|
In sport and athletic performance, we often reduce movement to metrics: speed, power, distance, output. But beneath those measurable qualities lies something more fundamental and far more human: movement is a language. It is how the body communicates with itself, the environment, and others. And like any language, it has vocabulary, rhythm, and perhaps, most importantly, room for creativity.
To truly develop athletes, we must go beyond drilling patterns and optimizing outputs. We must recognize movement as a form of self-expression, and athletic development as the process of refining both fluency and creativity in that language. Every gesture, sprint, jump, pivot, or feint speaks. It tells a story, not just of biomechanics, but of emotion, decision-making, experience, and intent. On the field or court, athletes are constantly engaged in a dynamic conversation with:
A skilled mover doesn’t just execute patterns, they respond, adapt, and express solutions in real time. They are fluent in the language of movement. In traditional athletic development, creativity is often misunderstood as something unstructured or erratic. But in movement, creativity is the ability to solve problems in dynamic environments with fluid, adaptable, and effective solutions. It’s not just doing something flashy; it’s doing something appropriate, timely, and sometimes unexpected. Just as each person has a unique voice, each athlete has a unique movement signature, their own way of organizing, sequencing, and expressing force. This signature is shaped by factors like:
In development, the goal is not to erase these differences, but to support each athlete in refining their own style, their own rhythm and creative flair within the language of movement. If we want athletes to become fluent movers and expressive performers, our training environments must support that. This means designing experiences that:
Small sided games, partner interactions, and chaotic environments all invite athletes to access deeper layers of their movement language, and to create within it. When we see movement as a language, the coach becomes less of a director and more of a guide or facilitator, one who listens to how the athlete moves, helps them find better words, smoother transitions, clearer rhythms. Coaching becomes a collaborative process of co-creation, not command. Sport is not only physical, it is artful. The joy of watching an elite athlete isn’t just in their strength or precision, it’s in their timing, flow, and expressive freedom. It’s how they paint solutions on the canvas of play. Athletic development, then, isn’t just about creating efficient machines, it’s about fostering authentic performers, capable of expressing who they are through how they move. Movement is not just biomechanics. It is communication. It is adaptation. It is emotion. And at its highest level, movement is creative expression.
0 Comments
Path dependency and the constraints-led approach (CLA) are both theories used to understand and explain complex systems and their development over time, but they approach this from different angles.
Path dependency emphasizes how historical events and decisions have a significant impact on the current state and trajectory of a system. It highlights that once a particular path is chosen, it becomes difficult to change course due to factors like established practices (tradition). For example, dynamic warmups or agility ladder, despite more effective alternatives being available, remains standard due to its traditional adoption. The CLA, emphasizes the idea that the performance of a skill is influenced by the interaction between the individual, the task, and the environment. It looks at how various constraints, such as the individual’s physical abilities, the task requirements, and features of the environment, shape the way a skill is performed. Both frameworks explore how systems evolve and perform, path dependency is more concerned with historical contingencies and established practices, while the constraints-led approach is focused on understanding how the interaction of different constraints (internal & external) influences the execution of the tasks or skills.
In athletic development, explicit and implicit learning relate to how athletes acquire skills and adapt to their environment. Explicit Learning occurs through direct instruction, verbal feedback, and conscious understanding of movement patterns.
Characteristics: • Coach-led, with step-by-step guidance • Often relies on technical cues • Requires conscious thought & effort from the athlete • “Correct” technique & can lead to “overthinking” under pressure Implicit Learning occurs without direct verbal instruction, allowing the athlete to discover movement solutions through exploration and experience. Characteristics: • Encourages self-organization of movement patterns • Less conscious thought involved • More robust under pressure, as movements are developed in context Key Differences:
Explicit Vs. Implicit Learning Table by theuofstrength
Motor learning is the process by which we adapt movement skills, this relies on the intricate interplay of several key neurotransmitters. These chemical messengers facilitate communication between neurons, influencing various aspects of motor control and learning.
Key Neurotransmitters in Motor Learning:
Engaging in small-sided games (SSGs), like agility and gameplay environments not only enhance physical skills but also stimulates the release of neurotransmitters. These chemicals play a pivotal role in reinforcing learning, thereby accelerating skill development. The combination of increased athlete engagement, decision-making opportunities, and the neurochemical environment fostered by SSGs creates an optimal setting for effective motor learning.
Prescription Vs. Exploration Approach
A structured, coach-directed approach commands the athlete to follow specific techniques, progression/ regression protocols, and preplanned movements with little variation. Coaches dictate the “correct” way to perform skills and athletes repeat the same movements. Training strictly follows planned patterns and sequences. There’s an emphasis on reducing variability to make movements consistent and rote. An exploration approach encourages the athlete to discover authentic movement solutions. Athletes experiment with different movement patterns. These solutions emerge based on individual (e.g., structure, perception, experience), task and environmental constraints. This recognizes that learning is a non-linear process, skills develop in an organic and unpredictable way. There’s a focus on problem-solving, individuals learn to adjust in dynamic conditions. Key Differences:
PrescriptionVs.Exploration by theuofstrength
|
AuthorJamie Smith is a proud husband and father, passionate about all things relating to athletic development and a life long learner, who is open to unorthodox ideas as long they are beneficial to his athletes. Categories
All
|
RSS Feed
Services |
The Gym |
|
Tel: (860) 833-9366
Email: [email protected]
*By accessing this website and/or purchasing or utilizing the articles, emails, programs, images, videos, services and/or products, you are agreeing to this disclaimer in its entirety. The content on this website and the educational products sold within are the intellectual property of The U of Strength, LLC and may not be replicated, reproduced, or sold without prior written consent from The U of Strength, LLC. Website, social media and product content provided is for informational purposes and meant to be utilized by athletes, sport coaches, and fitness professionals at their own discretion. It is not meant to substitute advice or guidance from qualified medical experts, and misuse of the information can result in serious injury. Any fitness program should be administered under the discretion of qualified professionals who take into account individual differences in health and ability. While our programs have found success with the athletes who train at our facility, individual results vary and we do not guarantee any specific results. The U of Strength, LLC assumes no liability from the misuse of the content provided or products purchased. Users assume all risk when implementing our ideas in theirs or their clients’ real life training experiences.
Email: [email protected]
*By accessing this website and/or purchasing or utilizing the articles, emails, programs, images, videos, services and/or products, you are agreeing to this disclaimer in its entirety. The content on this website and the educational products sold within are the intellectual property of The U of Strength, LLC and may not be replicated, reproduced, or sold without prior written consent from The U of Strength, LLC. Website, social media and product content provided is for informational purposes and meant to be utilized by athletes, sport coaches, and fitness professionals at their own discretion. It is not meant to substitute advice or guidance from qualified medical experts, and misuse of the information can result in serious injury. Any fitness program should be administered under the discretion of qualified professionals who take into account individual differences in health and ability. While our programs have found success with the athletes who train at our facility, individual results vary and we do not guarantee any specific results. The U of Strength, LLC assumes no liability from the misuse of the content provided or products purchased. Users assume all risk when implementing our ideas in theirs or their clients’ real life training experiences.