Always more

..going  on

Up-to-date human sciences come from 1960's French post-structural philosophy. Noticing that science is as profit-driven as it is objective, and so doesn't always deliver its promises, they argued scientists needed to understand the realities in which science was applied.

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Lab science does give excellent information of course. But like fitting square pegs into round holes, there’s always “so-much-more” going on.

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To be so precise, lab-knowledge comes in tiny parts. If the parts are any bigger, or there are too many, the measure is inaccurate. Sadly, if you reduce what's measured, everything else reduces too: problems, solutions, what needs doing, and coaches vision overall!

Too many parts are then, never seen, it’s never clear how the parts connect, what parts are most important, how many parts are needed, or whether the parts change when they leave the lab.

For a coach and staff willing to experiment with this work, even to a small degree, their would be instant waves on their team fostering dramatic change.

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Andy Holmes, Power 5 Football S&C Coach

Winning ethically

Effective learning can be formal and informal. For coaches without the time or money for a degree, we offer a host of flexible and fluid workshops, clinics and communities based on our comprehensive applied research and teaching program informed by French post-structuralist philosophers. Nine theoretically guided areas of development crossing all sports sciences, that get bigger each year as more research is done.

Learning after all, is a lot more than just giving knowledge. True learning involves using knowledge: mistakes, misinterpretations, false starts, hands-on explorations, imaginations, deep engagement, trial and error, discovering new relationships, bringing  elements together, and so on.

So powerful, I honestly think this work will be

the new "John Wooden" for our insights into coaching wisdom.

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Scott Caulfield, Director of S&C at Norwich University, Nations First Military College

We work as consultants with individual, groups, teams or institutions, on any of our learning areas or specific coach-driven issues. We are fluid and flexible with the development we offer.

In our clinics/workshops, specific coaching issues are “workshopped”, or coaches bring their own issues to a clinic, and solutions guided by our theoretically-inspired coaching tools.

Coach learning communities (max no. 8) ensure personal, intensive, deep learning) meeting at pre-arranged times: read, think, discuss, debate, learn, read again and so on (think coach book club)

High-performance coaching and leadership are synonymous. In the same ways we provide education for high-performing coaches, we do so for high-performing leaders too. Because at the moment, their education comes from the first paradigm of psychology: lists of fixed must-do" behaviours. We change that.

Coach Education Video Platform - Module one (below)

Taking advantage of the latest technologies, access our channel of easy-to-find-and-use video bolstered by a range of interactive, flexible and fluid learning resources. Pick and choose your learning and development.

Module one - Revealing more. Culture as an applied sport science is below. A further eleven modules coming soon.

To coach ethically and produce winning athletes, we offer Coach Education Curriculums based on our comprehensive applied research and teaching program informed by French post-structuralist philosophers. We have created a number of original and innovative learning activities in nine areas of development that theoretically guides and directs coaches in NSO's, sports organizations/institutions and teams:

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• Identify inherent constraints in everyday coaching practices that could be compromising coach-athlete relationships;

• Explain how many current coaching behaviours could be disempowering and undermining their athletes' development';

• Think critically, look beyond the obvious or beneath the surface, ask the difficult  questions that reveal what would otherwise be hidden;

• Implement fluid and flexible training practices that can be adapted to their athletes’ specific needs and situations;

• Demonstrate a critical and responsible use of data/technology;

• Develop long-lasting, truly ethical (which by definition is effective) cultures;

• Coach with a greater appreciation and awareness of how to be open-minded, inquisitive, comfortable with ambiguity, humble, collaborative, trustworthy, playful, patient, empathetic, creative, curious, courageous, confident, resilient, balanced and realistic.

LINEAR

 What we all think...

 - development

 - coaching

 - sport

 - exercise

 - learning

 - relationships

 - and even performance is,

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 ..what they actually are!

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WOBBLY

It would be good then, to have "something"

explaining this ...to help you do that.

I can't emphasize enough, the wild changes  to the clear ideas I had about coaching, in the last seven months, to those I have now.

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Nikki Kenyon, USA Women's Rugby team

Social theories as

applied sport science

Social theories are sharpened by decades of fierce debate among the world's strongest minds. Sadly, they are seen as vague, confusing or soft. But that's only because no one has shown how to use the work.

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Ask any medical clinician, theories guide better decisions. No theories mean poor ones. Broken down in user-friendly ways, social theories:

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   - make the square pegs fit and connect sciences to each other and to 

     everyday real-life;

   - provides a robust, intellectual overarching guide for using knowledge ;

   - turns the unknown in the “art” of coaching to known;

   - or, turns coaching into precise and wide science, or the theory and

     science of coaching;

   - and, like a boat's GPS guiding sailors across the ocean, guide

     coaches and there athletes across intimidatingly unknown spaces.

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Which is why, grad student after grad student, and leading coach after leading coach, are amazed at what they offer, hence our numerous strong testimonies (e.g., "until this course, no textbook described what I saw", "I've never had to think so much", ).

INTERESTED? See Module 1 (eight videos) below

Adding value

In the absence of intelligent systematic thought about the space outside the laboratory, at the moment, coaches have no options other than to use intuition, pop psychology, or nice words with little substance. Which may be why, so many problems in sport don’t seem to go away no matter the planning, science or technology. For example:

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   - Under-performance from training, excessive worry, anxiety and injury is routine;

   - too many athletes feel like robots, don't see the fun, or have "it" on the day;

   - the BBC reported abusive behaviour of some leading UK athletes treated like "pieces of meat", is "completely normalized";

  - plenty of world-leading athletes, supposed to be at the peak of their powers, appear on the edge of mental health issues;

  - even in intelligent media, confusions remain, e.g., is coaching tough love or verbal abuse, to coach ethically produce winners;

  - and whisper it quietly but many, many, many more kids take up e-sports, rather than traditional sports.