Good Coaching Starts With Why?
So I recently looked back at my old logs to see what I did in my first couple of years of coaching. I must confess, I cringed. Not that it was terrible. But there were so many things I was doing simply because that’s how I was coached, without any rationale for why I did them beyond some really vague ideas. I know this because I kept notes along with the the training logs. This lead me to look at some of my lesson plans for my first couple of years of teaching. These were actually a lot closer to good (though very far from what I would currently call optimally useful) than the coaching plans. I asked myself why?
I think I have a good answer. We knew a lot more about the content of mathematics in the early 90s, when I learned to be a teacher, than we did about how physiology related to training. The first thing I noticed is that my distance training plans were definitely better than my sprint training plans. Not good, just better. Probably because Dick Michaels and Tom Mulligan spent ...