Tag Archive for 'insegnare'

How to teach learning from experiences

Published on October 12, 2023 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: , , , .

A teacher can play a fundamental role in teaching their students how to learn from experiences and mistakes. Here are some strategies that a teacher can adopt:

  1. Build a nurturing environment – Students need to feel safe in making mistakes and exploring new ideas. A teacher should promote an environment where students do not fear judgment or punishment for their errors.
  2. Encourage reflection – Invite students to reflect on their experiences and mistakes. Questions like “What have you learned from this experience?” and “What could you have done differently?” can help them develop awareness of their errors and ways to improve.
  3. Promote a growth mindset – Teach them that error is not an obstacle but a normal part of the learning process. A growth mindset teaches that improvement happens through hard work and dedication and that failures are opportunities to grow.
  4. Provide constructive feedback – Offer feedback that is specific, objective, and geared towards improvement. Help students understand what aspects they need to improve and how to do so.
  5. Encourage experimentation – Encourage students to experiment, explore new ideas, and take calculated risks. This promotes creativity and learning through experience.
  6. Incorporate stories of success and failure – Share stories of successful individuals who have faced challenges and failures. This can inspire students to persevere and learn from their experiences.
  7. Teach problem-solving strategies – Provide tools and strategies for your students to address problems and overcome obstacles. This may include learning methods for analyzing problems, planning solutions, and evaluating outcomes.
  8. Promote personal responsibility – Teach them that they are responsible for their own learning and personal development. Personal responsibility will motivate them to learn from their mistakes and seek ways to improve.
  9. Cultivate patience and perseverance – Help students develop patience and perseverance, encouraging them not to give up in the face of obstacles or mistakes but to persevere in their efforts.
  10. Support self-esteem development – Assist students in developing their self-esteem and well-being, so they feel confident enough to experiment, fail, and learn without fearing the judgment of others.

Teaching students to learn from experiences and mistakes is an ongoing process that requires patience and consistent encouragement from the teacher. However, these skills are valuable for personal growth and long-term learning.

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Teaching critical and divergent thinking

Published on September 1, 2023 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: , , , .

Teaching critical and creative thinking to today’s youth is a complex challenge influenced by various social, cultural, and technological factors. These difficulties include:

  1. Information Overload - The current generation is exposed to a constant stream of information from digital technologies and social media, the quality of which is difficult to verify. This information overload can hinder young people’s ability to discern and critically evaluate information sources.
  2. Technological Dependency - The increasing dependence on digital devices and social media can undermine the concentration and mental disposition required for critical and creative thinking due to constant digital distractions and stimuli.
  3. Culture of Instant Gratification - Contemporary society promotes the expectation of immediate results and instant gratification, discouraging the patience and depth of analysis required for critical thinking and solving complex problems.
  4. Academic Pressure - Young people may face significant pressure to achieve outstanding academic results, leading to a focus on memorizing information rather than developing critical thinking skills. Others may lack academic pressure because they believe that web-based research is sufficient for acquiring any knowledge.
  5. Cultural Changes - Contemporary culture may favor conformity and uniformity of opinions, with less tolerance for diversity of thought and individuality. Influencers often become the primary cultural and interpersonal relationship references.
  6. Fear of Failure - Reluctance to embrace failure can discourage young people from taking risks and experimenting with new ideas, even though failure is often an essential component of the critical thinking and learning process. This mindset undermines the acceptance of errors as a fundamental part of learning.
  7. Limitations in the Learning Environment - Educators may face challenges in teaching critical thinking due to time constraints, pressure to follow the curriculum, and limited resources. They can also be affected by these cultural changes.
  8. Information Distortion - In the age of fake news and online misinformation, young people may struggle to distinguish between accurate and misleading information. This makes the acquisition of critical analysis skills for evaluating sources and verifying information crucial.
  9. Abundance of Digital Entertainment - Constant access to digital entertainment and games can compete with time dedicated to reflection and critical reading. The ubiquitous presence of entertainment devices can discourage intellectual depth, as digital entertainment often presents learning as a game that is abandoned if not enjoyable.
  10. Online Social Interaction - Frequent use of social media and messaging platforms can promote superficial and rapid communication at the expense of meaningful conversations and critical reflection. This can limit opportunities for in-depth idea exchange. In sports, only the most significant moments of performances are watched, while the rest is considered boring.

