Your Edge // coaches
WHAT TO DO WITH WHAT YOU KNOW
How to teach players to think for themselves
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trilogylacrosse.com/fall 58 LACROSSE MAGAZINE » June 2016 1. Free Play
Set aside time to allow players to experiment with what you taught them. There are too many drills. Take the reins off and allow them to improvise. You’ll wind up with creative players who can make plays out of seemingly broken situations on the fi eld.
2. Discussion and Refl ection TODAY 4,769
Coaches who participated in US Lacrosse Coaching Education
Program (CEP) clinics since September
Ask players what they would do. This will force them to take prior knowledge you have imparted on them and develop a solution. Open
»CLINIC SEASON 98
Clinics US Lacrosse, in conjunction with chapters and local lacrosse
groups, hosted in that time
32
States reached
VISIT
USLACROSSE.ORG/ CEP FOR MORE INFORMATION.
1
CEP manager, Dara
Robbins, who coordinates logistics for every clinic nationwide with help from a devoted corps of volunteers
A Publication of US Lacrosse
hat is the best way to teach kids to pass the ball to a location
where their partner can receive it? Overhand? Sidearm? How about a three- quarter or behind- the-back approach? It depends on the situation. That is why teaching for extension and
application -- a tenet of
“The Brain Targeted Teaching Model for 21st Century Schools” — works well for lacrosse. It’s not just good enough to know something. You have to know what to do with what you know. Here are three ways to promote divergent thinking.
discussion to solving a problem often leads to new solutions. Instead of saying, “You should have done this in that situation,” reframe the correction. Ask, “What could you have done in that situation?”
3. Collaboration
If asking one athlete for a solution can generate several different possible solutions, what happens if we ask them to form a group and develop a solution? Let’s say for example, you show your offense a fi lm or a diagram of the opposing team’s defensive strategy. Give them a few minutes to talk, diagram their own counter-strategy and then report back their plan for scoring against it. Would this create players that are extending and applying their current knowledge? Certainly. They would evaluate each
offensive and defensive player’s strengths and weaknesses, create a desirable matchup with the opponent, and then fi gure out a method to exploit the favorable matchup. This may take some guidance from the coach at fi rst, but over several attempts and trials, the athletes would start fi guring out how to strategize on their own.
— TJ Buchanan
US Lacrosse coaching education content manager
©JOHN STROHSACKER
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