Daily Archives: November 8, 2019
Learning to Fix One Issue at a Time
One of the best AND worst things to ever happen to fastpitch softball training has to be the ready availability of instructional videos on sources such as YouTube.
It’s one of the best things because it has made a whole world of knowledge available to parents (and coaches) that was never available before. Personally, I think it’s one of the big reasons there is far more parity in the sport than there used to be.
Prior to YouTube, much of the best knowledge was concentrated in Southern California among a small group of coaches. If you were lucky enough to live near one, you received high-level coaching. If you were on the other side of the country, maybe not so much.
But once better information started becoming more available on YouTube (and through the Internet generally), enthusiastic players, parents and coaches were able to learn from the best no matter where they lived. Not saying everyone took advantage of it – there’s still a lot of bad coaching out there – but at least the information became available.
So why do I think it’s also one of the worst things that happened? Because parents and coaches could see how their kids/players looked compared to the examples, and the top-level players, and many became obsessed with trying to get their kids/players to look like the ones they saw on video.
That in and of itself isn’t a bad thing either. But where it became a problem is they wanted to make it happen instantly. So rather than addressing one issue at a time, they started trying to fix everything at once. That is probably the least effective way to learn anything.
What does that mean? Take a pitcher for example. The parent/coach sees the pitcher doesn’t have enough leg drive, so he/she starts working on that. Then he/she notices the arm seems a little stiff. So rather than continuing to focus attention on the leg drive, the pitcher now starts focusing on keeping the arm loose.
Then the parent/coach sees the glove swimming out and… well, you get the idea.
All of those are valid corrections. But it’s difficult, if not impossible to make all of them at once. Or even all in one session.
(DISCLAIMER: I know about this from direct experience because I used to do it too. Probably still do now and then, but I try to catch myself before it gets out of hand.)
A better approach is to set priorities, and then work on those priorities – even if other parts of the skill aren’t up to par. Or even if they are affected by the changes you’re making right now.
The reason is despite all the talk and hype about it, science has shown us that there is no such thing as multitasking. (Sorry all you people who think you’re good at it.)
The human brain can only pay attention to one task at a time. And making corrections to softball mechanics, or anything else for that matter, takes time, no matter how much we wish that wasn’t true.
Enabling players to remain focused on making a single correction, then moving to the next, will produce far better results than trying to fix everything at once.
But what about the discussions on how random practice (doing different things each time) is better than block practice (doing the same thing over and over)? That is true after a certain point, once the player has acquired a certain level of proficiency in the skill. For example, fielding ground balls to the left, right and center, hard and soft without establishing a set pattern will help translate those infield skills to a game better than doing 10 to the left, then 10 to the right, etc.
But that presumes the player already knows how to field ground balls to the left, center and right, hard and soft. If not, the fielder must first acquire that skill, which is best accomplished through repetition and focus.
Giving players who are learning new skills, or replacing old skills with new ones, an opportunity to focus on one specific piece at a time (and without pressure for overall results, such as pitchers throwing strikes or fielders not making any errors) will create a better foundation and ultimately shorten the learning curve. Then, once the player has reached a certain level of at least conscious competence you can start moving into ensuring all the pieces are working the way they should.
Yes, there is a lot of great information out there (and plenty of bad too). And yes, it would be nice if you could just say things once and your kids/players would grasp it all right away. But that’s not how things work.
Avoid the temptation to “correction jump” (the coaching version of task jumping) and you’ll find you produce better long-term results – with far less frustration for you and your kids/players.