Our Calgary West Methodology:

 

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Non – linear Pedagogical Framework:

 

Founded in the ecological dynamics rational, non-linear pedagogy aids practitioners in attempting to scaffold player attunement to critical information in a performance environment. By identifying and then manipulating (individual, task, and environmental) constraints on learning, our coaches will be able to design practice environments that more readily afford opportunities for players to explore functional performance solutions, develop skill and enhance their creativity.

To underpin these ideas of nonlinear pedagogy and manifest them as guiding principles for design of practice environments, we use Constraints Led Approach:

  • Skilled performance is determined by the interaction between individual, task and environment.

  • These three constraints don’t operate in isolation, they interact and operate at different timescales.

  • Constraints vary between and within each individual over different timescales.

  • An individual’s potential should be viewed as dynamic and continuously open to ongoing influences of task, individual and environmental constraints (Davids 2015)

Environmental Constraints
include things such as the weather (windy,raining, high   humidity etc.) and playing surface (playing on turf vs grass

 

Individual Constraints
Personal constraints are factors unique to the individual such as height,     speed, power, and even a players motivation levels and emotional state

 

Task Constraints
-Task constraints are typically put in place by the coach through the session design. Here are some of the constraints that a coach can determine in a  session:
➢ Number of players (and their position within the activity)
➢ Neutral players
➢ Size of playing area
➢ Starting positions of players
➢ Starting position of the ball
➢ Target - Is it to goal? Is it to a player? How many targets?
➢ Scoring systems
➢ Zones within the playing area etc.


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Coaching Methodology:

 

We believe that the real art of coaching is to be able to combine different coaching styles and use them appropriately for any given situation.

 

To help our coaches with their coaching education and performance, we have a preferred coaching framework called Transformational Coaching (Presented by Queen’s University, Turnnidge, J. & Cote, J.)

Transformational Coaching is based on 4 pillars and 11 coaching behaviours.

To support our coach development aligned to transformational coaching principles, we have developed our Coach Self Assessment Tool.

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