Talent

Here is an interesting video link (click on the word Talent) that helps explain a bit about learning and talent. I'll use this to go into a bit of detail around LTAD and how learning is simple, but mastery of skill a bit difficult.

In The Talent Code author Dan Coyle breaks down some pretty basic concepts to show how young people can develop talent to exceptional levels. The discussion is on how talent is developed and an explanation of how Masters have been created in various fields ie sports and the arts. I will address this as it relates to developing skill in general and also as it relates to taking skill to an exceptional level.

We have to start with an understanding of the brain and the central nervous system. When an activity is done for the first time, ie throw a ball, it is a result of a series of commands along the nervous system that begin in the brain. The pathways for that command are new and the process takes time. Imagine walking through deep power snow from your back door to the centre of your yard; you are making the path as you go. When an activity is repeated it becomes more fluid since the nervous system has modified itself, built a pathway, by creating myelin around the nerve or axon involved in the action. That myelin supply increases every time the activity is repeated and the myelin speeds up the communication along the way, makes everything happen more smoothly. Imagine that walk through the snow after it has been done 10 times, the path exists and there is less "creating" and more "traveling". After 100 walks along that snowy path it will be hard packed and firm, no more sinking into the snow with each step, you will travel the path in a fraction of the time.

This is where Practice comes into the picture because practice creates pathways for the message and speeds up the process with new myelin. When discussing this in the video link here Coyle uses Practice, Practice, Practice as the first factor in developing talent. Why is it number 1 and repeated over and over? Because the repetition creates the talent physically, by changing the person. That is pretty straightforward but also pretty shocking to many.

This is not to say that everyone will have the same skill set if they apply the same practice. No, it means that nobody will be a Master without developing what they have. It was long ago established that to become a master of any skill there is an investment of 10,000 hours of practice that must be put into that activity. This number is not really in debate, it is accepted as the 10 year/10,000 hour rule in music, dance, sport and anything similar.

This is where sport is helped incredibly by following a Long Term Athlete Development (LTAD) protocol based on science. Coaches are told what skills and systems are to be taught at each developmental stage AND, here is the key point, HOW OFTEN to train those skills or systems. Practice will help an athlete learn a skill and develop physically literacy. It is Practice, Practice, Practice will help an athlete Master a skill and become an expert. That is why anyone hoping to stand on a podium must train the sport skills 6-8 times per week from an early age ie early teens, to reach that level while still in their physical prime.

Let's move on to the other components of talent development that have been identified as they have a great influence on performance for all levels of athletes, not just Masters. Coyle lists Great Coaching as the second thing that is needed to develop talent and I can't argue with that. It's what defines great coaching that will surprise many and I won't debate it here as anyone that knows me knows where I stand on Coyle's observations in the video that great coaches are "mild, laid back, intensely watchful". When he said the words "intensely watchful" it made me smile.

What I want to remind you is that Coyle is talking about great coaches who develop talent. He isn't describing what is a great coach in the NFL or NHL where great talent is already present. Those coaches are managing that talent and the focus is often on systems of play rather than skills in those systems. This is a key difference as it also applies to amateur sport and national teams. Practices I design for developing athletes are quite different from what a National Team would need if they were senior players pursuing a podium finish. This is why Canada struggles in many sports. The best athletes are coming to national teams way before they are Masters and they are doing tactics and multi-skilled activities before they are ready to excel at them. LTAD is designed to address that fractured system.

When he is discussing Great Coaching Coyle mentions the "small, really intense, corrections" that he observes. This is important because the intense quality is affected greatly by the third factor influencing developing talent - Total Concentration. How many times does a coach deliver a message when there is no concentration or marginal concentration? That is where environment can make a huge difference in learning. A classroom with mayhem and noise, a gym with multiple activities, a pool with aquasize music blaring over a water polo coach instruction, all of these influence an athletes ability to focus on the small correction that is being demanded of the student/athlete.

After learning about the 3 factors that influence talent development it is much easier to understand the movement to LTAD in sport, world wide. Placing athletes in programs that reflect their developmental goals ie general physical literacy or literacy toward mastery, helps put them in the proper learning environment. We can also see why just training at anything more is not enough. It has to be "practice with a purpose" and that includes Great Coaching and Total Concentration.

This understanding of how talent is developed helps to see the value of different streams of activity. When Canada creates a sport system that has a top level named "Own the Podium" you can see that this refers to the motivation in the training to become a Master. It is not a boastful "we're gonna own the podium" type of label. It is referring to their goal, they want to own the podium through hard work that equals or passes that of their competitors; the point of the effort is to be one of the best. It is also possible to see how developing athletic skill and physical literacy in children does not have to be measured by wins or losses. What is important is the performance relative to what has been practiced or learned.

