AFL / Aussie Rules Football Training: The next level of coaching

Afl / Aussie Rules Football Training: The Next Level Of Coaching

Earlier this week I posted about it Forget the curve And how you should review the previous day’s content as quickly as possible, to build on long-term retention.

Recovery practice is one of the best ways to do this and here are some notes I collected from an education expert. Doug Lemov On the subject, clearly in the student-teacher context, but it easily transfers to the coach-player.

As mentioned in my previous post, forgetting has the seeds of its own solution.

If you ask students to remember what they learned yesterday, they will struggle to remember but once they succeed, that struggle will encode the content deeper in their long-term memory and they will remember a little more and forget a little less quickly.

You should ask students to draw information from long-term memory which helps them to remember for a longer period of time and with more accuracy.

Each time they need to retrieve, it makes it easier for them to remember this knowledge when needed as it strengthens the connection with previous learning and the ability to apply it in different contexts.

The best time to recover is when you start forgetting it and we now know that forgetting starts immediately, start recovering as soon as you learn the materials, then again a day or a few days later – each time with an addition. Fun and engaging questions or teaching aids.

In the football world, coaches can divide 3 hours per week into 2 separate occasions to present content so group chats can be used for the time between training sessions using different teaching methods (pictures, infographics, vision, etc.).

A very important note to remember is to keep the retrieval practice exactly the same, practice it, mark it for accuracy or without embarrassment to forget the material but with immediate response – it is only used to let the teacher and student know where their current level of understanding is. Which can guide the teacher to the student for relevant information on future recovery opportunities.

Students remember more about what they are learning if they need to think about the meaning so ask them to answer questions that make them think of the content in a different context, applying vocabulary specific words in different ways and settings, where the same meaning can be changed to words / actions.

Use recovery exercises regularly so that it is not surprising, encourage students to try and put in a faster memory.

Other retrieval practice methods include studying with a flashcard, answering tests for comprehension, weekly cumulative quizzes, mid-text puzzles where the teacher allows students to take notes on what has just been said, and brain dumps (this is a must blog!) Where they do everything. Writes. Can remember any subject.

Whichever mode you choose is not an issue but make sure to differentiate them to help them transfer things they know in different contexts.

True recovery practice is a closed book so it is not used as a “study” where students just re-read the material – it should be effortless and, at times, a struggle.

Use spacing bouts (small pieces of learning and large chunks of content all ingested at once) because the brain actually needs hours or days, to reinforce / cement new knowledge and commit it to long-term memory.

Returning to the forgetting curve, each recurring result of the recovery remembers the long-term meaning they can now go a long way between each round of recovery.

To create a recovery progression just create each 3rd question on the problem set in the previous title, allowing you to continue scaling the content until you have completed it all.

You should also build quizzes around the current and previous content and create every second problem in their class and homework from today’s content, 2 problems from the content of the previous lesson and another 2 problems from the previous content.

Finally the last teaching aid you can use is the retrieval grid where each question has its own color depending on how long the content is as it was covered after the dark color (black / old to white / current) where students try to complete the grid. Likes to do, especially darker sections.

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