (starting running from visual information).
Input of specific football running techniques
Feet in running direction –semi-high skippings forwards –semi-high skippings sideways fast oblique forward ground contacts (steppings)
Drill 1:
Putting feet in running direction
Slats are put right or left
of the outer cone.
Performances :
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Start in front of the slats and adapt your feet position when they are positioned
between the slats.
Start next to the slats and step sideways into the slats with four ground contacts and
then accelerate forwards.
Put the slats in front of the outer cone. Start your movement running into the slats
(correcting the position of your feet) and once you leave the slats accelerate to the left
or to the right. Turn right once you passed the cone in the middle..
The B&M Method
Michel Bruyninckx
September 2009

21. Drill 2:
Semi-high skippings over
hedges
Performances:
Before players run over the hedges all the players first perform a falling start to make them
aware of the importance of lifting the knees while accelerating.
- Semi-high skippings over three hedges followed by an acceleration and once the
player passes the cone in the middle he has got to turn right or left..
- During each synchronized performance one player takes the lead. Players move
lateral from right to left and reverse in front of the three hedges: the leading player
decides to start semi-high skippings over the hedges at the left or right side of the
outer cone; accelerates and finally turn to the left or right passing the cone in the
middle. The player opposite to the leading player (crosswise positioning) imitates all
the movements and follows the same running pathways in symmetry.
The B&M Method
Michel Bruyninckx
September 2009

22. Drill 3:
Semi-high sideward
skippings over hedges
Performances:
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Start right from the hedges. Move sideways with semi-high skippings over the edges.
Once the player comes out of the hedges accelerates just till beyond the cone in the
middle and turn right. Performance in symmetry
One player takes the lead per pair. He moves from left to right and reverse over the
hedges with semi-high skippings. The player crosswise in front of him imitates his
movements. When the leading player comes out of the hedges, he accelerates and
turns left or right beyond the cone in the middle depending from his running pathway.
The player opposite to him does the same in symmetry.
Dribble pathway
Now the ball comes into the drills. So we evolve towards specific football co-ordination.
Drill:
Stretching the ankle while dribbling with the ball. Dribbling with the outside of the foot (
instep). Foot and knee are slightly turned inwards. Getting loose of the ball and after running
the angle (turning beyond the cone in the middle) take over the ball the player in opposite of
you lay still in front of the cone in the middle. Again correct stretching of the ankle while
dribbling with the ball till starting point. The drill is performed with the right foot leaving
from the right side of the starting cone or with the left foot leaving from the left side of the
starting cone.
The B&M Method
Michel Bruyninckx
September 2009

23. Performances:
Fast dribbling with the outside part of the right foot. Stop ball with the sole of the right foot.
Run angle and with the same foot take over the ball of your teammate and dribble just until
the starting cone.
Perform the drill your right and left foot in a proportional way..
Variants:
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Perform in pair
Perform with 4 players
Perform with two times two pairs
The B&M Method
Michel Bruyninckx
September 2009

24. b
a
a
b
A
B
Player “A” dribbles with the ball just till 1m from the cone in the middle. Player “B”
dribbles just till the middle of the distance between the outer cone and the cone in the middle.
Player “A” stops the ball with the sole of his foot, runs through, turns left and takes over the
ball from player “b” who started in opposite of him. Player “B” takes over the ball of player
“a” starting in opposite of him.
The B&M Method
Michel Bruyninckx
September 2009

25. c. Drills with ball in net: the power of repetition
Performance structure containing drills involving:
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Visualizing rhythm
The foremost player swings the ball from left to right and reverse and moves
from left to right and reverse. The hindmost player swings the ball forwards and
backwards and he moves forwards and backwards when space is available.
Music: She’s Madonna, Robin Williams
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Balance training
The player puts a foot bag (a hacky sack) on his foot. He swings his leg forwards
and backwards and he tries to kick the foot bag upwards and grab it with his
hand. He must always keep balance and the controlled swinging of the leg can be
bound to numbers (5 times, 10 times …)
The B&M Method
Michel Bruyninckx
September 2009

