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• W120202009 abstract "Traditional approaches to skill development in cricket have been based around the ubiquitous net session and in particular an emphasis on the acquisition of the perfect technique. More recently, some coaches have taken ideas from sports science and attempted to use them to guide their practice. Some of these mono-disciplinary strategies have resulted in a reduction of „performance‟ into separate building blocks (e.g. technical, tactical, physical and mental skills), which can be worked on in isolation before the whole (performance) is stitched back together again. Each of these units is then broken down again. For example, batting is broken down into sub-phases to develop „hitting mechanics‟ via use of drop feeds, throw-downs and by use of bowling machines, while, for bowlers the run-up and bowling action are practiced separately. A major problem of this approach is the strong focus on technique development at the expense and in isolation from perception and decision-making skills. Although, for many coaches this intuitively makes sense because it simplifies learning into manageable bites, some experienced high level coaches have been highly critical of this specific contribution of sport scientists and suggested that cricket needed a serious debate to determine whether these new methods are in fact more efficient and better than the methods of the past (e.g., Chappell, 2004). In 2004 we responded to these comments and were in general agreement with the sentiments of Chappell. We pointed out that perhaps the main problem with the approach of the scientists was the relative usefulness of the theoretical model they were basing their work upon and that recent research was highlighting the importance of a holistic, multi-disciplinary approach to skill development (Renshaw et al., 2004). Since then, our research using cricket bowling and batting has shown us that the development of appropriate technique requires learners to practice tasks where perception and action are maintained via environments representative of the competitive performance (Renshaw & Davids, 2006; Renshaw et al., 2007). This view suggests that performance is a function of the interaction of unique individuals with specific task and environmental constraints. In the rest of this article we describe the constraint-led approach and suggest that it is a suitable theoretical model that coaches and scientists can utilise to underpin learning design." @default.
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• W120202009 date "2010-01-01" @default.
• W120202009 modified "2023-09-27" @default.
• W120202009 title "A constraint-led approach to coaching cricket" @default.
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