Advancing inter-disciplinary practices
In today's information-rich super highway, people are drowning in so much information and opinion that determining “what works” with any confidence is incredibly difficult. Which is why many commentators have claimed that people today are information-rich, yet knowledge-poor.
It is in the nature of science to specialize and in doing so separate and isolate further from both one another and the real world: an ever-increasing series of additive, fragmented, independent specialisms, such as sports vision specialists, nutritionists, respiratory therapists to name only a few.
The more independent parts there are, the harder it becomes to determine the whole: “whole bodies constantly interacting in ever-changing environments."
With so many parts, how do coaches have meaningful collaborations, consistent sense of purpose and avoid distorted practices?
After all, the Blind Men and the Elephant is a story of blind men who argue and fight because they each understand their "partial" experience as the "whole" truth. The last thing coaches need then, is another new part.
Rather they need an understanding of the whole and how to fit the parts into that whole or else they're completing a jigsaw puzzle with no sense of the picture, its edges, corners, or indeed the holes/plugs of the various pieces. To be truly effective it's not having knowledge that's important, it's using it.
140 characters: " media eco-system that thrives on attention....
making us dumber not smarter."
Evan Williams Co-founder of said 140-character system
WIDE SPORT SCIENCE: SEEING NOT JUST THE LEAVES... BUT THE WOODS, MEADOWS, LAKES, MOUNTAINS AND OCEANS TOO!
So powerful, I honestly think this work will be the new "John Wooden"
for our insights into coaching, sports and exercise.
Scott Caulfield, Head Coach, National Strength and Conditioning Association
- How do coaches build the necessary flexibility into their programs, if the science driving those programs doesn't have that flexibility?
- If competition, by its nature is uncontrollable, dynamic and chaotic, why are so many aspects of training so controlled?
- Why, as research clearly shows, do coaches so rarely practice what they learn in official education programs?
- Why is coaching ethically or coaching winners even a debate? Do sports' institutions compromise athletes' well-being for wins?
- How is it that Lynn Davies, long-jumping on the dirt tracks of the 1960's would have contended for medals in the technologically advanced
London and Rio Olympics?
- If Thierry Henry (world leading ex-soccer player) is right when he said that soccer could never have the "individual ahead of the collective", how
is it that "collective" or "social" theories have yet to significantly impact coach development?
- Why in an era of advanced science and technology, have standards in such a "pure" sport as 'track and field' stagnated ?
- If "proper-preparation-prevents-"very"-poor-performance" why are robotic, stale and dull performances so common?
- Why do 70% of 13-year old children drop-out of organised sport, despite knowing it's good for them?
- If strength training is supposed to make athletes strong, how is it that so many athletes are injured?
- How do coaches make the body work in coherent ways, when there are so many different body scientists and specialists?
- Why do sports institutions require counsellors as part of their staff. What is it about coaching and sport that makes athletes need counsellors?
- If the iconic Professor Stephen Hawking was correct and "intelligence is the ability adapt to change, why do 'drills' and 'routines' dominate?
- Sport is known for developing leaders, fostering teamwork and healthy bodies; yet it's also known for bullying, depression, low self-esteem,
abuse, excessive anxiety, narrow identities, almost constant injuries and pain, and so on... How can coaches overcome these experiences?