This topic introduces opportunities to go into some detail about what age group competition should look like, how the development of team skills relate to myelin in the brain and the psychology associated with this perspective of learning. That will come at another time.

Fructose = Poison?

This blog will be a reference to the work of someone else that I think is important. I always talk to my athletes about nutrition as part of their development, learning and growth. Recently I have been talking to some of the teams about fructose and why it is something they should be looking for on labels.

Fortunately someone with a background in science and medicine has provided me a teaching aid for this topic. The University of California, San Fransisco's Robert H. Lustig, M.D. did a presentation as part of the Mini Medical School for the Public offered through the UCSF Osher Center for Integrated Medicine. His lecture is available online at the Youtube link I have provided with this blog.

It's a long lecture but the video is in short, 10 minute, clips so it is easy to view in parts. There is something for everyone in this piece, politics, business, history, biochemistry, all sorts of angles you can consider as the story is told.

I am not telling athletes that fructose has to be completely eliminated, they are kids and need some space to live. However, I want them to see it as a poison, as does Dr. Lustig. I am comparing it to alcohol for them as they know that can be part of a meal (glass of wine) or the root of major disease. This helps them understand moderation and reflect on the impact of different foods.

http://www.youtube.com/watch?v=WjxyjcvW7RE&feature=player_embedded#
(I still don't know how to embed these links so cut and paste the address in your browser address window)

Why Do People Train, Part 2

Previously I wrote about the difference between players in an competitive club training "to develop" vs "to compete". This was not an attempt to exhaust the reasons or motivations for training but, rather, to highlight a fundamental difference in program model. Amateur sport is never a simple topic so I wanted to revisit this discussion and cover a broader ground to show how different program structures cater to different athlete motivations.

I will start with an example that is not water polo but gives a good indication of what I am dealing with through a sport structure that is well known. Think of the swim clubs that you know or that you see at local pools. How many Masters groups swim with a competitive age group club? Does Manta in Winnipeg have a Masters program or do they let the many Masters clubs take the adult swimmers? How about in Regina or Calgary or Toronto, how many Masters groups swim in an age group club? You get the point, not many if any. That is not because they are swimming different strokes but because their motivation to train is from a different place.

Am I saying that older athletes, Masters or 19+, are not competitive or that they should stay away from kids? No, not at all. You just will not have success offering a program to adults and their needs if your focus is on skill development, competitive team structure and the fundraising and fees that go with that. Likewise, if you are focused on lifestyle training and social physical activity you will not win many places on national teams or enable too many players to earn post secondary scholarships, or achieve too much team success at an elite level.

In order to have success with a program you have to be able to market it to a specific audience. If the message you send is vague, or conflicts with what you do at the pool, then people will feel a lack of satisfaction in what they have become associated with. There is a way to solve this problem with a water polo club structure but before getting to that I will talk a bit about the things that bring players to the pool in each type of program.

Adult programs can attract players that are primarily looking for a social outlet that involves physical activity. That may mean they want to go for a beer and wings after practice or to extend their social group with people having a common interest. It might include people looking for a mate, a drinking buddy, someone to watch weekend football games with or any other social aspect of group interaction. It could also include people who need a physical outlet to deal with stress or who have to stay active to control their weight or their health (as does everyone!)

The other side of an adult program is one that gives a competitive outlet to people who must compete in a physical game. This usually means people who know the sport and don't want to deal with the teaching of basic skills to young kids when they are at the pool during the few available hours of recreational time they have in a week. These people may also be concerned with their weight, strength and over-all health but they are looking to deal with those in a specific sport setting rather than a primarily social one.

Usually an age group club feeds adult players into one or the other streams of Masters play (competitive or social). Both streams include aspects of the other but people will be "lifers" in a program if it offers an identifiable stream to members. When a program does not choose one mandate or the other it will have players fade in and out of participation on an ongoing basis and this will make it hard to grow as there will not be a direction on which to base a club mission.

It would be possible to offer age group and adult programs in a single club if there was a leader who recognized and valued the role of each and did not see them as conflicting when assigning resources. I am pretty sure we could have a reasonably large group of adult players in our club if we had access to the pool time required to play regular games and have appropriate practices. I know of excellent leaders who could coach such a group within a larger club and I would be happy to use the seasoned players in a variety of mentor roles if they were interested.

Right now we do not have the pool space we need to do this and it is partially due to how the city allocates space. The other obstacle is that I have tried to get another local club to embrace their strengths at adult, social water polo over the years and have not wanted to conflict with that. However, I have failed to convince them to make this a goal so I am now modifying our program to grow into a broader mandate.

Why do People Train?