Encouraging critical and creative thinking among young people requires a collaborative effort by educators, parents, and society as a whole. This may include adopting educational approaches that prioritize critical thinking, promoting mindful technology use, and offering experiential learning opportunities that enable young people to apply critical thinking in real-world contexts.

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Should we let sports teach children moral and ethical values?

Published on February 24, 2019 in Allenatori, Calcio, Corsa, Generale, Giovani, Tennis and Tiro a volo. 0 Comments Tags: , , , , .

Do we teach ethic and moral values to the children and youth athletes?

Watch this interesting video.

Risultati immagini per Should We Let Sports Teach Children Moral and Ethical Values?

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10 questions to understand the coaching effectiveness

Published on November 23, 2018 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: , , , .
10 questions for athletes and coaches. How much my coaching is oriented to teach:
  1. athlete controls the process of his/her performance (e.g. technique, timing, speed and accuracy) and much more less the result
  2. what happens before determines what happens immediately after (e.g. warm-up quality determina to be ready to start training)
  3. mistake is a coaching component, the improvement occurs through the prompt reaction at this situation
  4. high intensity and concentration must be showed during all the coaching time
  5. athlete must be mentally ready to do and not only to start one exercise just to do
  6. athlete must be aware of his/her thoughts, feelings and behaviors
  7. coaching is not a sequence of exercises but it is a sequence of situations to be solved in the best way
  8. coach/athlete dialogue is a fundamental aspect of the coach and athlete improvement
  9. before to start one exercise it’s necessary to be committed for some moments to visualize the task to do
  10. behavioral routine are essentials to execute difficult tasks and to cope with competitive situations

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Teach to coach

Published on July 3, 2017 in Allenatori, Calcio, Corsa, Generale, Giovani, Libri, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: , , .

After 25 years of collaboration and friendship we take a photo with Claudio Mantovani, scientific manager School of Sport, Italian Olympic Committee, and editor of the new book for coaches “Insegnare per allenare” (“Teach to coach”), published by SdS-Coni.

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Parentes and sports: which role?

Published on September 30, 2016 in Allenatori, Calcio, Corsa, Generale, Giovani, Tennis, Tiro a volo and Young and Football. 0 Comments Tags: , , , .
Tomorrow in the conference that I will keep in Civitanova Marche (Italy) on the parents role in sports contexts I will talk about these issues.
  • To promote the sport in young people
  • Change the sports culture
  • Sport is a long-term project
  • What it needs young people to develop
  • Teaching task orientation to learn how to win and lose
  • The parents role in these contexts

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Hanan Al Hroub: the best teacher in the world is in Palestine

Published on March 14, 2016 in Allenatori, Generale, Giovani and Stress. 0 Comments Tags: , , , , , , , , , , .

Hanan Al Hroub is the winner of the 2016 Global Teacher Prize.  Hanan Al Hroub, from Samiha Khalil High School, Al-Bireh, Palestine, grew up in Bethlehem refugee camp where she was regularly exposed to acts of violence. She went into primary education after her children were left deeply traumatised by a shooting incident they witnessed on their way home from school. She specialises in supporting children traumatised by violence. “I am proud to be a Palestinian female teacher standing on this stage. I accept this as a win for all teachers in general and Palestinian teachers in particular,” Al Hroub said. ”We, as teachers can build the values and morals of young minds to ensure a fair world, a more beautiful world and a more free world. “The future seems far and ambiguous, however, when you are involved in making it, the world represents a light.”

Her teaching is based on the following idea “No to violence through playing and learning,”

“We must teach our children that our only weapon is knowledge and education.”

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In tennis is easy be bad with us

Published on March 30, 2015 in Allenatori, Generale, Giovani, Mental coaching, Stress and Tennis. 0 Comments Tags: , , , , , .

