Current piece of writing looking at how introducing ideas such as Vygotsky’s ZPD and Wood, Bruner and Ross’ scaffolding techniques can motivate modern day athletes by offering autonomy supportive practices and offering engagement and drive through understanding and supporting individual’s intrinsic motivations.

Ideas and discussion looking at breaking the drill based, linear forms of coaching methodologies while allowing for and embracing collaborative exploration of talents and interests within sports or practice designs. The development and growth of compassionate and democratic environments through autonomy supportive behaviours, athlete centred practices and more organic view towards development and methods of skill acquisition shall allow athletes to maintain engagement and collectively develop diverse talents, according to their interests and current skill levels.

A review and discussion of 10,000 hour rule, looking at some of the biggest issues I perceive from the 10,000 hour rule within sporting context, including my ideas towards quality over quantity in training scenarios or environments. This includes single sport specialisation, third party push for early selection to elite sporting programmes, “unimaginative” or repetitive coaching environments or learning scenarios and players or athletes lacking intrinsic drive and creativity, solely searching for greater efficiency.

Why the focus on quality over quantity in training scenarios or environments, such as athlete-led, games based or non-linear approaches by myself as personal preference? I believe this style of approach shall develop greater levels of participation, performance and personal development at both age grade through to elite levels, sustainable throughout specialising and investment stages.

For me, it is not the time, but what you do with it that counts…..

Former Wallaby and QLD representative Nick Stiles discussing his coaching journey, looking at High Performance environments of Super Rugby and the constraints felt and affordances managed on coaching in Japanese Rugby, juggling Japanese culture and managing player development.

As coaches, are we allowing the athletes to find, answer and explore around their intrinsic motivations both in and away from the sport? In using game based, TGfU or non linear approaches as a platform, are we allowing them to personally reflect on their perceived competency and autonomously act in building skill level through making both independent and collaborative decisions in games? Are we encouraging our athletes to explore ways of “how to learn” and encourage problem solving as opposed to focusing on content and “what to learn” to allow creative ideas, independence and initiative to be explored in dynamic environments? To “borrow” from Mark O’Sullivan, are we teaching our athletes “in” the game as opposed to content “of” the game?