26. -
Footwork
After kicking the ball with the inside of the right foot, the player puts his right
foot straight between the slats. Correct positioning of feet after kick to improve
acceleration.
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Stability training
Kick the ball with the instep sideways and don’t put your kicking foot on the
ground.
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Timing
Swing the ball from left to right and kick him at the right moment between the
two cones.
The B&M Method
Michel Bruyninckx
September 2009

27. -
Speed and agility training
Kick the ball with the inside of your right foot in a circular and vertical pathway
in front of your body to your left foot and each time while the ball is in the air
step over the yellow line. Do the same uninterrupted from the left to the right
foot.
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Kicking-passing the ball
Kick the ball between the two cones without touching the slat. After the kick put
your kicking foot between the two slats on the ground.
Start learning to kick in a controlled way (first train the slow motor units) and
pay much attention to your performance regarding the accuracy of the pass and
the position of your foot after the kicking.
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Controlling the ball
Kick the ball with the inside of your foot in a lateral way. Control the ball with
the inside of the foot after it comes back. At the moment the ball touches your
The B&M Method
Michel Bruyninckx
September 2009

28. controlling foot, move your controlling foot quickly sideways to endorse the
controlling mechanism.
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Heading
Kick the ball with the inside of your foot upwards. Head it back with the front
part of the forehead
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Dribbling
Kick the ball with the inside of your right foot to the left. Control the returning
ball with the sole of your right foot. Step sideways to the left of the ball, move
your trunk to the left and kick the ball with the outside of your right foot to the
right.
d. Extending the brain network (synaptogenese) to come to better learning performance,
moving and stress resistance
Brain gymnastics with tennis balls and a ball in a net
Building more brain circuits to improve performance
By way of environmental influence (we write from left to right), habits and also
often by conditioning we regularly restrict the stimulation of our brain. So we
only make use of a small part of our brain equipment. Present-day research
shows that if we can build more brain circuits our motor, cognitive and mental
The B&M Method
Michel Bruyninckx
September 2009

29. skills can grow in a remarkable way. Again through moving, but outside the
classical moving patterns we can increase “our learning” in a striking way.
Working and training principles outside the conventional training programs
LEARNING IN THE BRAIN BY WAY OF SYNAPTOGENESE
We possess 100 milliard brain cells
How do we make use of this?
Building more brain circuits means more and better performances: we become
more creative, improve concentration, deliver better sports performances and
enlarge stress resistance.
How can we build more brain circuits?
No automatism, no moving sequences
Definitely moving combinations in different planes stimulating the brain
WITH TENNIS BALLS
Throws two tennis balls parallel upwards Throws two tennis balls parallel upwards
Catch one falling ball with the palm of the Catch the falling balls with crossed arms
hand downwards and the other upwards
Right ball in left hand and inverse
Throw the ball over the slat and catch
it under the slat and at the other side
The B&M Method
Throw the ball and shout « left » or « right »
If « right » catch the ball with your right
hand and step forward with your left foot
Michel Bruyninckx
September 2009

30. WITH THE BALL IN A NET
Drill 1
Swing the ball in the net with your right hand in front of your body from left to right.
Your feet move together with and follow the ball. When the ball is swung to the left with
your right hand, you touch the heel of your right foot with your free left hand behind
your back (crossed movement). You change the handle continuously from your right to
your left hand and you sequentially touch your left and right heel behind your back.
Drill
Two performers : one stands still in front of the other at about 3m with a tennis ball in
his right hand, the other swings the ball in a net forward-backwards and follows the
movement of the ball by stepping forward-backward. When the performer with the
balls shouts « right » and throws the tennis ball, the other performer stops moving his
legs but he continues moving the ball in the net and he grabs the tennis ball with his
« right » hand and steps one step forward with his left foot.
Een uitvoerder zwaait bal in netje van links naar rechts voor zijn lichaam. Hij heeft een
tennisbal in zijn vrije hand.
d. Drills in gridding
Drill 1: conscious positioning
Performance 1: the player’s position at the outside of a square (on a side) .One player takes
the lead and runs into the centre of a square. The other players imitate this action in other
available squares. Then everybody leaves the centre of the square again and the drill is
repeated. There may only be one player in one square.
Goal: learning to perform mutual adequate distances for passing
Performance 2: the players position at the corner of a square. One player takes the lead and
runs into the centre of a square. The other players imitate this action in other available
squares. Then everybody leaves the centre of the square again, return to the corner of a square
and the drill is repeated. There may only be one player in one square.
Performance 3: mix of drill 1 and 2.
Performance 4: ditto 3 but now with dribbling a ball
Performance 5:1 ball and 4 players: now passing the ball to each other when you present
yourself in the centre of a square. Anticipation starts from position on a side on in a corner of
the square. A player never waits for the ball in the centre of a square.
The B&M Method
Michel Bruyninckx
September 2009

