When coaching using a non-linear approach, practice design and delivery should adhere to these 5 core principles: Representative Learning Design The content of practice should provide players with information the game will provide. Drills and activities should look or feel like the game. Removing game information and making use of isolated or unopposed drills has an impact on learning. Constraint Manipulation (CLA) Rather then direct, instruct, and tell players what to

Its the off-season. Some coaches have their team selected because of spring tryouts, while others wait for tryouts in September. Regardless of which situation a coach finds themself in, they all have one thing in common. Its time to start planning the season. Building a season plan can be a lot of work. The depth of content and detail can depend on the age and level you are coaching and the program you intend to offer. There are, however, components common to all season plans

Make all your games valuable learning tools in practice.

What is over coaching and does it benefit your players? Does it impact them?

Sample drills that illustrate RLD, CLA, Variability, Transfer, etc.

Players that know how to play to principles are diverse, adaptable and valuable.

In this blog post I attempt to simplify the ecological dynamics framework for coaches.

The constraints led approach, CLA. What is it and how is it used in practice.

Ignore the system. Focus on the skills, habits and principles your players require to defend.

The PP is most effective when you have skilled players that play to principles with good habits.

Want to start the learning process as soon as your players step on the ice? These ideas may help.

Repetition Without Repetition We now reach the final environmental design principle to support an ecological dynamics approach to skill development. In part 2 we looked at the importance of session intention. Part 3 provided details and background on the use of a constraints led approach as an impactful development and teaching method, and in part 4 we dove into representative learning design. That now brings us to the concept of repetition without repetition. As you read the

The Ecological Dynamics Series - Part 4

The Ecological Dynamics Series - Part 3

The Ecological Dynamics Series - Part 2

The Ecological Dynamics Series - Part 1