Dr. Kwame Brown

This article will start out looking like one of those existential pleas for the pursuit of happiness. However, you will see by the end that this is actually a nuts and bolts training article. I will talk about not only how to infuse play into your programs, but also why it is important from a neurophysiologic perspective.

First let's talk about why you want to put play in your programs:

Create the mood

Yes, you are looking for effort
Yes, you are looking for "discipline"
Yes, kids need to learn to move their bodies efficiently

So let's end that argument now. However, let's talk about what this is all about. Do we really play sports to regiment kids, or to teach them how to do what we say? Really? I thought we had school and parents for that. Sports are, at their core, about play. Yes some other lessons can be learned, but we need not try to cram all of life into a football game. Your first responsibility as a coach, trainer, or PE teacher is to create a mood of playfulness.

The fact is, it doesn't matter how fancy your instructions are, and how much knowledge of physiology or neuroscience you have. That comes after you have mastered the concept and the art of play. Without this first step, the other stuff is useless. With that approach, I am certain that we will eventually be left with only the ego-driven, so-called elite competitors. Want job security? Include everyone. Stop obsessing over how to make each kid some sports cyborg, and start trying to ensure that kids have an enjoyable experience.

This is what will reverse the highest youth sports drop out rate that we have ever seen in history. If kids are not showing up, what are we missing? They seem to be seeing something that we're not: The stuff isn't that fun anymore.



Look at every movement and activity like it's a game.

How do we do this? We do this by talking about "exploring movements". Look at the program in terms of the time you are going to spend on it, not the reps.

Example:

I might take a kid (or group of kids) and tell them we're going to explore pulling. Then I will put them on a horizontal bar and ask them to see how many different ways and from how many different angles they can pull themselves up.

Wait! I do give them a couple of rules:

Keep your shoulders relaxed and moving, and keep them out of your ears.

Don't forget about the big powerful muscles in your upper back.

Then I give them a time limit and tell them to start out slow with an eye on safety.

Those are the kinds of boundaries and guidance adults should be giving. Not trying to "keep these lazy kids in line".



What is the science behind this?

We know at this point that long term development is far better when we are allowed variety in our experience. That's because the brain most likely learns movements as concepts. There aren't specific movement patterns. I use the term movement patterns. But that doesn't mean that each pattern is stored specifically somewhere in the brain. You don't have a forward lunge pattern, a backward lunge pattern, and a barbell squat pattern stored in the brain. You have a general squatting concept, with some memories and sensory feedback added in. Therefore, the more information the brain gets about a set of movements, the better it is able to use this set of movements in a variety of situations.

Furthermore, self directed learning is extremely effective, especially at young ages. Yes, adults are here to set boundaries, but not to direct every move. That's actually the surest way to prevent an individual from becoming self-sufficient. Think about it. If you coach a child's every move, are they really learning anything? Haven't you seen teenagers that can't seem to make a move without their parents? Hmmm…wonder how that happened. Is the kid just lazy and stupid, or….

So, let's look at a non-mathematical equation:

Variety / Exploration + Self-Directed = Looks like Play to Me!



Well, then, what am I there for?

You are there to create the environment, to help them come up with new ways to move and play. After all, you are more experienced. You've been playing all your life. Therefore you have encountered more ideas than they would have.

You are here to notice those teachable moments. A couple of kids just aren't getting it. You step in briefly to give them something else to try.

"Hey, Jamal, you know how you keep falling? Your head isn't above your feet. See if dropping your hips back and keeping your weight forward helps. This is how I would do it. See if you can use this concept."

Of course, for very young children, if they have been kept active, you will likely not need to do this. If you do, use visual stimulation, and maybe a little tactile stimulation. Kids at this age use a lot of visual information to build skills.

Try some of these things. If you get stuck, get on that message board and ask us for ideas.

Happy playing!