31. Drill 2: game GoalK+1><GoalK+3
The defender always put pressure on the player in possession of the ball. The attackers
may not dribble with the ball and only receive the ball in the centre of the square (to
guarantee the correct passing distances) The attackers are urged to pass 5 times the ball in
their team before they can score a goal. The coach can determine from which square the
attackers must score (A, B or C)
The B&M Method
Michel Bruyninckx
September 2009

32. A
C
B
The B&M Method
Michel Bruyninckx
September 2009

33. ADDITIONAL INFORMATION
1. Dartfish analyses
What does Dartfish do? Observation,
analysis & instruction
PLAYER MODULE
Excellent control of the
replay of video. Makes
instruction using video
more efficient.
> Make ‘snap-shots’.
>
ANALYZER MODULE
> Comparison of video by split screen
analysis or blending video together.
> Add drawings to illustrate or assist
with analysis.
> It’s a movie editor – create
compilation videos of your analyses.
> Share analysis using printed reports
or interactive ‘media books’
©2006 Dartfish. All rights reserved.
What does Dartfish do? Share expertise
A complete
analysis
saved as a
MediaBook
…which
can be
printed as
a report
Instant
‘snapshots’
of screen
display
Print or
save Key
Position
Pictures
Share video
files by
Enhanced CD
with additional
notes and
customisation
©2006 Dartfish. All rights reserved.
The B&M Method
Michel Bruyninckx
September 2009

34. What does Dartfish do? Video capture
DV IMPORT MODULE
> Straight-forward capture of
video recorded on tape
IN THE ACTION MODULE
Capture and instantly replay
video for live feedback
during training.
> Comparison of your athlete
with a reference
performance.
> Can be remote controlled
>
©2006 Dartfish. All rights reserved.
What does Dartfish do? Video capture
DV IMPORT MODULE
> Straight-forward capture of
video recorded on tape
IN THE ACTION MODULE
Capture and instantly replay
video for live feedback
during training.
> Comparison of your athlete
with a reference
performance.
> Can be remote controlled
>
©2006 Dartfish. All rights reserved.
The B&M Method
Michel Bruyninckx
September 2009

35. Share Analyzer work by publishing it
MediaBook
Movie
Pictures: Printed or files
©2006 Dartfish. All rights reserved.
Mediabook publishing options
>
>
Use with Dartviewer
>
Dartviewer
>
>
One zipped file created
Receiver must have
Dartviewer software.
Download Dartviewer from
Dartfish website.
Publish to CD: Dartviewer is
included on the CD and auto
runs.
Publish to email: Dartviewer
installer is optionally attached
Use with browser
>
>
Browser
Many files created: HTML
page plus folder of videos etc.
Opens on any computer with
Browser software including
Apple Macs.
©2006 Dartfish. All rights reserved.
DETERMINATION OF ACTION TYPE
According to Carl Jung's typology all people can be classified using the following three criteria:
Extraversion - Introversion
Sensing - Intuition
Thinking - Feeling
The B&M Method
Michel Bruyninckx
September 2009