Tennis teaches me every day how easy it to play very bad for the players who are at the beginning of their professional career. These are young people, boys and girls of 18-21 years, who despite having quality of play and physical fitness cannot accept mistakes, are not confident in the court and negative about themselves. In other words, they are not tennis players accustomed to face errors and difficulties as normal and every days obstacles to overvome and above all they do not enjoy, because for them it’s an experience heavy and problematic. In my experience thing there are many more young people in the face of these difficulties choke rather than trying to master. The only way to change this situation is to start teaching to manage their emotions and thoughts in the court. At this regard, an important aspect to teach consists in the pause management (during the match but in the sessions too). Tennis players have to acquire a system allowing them to recover from the physical and mental fatigue, soon after, to get in the best mood to start a new point. This approach to the game should be practiced daily. They must know that the tennis technical and athletic component have to be trained along with the mental and that there is not a point in a game where all three are not present.

Who wants to know more information can contact me by email and receive an answer in a short time.

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Creativity training: the 4 keywords

Published on March 9, 2015 in Allenatori, Calcio, Generale, Giovani and Young and Football. 0 Comments Tags: , , , , , .

What is creativity?  In 1929  the mathematician Henri Poincare said: “Creativity means to combine existing elements with new connessions perceived as useful.” Being creative means breaking the existing rules to create others better than the old one.

Which is its role in football? Creativity is an essential part of football.
Often the training of creativity is perceived less relevant than the technical and tactical development and  it’s very often treated as a quality genetically determined: “That player is creative.” This is the reason why often the training of creativity can be mistakenly overlooked.
The creativity is influenced by both the age of the players, (for experiences and development level of coordination skills) and the different environmental situations during the practice (variety of tools and game conditions). This last aspect is part of the coaches’ creativity. During my experience with youth football I have observed and talked with many coaches. I have seen coaches change their proposals, renew their education, discover new tools, I saw them seek and stimulate their players’ creativity. On the other hand, I have seen many coaches blocked on their positions, more concerned about winning the “clash” without even knowing that the real name is “confront”, unwilling to change and learn and committed to criticize parents than to grow young athletes.
If you want to grow imaginative players, there is need to train coaches to know the tools and the situations stimulating creativity and imagination. Sports psychology is also involved on this track. If your child’s imagination goes coached, then it’s equally true that the coaches should know the way to stimulate the creativity. What is the coaches task to reach this goal? They have to propose new and different game situations accompanied by rich and challenging variations. They have continually to teach their players to seek new solutions, to allow the young athletes to acquire an important competence linked to soccer practice.
Infact,in Brazil, which is one of the best schools of football technique in the world, creativity is stressed even before technical skills, which are realized consequently and simultaneously.
It is certainly undeniable that there are people more creative than others, but creativity can be stimulated and trained. At first, we can start by knowing the 4 key words related to the training of creativity:

Safety

  • Clear and simple rules
  • No criticism and judgments at work ideational
  • Give everyone the same opportunities and attention
  • Stimulate divergent thoughts

Freedom 

  • The psychological freedom lowers defenses. Even the extravagant and granted ideas  must be listened and welcomed
  • Permit freedom of action. Choose, some times, to indicate only the expected result: the young athletes will choose and invent the path to achieve

Learning

  • Avoid the closure with the outside. The children must be able to grow and learn especially by comparison

Fun

  • Fun working. The fun and uninhibited training climate  encourages the search for alternatives

“In his greatness, genius disdains the beaten track and search unexplored regions” (Abraham Lincoln)

(by Daniela Sepio)

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The 10 ultimate questions to build a winning attitude

Published on February 13, 2015 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: , , , , , .

10 ultimate questions for coaches and mental coaches:

  1. How much are you convinced that beyond the technical/tactical and physical fitness, attitude is the basis to achieve great successes?
  2. How much time do you spend to change the attitude of your athletes to their mistakes?
  3. How do you teach that the warm-up is not only physical but also mental?
  4. How do you teach that the attitude towards the physical and mental fatigue is crucial for improving confidence during the events?
  5. How do you teach that it’s necessary to fight moment to moment without thinking about the result?
  6. Do you stop the training because the attitude is wrong?
  7. How often do you award the attitude rather than the result?
  8. How much time do you spend on teaching that attitudes before the competition and during the breaks are the basis of the following performance?
  9. How much time do you spend thinking about how your attitudes affect those of your athletes?
  10. How do you specifically assess and talk with athletes about their attitude in training and competition?

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