Tonight I had an interesting assortment of 22 players attend our "18U" practice that usually has closer to 16 people. This was due to a couple of developments the past month that allowed for a jump in participation and I want to talk about those briefly as they are cornerstones of sport participation.

The first reason we had more bodies had to do with the return of a few teen aged players who had quit club water polo in the fall and then decided they missed it and wanted to return to regular activity. They were welcomed back for the same reason we invited the second group of practice newcomers, the "over 18" crowd. Both these groups are interested in playing water polo as opposed to "training" for water polo. That is what I want to talk about, the difference and how it impacts sport development.

Normally we only offer age group sport in our club 12U, 14U, 16U, 18U and then individual training for older carded or national team players who need structured practice. This is an athlete group that trains as part of a routine, usually a family routine, and it is part of growing up - character, personality and physical development. Most often it is a parent that starts kids in a sport activity but then it is usually a child that decides that they want to be competitive and push themselves. This cycle involves discipline and the routine of daily (or very regular) training.

Competition is crucial to this competitive development but it can take the form of drills, scrimmages and structured games or tests that have athletes in competition with themselves or others. Game play is part of the equation but not the only part, or even the main part.

The reason we had many older players at the pool tonight is that we have allowed them to join our "Open" entry in this weeks Bushido Invitational. That is the reason why older, casual players practice, to play GAMES against other teams. They are not satisfied with training for development of strength, skill or character, they want to use the tools they already have. This means practice enough to play a game without having their body betray their mind and it's water polo knowledge.

I wanted the older or returning players to join us for 2 reasons. One was to push the existing players, offer them alternative challenges at some practices and scrimmages. The other was that I am planting the seed for a competitive league next season 2010-11. I am working with Saskatchewan to develop a Prairie League for next season that has a Men's and Women's division with regular games against a variety of components. This will allow our competitive 18U players to play knowledgable opponents that they do not practice with each day or play each tournament. Having such a league will allow me to keep older players active on a big team while the younger players are never without a regular match during the season.

Without a league or a regular set of games the casual players would never play. They don't mind some training but it has to have a purpose that includes tough matches. This is why so many players drop out of the sport in Canada by the age of 18, events are all focused on youth unless you play for a National Team. We have seen that Water Polo Canada has little interest in domestic water polo competition beyond hosting a national championship so we know that provinces must do all the planning themselves.

I will go into much more detail about these leagues when they have a bit more structure but Cyril, in Regina, and I are on exactly the same page with this project. We know that our 18U teams can play with Senior teams and that we instantly have 4 men's teams and 4 women's teams with our programs working together. If we can count on participation from Neptunes and Saskatoon clubs we could have 6 or 7 teams in each gender the first year. We have found that we can not have viable senior leagues in our own provinces so the logical step is to work together and that is always easy if you have a partner with similar goals and perspective.

Teaching and Learning

I have been hearing quite a bit about "learning" the past little while as my wife has been completing her Masters thesis in Education (Language and Learning). That process is deep immersion and she often has to verbalize things she is writing about to help unload and shift focus to other mundane lifestyle things. My job is to listen and support but there are also times when a little light goes on when she mentions something about teaching or childhood learning, and it hits close to things I am thinking or dealing with as a coach.

This past weekend I watched some local school league games that I was not part of directly but that included many of my club athletes divided on several school squads. One thing I watched for was how Middle Years schools divided teams when they had 2 entries in the league. This "2 team" situation was allowed due to large numbers of interested players and no limit on participation. I took note of how the schools divided players since I had coached my sons school teams when they were younger and I had a specific way of splitting up students to make sure the focus of each team was right for the participants ie appropriate learning for all.

One of these Middle Years schools divided the players equally, or perhaps randomly and that ended up equal. They played each other in a semi final that went through overtime and to a shoot out. It was of great interest to me to watch these teams as I had half a dozen club players involved on these teams. They were split between the squads and this meant that players with 6 years club experience were on a team, in the water together, with kids who were learning to swim. Imagine how different their focus and expectations would have been all season and imagine trying to set a team objective other than "pass it to the kid who knows what to do with the ball".

What I saw was the same chaos at year end that I had seen early in the season. Teams had not learned much about what to do but had improved in their ability to find the star and try to get them the ball. My approach would have been different, and has been when faced with that situation in years past. I would have put the club players on the same team, with strong competitive students who wanted to learn from them. Then the focus could have been learning to play off the strengths and skills of each other. I would have encouraged each non-expert to find a way that they could use the skilled players to give them space, or get them the ball or set them up in front of the net for high percentage shots. As the season progressed they could have set some team goals based on what they had learned as a group.