36. Isabel Briggs-Myers added fourth criterion:
Judging - Perceiving
The first criterion, Extraversion - Introversion defines the source and direction of energy expression
for a person. The extravert has a source and direction of energy expression mainly in the external
world while the introvert has a source of energy mainly in the internal world.
The second criterion, Sensing - INntuition defines the method of information perception by a person.
Sensing means that a person believes mainly information he or she receives directly from the external
world. Intuition means that a person believes mainly information he or she receives from the internal or
imaginative world.
The third criterion, Thinking - Feeling defines how the person processes information. Thinking means
that a person makes a decision mainly through logic. Feeling means that, as a rule, he or she makes a
decision based on emotion.
The fourth criterion, Judging - Perceiving defines how a person implements the information he or she
has processed. Judging means that a person organizes all his life events and acts strictly according to
his plans. Perceiving means that he or she is inclined to improvise and seek alternatives.
The different combinations of the criteria determine a type. There may be sixteen types. Every type
has a name (or formula) according to the combination of criteria. For example:
ISTJ
Introvert Sensing Thinking Judging or
ENFP
Extravert INtuitive Feeling Perceiving
The scales of criteria are dichotomic (bipolar) e.g. Extraversion-Introversion (E-I) criterion ranges from
100% on E to 100% on I so it is 200% long and 0% meaning in the middle between 100% E and 100%
I. By taking the Jung Typology Test, you will discover your type formula along with a
quantitative measure of each of the 4 criteria (strengths of the preferences). Once formula and
strengths of preferences are obtained, you can:
- Learn about your personality type by reading your type description. This may help you identify your
life style in general as well as your style with respect to specific areas such as business, love,
education, communications, conflicts
- Get the list of the most suitable career choices based on your personality, along with some
educational institutions where you can receive a relevant degree or training - Jung Career
Indicator™
AN EXAMPLE OF AN IDEALIST – TEACHER =
ISTJ
Overview
The
The
The
The
Guardians
Idealists
Artisans
Rationals
Idealist Portrait of the Teacher (ENFJ)
Even more than the other Idealists, Teachers have a natural talent for leading students or trainees toward
learning, or as Idealists like to think of it, they are capable of calling forth each learner's potentials. Teachers
(around two percent of the population) are able - effortlessly, it seems, and almost endlessly-to dream up
The B&M Method
Michel Bruyninckx
September 2009

37. fascinating learning activities for their students to engage in. In some Teachers, this ability to fire the imagination
can amount to a kind of genius which other types find hard to emulate. But perhaps their greatest strength lies in
their belief in their students. Teachers look for the best in their students, and communicate clearly that each one
has untold potential, and this confidence can inspire their students to grow and develop more than they ever
thought possible.
In whatever field they choose, Teachers consider people their highest priority, and they instinctively communicate
personal concern and a willingness to become involved. Warmly outgoing, and perhaps the most expressive of all
the types, Teachers are remarkably good with language, especially when communicating in speech, face to face.
And they do not hesitate to speak out and let their feelings be known. Bubbling with enthusiasm, Teachers will
voice their passions with dramatic flourish, and can, with practice, become charismatic public speakers. This
verbal ability gives Teachers a good deal of influence in groups, and they are often asked to take a leadership
role.
Teachers like things settled and organized, and will schedule their work hours and social engagements well ahead
of time-and they are absolutely trustworthy in honoring these commitments. Valuing as they do interpersonal
cooperation and harmonious relations, Teachers are extraordinarily tolerant of others, are easy to get along with,
and are usually popular wherever they are.
Teachers are highly sensitive to others, which is to say their intuition tends to be well developed. Certainly their
insight into themselves and others is unparalleled. Without a doubt, they know what is going on inside
themselves, and they can read other people with uncanny accuracy. Teachers also identify with others quite
easily, and will actually find themselves picking up the characteristics, emotions, and beliefs of those around
them. Because they slip almost unconsciously into other people's skin in this way, Teachers feel closely connected
with those around them, and thus show a sincere interest in the joys and problems of their employees,
colleagues, students, clients, and loved ones.
Mikhail Gorbachev, Oprah Winfrey, Pope John Paul II, Ralph Nader, John Wooden, and Margaret Mead are
examples of Teacher Idealists.
This is only a brief review regarding the method. For more information you can
contact:
-
Mr. Michel Bruyninckx, the author of the B&M Method (Body-Mind and Brain
– Movement)
-
Michel_Bruyninckx@telenet.be
Tel.: +32 16 77 10 53
Cell Phone: +32 475 244 566
WWW.BALLRITMICS.BE
The B&M Method
Michel Bruyninckx
September 2009