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The Brain Training: Training the Athletic Brain Course gives coaches greater insight into how expert sporting skills actually develop over time. It brings together contemporary research from neuroscience, sports expertise development, skill acquisition and psychology. In particular, it looks at how to coach most effectively at what ages based on how an athlete’s brain is actually developing. The course is guaranteed to challenge any coach and make an impact on all aspects of a coaching program.
The Brain Training course is structured so that students get grounding in fundamental knowledge in the beginning and delivers practical coaching outcomes in the latter half of the course.
The course is delivered mostly through video lectures along some written lectures and downloadable PDF's. In total the course will take about 10 hours to complete.
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|Section 1: Introduction|
|This lecture gives you an overview of each course section.|
|A written overview of what you will learn from the Training the Athletic Brain Course.|
Sports coaching is continually changing. So what's the next big thing and how can you get an advantage over your rivals.
|Section 2: The Brain Basics|
|This lecture covers all the underlying information you need to know about the brain for the course - including brain structure, how the brain communicates, how the brain grows and features of brain development that allow for skill improvement and expertise.|
Make sure you a familiar with the terminology and definitions in this lecture before you continue moving through the course.
|Section 3: Brain Function in Expert Sport Skills|
|In Part 1 we look in detail at how the brain actually functions during expert skill performance - including what parts of the brain do what, how the brain perceives visual information, how decisions are made with or without time pressure and how the brain executes expert motor skills.|
|Part 2 deals with how knowledge of brain function of expert sports people will help you improve your coaching.|
|In this video we give you further insight into how an experts brain is able to deliver sporting skills including the perceptual, decision and action component of skills.|
|Section 4: Brain Development During the Acquisition of Expert Sport Skills|
|Developmental trajectories form the basis of what we are trying influence as coaches with our athletes over time. This lecture gives great insight into how the brain develops in relation to both sporting skills and psychological behaviours.|
|Lecture 10||8 pages|
|This flowchart shows how the brain changes as expert sporting skills are developed over a long period of time. For every advancement in skill we will also demonstrate how the brain changes to become capable of delivering that level of skill.|
|Section 5: The Defining Features of Expert Sport Performers|
|In Part 1 we consider what the actual capabilities that define experts from sub-experts are.|
|In Part 2, we give you the 5 defining capabilities of expert performers in skill based sports. These capabilities are what the research actually says and are probably not what you think.|
This lecture consists of some important definitions in regards to understanding defining capabilities of expert performers and skill acquisition principles.
|Section 6: Skill Development Pathway Based on How the Athletic Brain Develops|
|An extremely important part of developing an expert athletic brain is knowing what experiences are important at what ages right from the very beginning. In this lecture we discuss exactly this.|
|In Part 2, we finish discussing the skill development all the way up to the professional athlete. By the end of this lecture you will understand the what and why's of the different types of skill learning experiences kids, young athletes and maturing athletes need to have to give them the best chance of achieving their potential in skill based sports.|
|Lecture 16||4 pages|
|In this flowchart, we describe the stages of expert sporting skill development and put this into context with what is actually happening to brain structure and function.|
|Sports expertise research has redefined how we need to approach the development expert sports skills from the ground up.|
|Section 7: Key Principles of Skill Acquisition According to Sports Expertise Research|
|The key principles of skill acquisition have been developed in accordance with sports expertise and skill acquisition research along with input from brain science. All coaches needed to have a good understanding of the 12 principles. In Part1 we cover principles 1 to 4.|
|In Part 2 we cover the principles 5 to 8.|
|In Part 3 we cover principles 9 to 12 and touch on how you can practically relate these principles to your coaching.|
A written version of the 12 key principles of skill acquisition you can take your time to study.
|Section 8: Understanding Biomechanics, Technique and Skill|
|In this lecture we put biomechanics, technique and skill into context. We dispel the over influence of biomechanics and technique in skill based sports and show how skill must always remain the ultimate focus.|
In Part 2 we continue our discussion on biomechanics, technique and skill.
|Section 9: Psychology, Mindfulness and Ambitious Learning|
What is ambitious learning and why should it be every coaches and parents number one priority?
Ambitious Learning is the most essential ingredient to the development of expert sports skills. Learn why and how you can go about nurturing ambitious learning of athletes from a young age.
Developing mindfulness skills in athletes will build the ability to regulate emotions and control and maintain attention on performance targets, two psychological skills essential to elite performance and maximising sporting potential. Learn how you can build the mindfulness skills of athletes over time.
|In this lecture we discuss how desirable psychological qualities come about over time, give you a deeper understanding on where they actually come from and offer helpful advice as you go about nurturing of them.|
|Section 10: Coaching Practise|
|In this lecture we start putting all the knowledge you've gained through the course into practical coaching outcomes. This is the first of 3 videos that deliver the 10 take home practical coaching points.|
|We discuss practical skill acquisition strategies for your coaching in this lecture.|
|The final 5 points on how you all this knowledge on training the athletic brain should influence your coaching.|
|To achieve ongoing improvement and avoid skill performance plateaus, we need to find ways to continually challenge athletes. This lecture starts with 3 important things to keep in mind.|
|In Part 2 we present the 8 ways you can provide increasingly difficult experiences to your athletes so their skills just keep on improving.|
Just like our athletes, we need complex things brought back to simple focuses. Here are your 5 key take home messages from the course.
|Section 11: The Future|
|It's both helpful and fun to look into the future and think about how we are going to be able to one day even more effectively train the athletic brain. Who knows what one day might be possible. Good luck.|
For over 15 years I have been practising and teaching in the sports and health industry. My background is as a Sports Physiotherapist, Masters Level Exercise Scientist and Level 3 High Performance Tennis Coach. I have a passion in particular for improving skill acquisition practise across many sports and healthy child development. In 2010, I founded skillforkids.com, a company dedicated to educating parents, teachers and coaches to become more effective in helping kids of all ages develop skills. We provide a range of online and offline educational services including a massive online database of video and article based educational content developed by over 20 different coaching and health professionals from around the world. My past work experience includes national roles in tennis coaching, strength and conditioning and education, and achievements as a coach include coaching at the 2012 London Olympics, on the ATP tour as well as Junior World and Grand Slam Champions. I firmly believe we can do a far better job at educating those with the potential to make long lasting differences in children's physical and psychological lives. Advances in education, research and technology is what will allow us to achieve this.