Following that model I would have then had a squad of complete novices as a second team. They could learn skills from the stronger players at practice and focus on applying them in games. They could be subbed in during a game in lines, playing as a unit for the whole game and getting used to helping each other with correct passes, helping the ball, switching on defense etc. The focus could have been on their group improvement each week.

I think when teams are divided equally in a league like that we see some polarization that is not needed. Everyone has different needs and nobody has them met to the fullest potential. I would much rather those kids had structure that meant a competitive player could take the 3 month school introduction to water polo and turn it into a foundation for club play year-round. The non competitive players could then take their interest to a high school co-ed program and into a non threatening Sport-for-Life stream. The only way this string of acivities will happen is with integration of programs and new partnerships that are not really welcomed right now as school leagues see clubs as self interested rather than as strategic partners. We try to change that by supplying many of the school coaches from our athlete ranks, and volunteers from our parent group, but it is a slow process.

Mini Clinic

Tonight I changed the pace of things at practice a wee bit for the girls. This is a week that we are doing a bit less swimming as there is an intense 2 days of games in Regina for all our 16U and 18U players on the weekend. To make interesting use of the week I am focussing on a few individual skills that I want sharply focused for our team play.

That may seem odd, focus on individual skill as we prepare to play as a team. Not really, if you think it through. Last month we played some games at these same age groups and while the girls had skills to execute specific game strategies they did not bring these skills to the pool. That meant that what I asked to have them do was left blank and no execution according to team talks.

Here is a photo of part of the action tonight. I had the girls divided into 4 groups; A) lead by Heather, working on Driving, B) lead by Breda, working on controlling the ball under pressure and C) lead by Shae, working on how to get the ball from the other team (ie steals, blocks). This was hands on experience, right when they need it. Shae's group is not visible in the photo and neither are the goalies who were the 4th group and got most of my attention at this practice.


Heather played on the national team for 3 years and was a pro in the Italian women's league two years ago (Serie A). When playing pro she was drawing 5 or 6 exclusions per game with her driving so it was good to have the young players up close to that instruction in the water. Breda is about to play her first season with Cal in the NCAA after many years on the national team and having been a Jr Team captain in the past. Few players anywhere are more comfortable on the ball than she is. Shae was just named top 18U defender at the Senior Womens National Team League - CSL. She lead that league in blocked shots most of the season and had plenty of steals from much bigger and more experienced women.

This was pretty popular with the girls and will be repeated Wednesday. This will reinforce the lessons taught that were new information and it will give the overview to some 14U players who will be joining us in preparation for their play this weekend. I am really curious to see how this is applied at our games since it is just a small mental and physical adjustment to take their play to a much, much higher level.

Land Work for Water Polo

Tonight we had a busy practice deck at the pool since the city had allowed an NLS guard training session to go in our regular land exercise area. This meant I was able to catch a few quick photos of some of the work our strength coach, Satoru, is doing with the players. Usually I am dealing with water sessions and Satoru is in another area of the building with an opposite gender doing land work.

These pictures are a sample of what happens when an educated strength coach (Masters in Exercise Physiology/Phys Ed) studies the program of a professional strength coach with a water polo background (Mike Reid) and is given free reign by a professional water polo coach who is a colleague (me). Satoru is never put off course by limitations of his environment, he just modifies exercises. A good example are the "pulling" exercises he introduced today to cover for the lack of chin up bars at the public pool we use (ie 2 50m pools, 2 weight rooms but only 1 small chin bar available to sports to use).

Partner Towel Pull

resistance is adjusted based on strength of partner

This second picture is a pairing of sisters that would otherwise be an exercise done with similar size and strength of partners. However, when a young teen who plays in net is given the chance to work with her big sister who is a top NCAA goalie, home for US Thanksgiving, we can make exceptions to many normal training procedures. And, we happily do so.

Partner Towel Pull #2

another version that engages muscle groups in a little different way

This third picture is not really replacing any chin up exercises but adding variety to squats. We do lots of squat work with the players, and have done for years, but now it is stepped up as Satoru modifies and challenges in new ways. The buckets are filled with water, not much, just enough to add interest. This is variable and certainly much cheaper than spending $40.-80.00 each for half dozen different weights of kettle bells.

Doing a squat with a gallon or two of swishing water is also quite good for the abs as they fight to stabilize the weight as the players move. Learning to do this with a modifiable weight is interesting to the players and it is novel, so holds interest in a phase of training that keeps them thinking. Pretty much exactly what we look for when working with teens.

Squat with Weight
Plastic pails with various amounts of water

There are also some rope pulling exercises being developed that allow strength gains through a very broad range of motion. This is a really important sport specific type of strength work that could not be properly addressed in a weight room on a machine.

I hope to be posting more of a regular blog soon but have been very busy with club program activities and doing some book proof reading that I had not planned on but am quite enjoying.