A constraints-led,A constraints-led, autodidactic model for soccer-autodidactic model for soccer-Pt.1Pt.111

See attached notes.See attached notes.

1Created August 2011, by Larry Paul

What is a constraintWhat is a constraint11??

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- The state of being checked, restricted, or The state of being checked, restricted, or compelled to avoid or perform some action.compelled to avoid or perform some action.

- Limitation or restrictionLimitation or restriction22..

- Repression of natural feelings and impulses.Repression of natural feelings and impulses.

Wishing, hope, luck and magic suspend constraintsWishing, hope, luck and magic suspend constraints33..

Games are constrainedGames are constrained

- Since the game of soccer revolves around players - Since the game of soccer revolves around players and their actions it is constrained by the laws and and their actions it is constrained by the laws and principles of physicsprinciples of physics11..

- A working definition of physics is A working definition of physics is ‘the study of ‘the study of matter, energy, and the interaction between them.’matter, energy, and the interaction between them.’

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Soccer’s general constraintsSoccer’s general constraints11

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The physical elements of the game;The physical elements of the game;

- Matter- Matter22; players, the field and equipment.; players, the field and equipment.

- Energy- Energy33 & interaction & interaction44; goals; goals11** and soccer and soccer rulesrules55..

Soccer’s specific constraintsSoccer’s specific constraintsScoring and preventing goals, why we’re hereScoring and preventing goals, why we’re here

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Once the general constraints are in place the most Once the general constraints are in place the most important specific ones are important specific ones are why are goals scoredwhy are goals scored? The ? The question and answer is the frame for this modelquestion and answer is the frame for this model11::

- It will concern both sides of the ball, it’s dialectical - It will concern both sides of the ball, it’s dialectical in nature, it involves all players at all timesin nature, it involves all players at all times22..

- It serves both a prescriptive and descriptive functionIt serves both a prescriptive and descriptive function33..

- It is a global concern with local implicationsIt is a global concern with local implications44..

- The question and answers are relevant, specific and The question and answers are relevant, specific and of a complex natureof a complex nature55..

Why are goals scored?Why are goals scored?**

The detailsThe details

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There are five reasonsThere are five reasons##::

1.1. Lack of pressure on the player in possession.Lack of pressure on the player in possession.

2.2. Lack of support for the pressing player.Lack of support for the pressing player.

3.3. Giving the ball away.Giving the ball away.

4.4. Failure to track players down.Failure to track players down.

5.5. Restarts.Restarts.* Taken from Charles Hughes, * Taken from Charles Hughes, Tactics and Teamwork.Tactics and Teamwork.

Soccer is constrained by systemsSoccer is constrained by systems11

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““System means a configuration of parts connected and System means a configuration of parts connected and joined together by a web of relationships.” Therefore joined together by a web of relationships.” Therefore the study of systems is the study of systems is “the study of parts/“the study of parts/mattermatter, , joined/joined/energyenergy, and the web of relationships/, and the web of relationships/interactioninteraction between them.” between them.” Physics is at the heart of systems.Physics is at the heart of systems.

To understand soccer you must include the basic To understand soccer you must include the basic principles of systems. Start with the constraintsprinciples of systems. Start with the constraints22..

Some constraints are permanent, global and ongoing, Some constraints are permanent, global and ongoing, i.e. rules are rulesi.e. rules are rules33..

Some constraints are temporary or weak, these local Some constraints are temporary or weak, these local rules are made to be brokenrules are made to be broken44. .

Systems are constrained by boundariesSystems are constrained by boundariesKurtKurt GödelGödel & & NikolaiNikolai BernsteinBernstein11

8How do the parts interactHow do the parts interact44?

What system is on display hereWhat system is on display here22??

How did you assemble itHow did you assemble it33??

Players and systemsPlayers and systems11 Boundaries in fluxBoundaries in flux

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1.1. When players interact they create systems. They go from When players interact they create systems. They go from whole to part.whole to part.

2.2. Players and systems are surrounded by other players and Players and systems are surrounded by other players and systems.systems.

3.3. Players and systems will interact with these others Players and systems will interact with these others creating the possibility of an infinite regress or expansion.creating the possibility of an infinite regress or expansion.

4.4. The level, focus and direction of interaction cannot be The level, focus and direction of interaction cannot be predicted.predicted.

5.5. The boundaries between players and systems cannot be The boundaries between players and systems cannot be defined in itself. Player’s are part of larger systems they’re defined in itself. Player’s are part of larger systems they’re not aware of. This is the “Catch 22” principle.not aware of. This is the “Catch 22” principle.

Self-constrained systemsSelf-constrained systemsNiklas Luhmann & Niklas Luhmann & NikolaiNikolai BernsteinBernstein

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At the center of every system is the ‘self’s’At the center of every system is the ‘self’s’1 1 point of view. The point of view. The tension between the individual and the others is balanced along a tension between the individual and the others is balanced along a ‘flowing edge’‘flowing edge’22..

Setting goals along the ‘flowing edge’Setting goals along the ‘flowing edge’Outside the edge is chaosOutside the edge is chaos

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The creation and movement towards a goal sets up The creation and movement towards a goal sets up a dynamic relationship between players, the goal a dynamic relationship between players, the goal and actionand action11..

To keep system cohesion a shared orientation, i.e. To keep system cohesion a shared orientation, i.e. a flexible frame is necessary. a flexible frame is necessary.

Why goals are scored provides this framingWhy goals are scored provides this framing22..

Goal creation and achievementGoal creation and achievementTask and maintenance systemsTask and maintenance systems

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1.1. Autopoietic systems; concerned with maintenance.Autopoietic systems; concerned with maintenance.

2.2. Allopoietic systems; concerned with task completion.Allopoietic systems; concerned with task completion.

3.3. Zone for learning, growth & action; harmonized middle.Zone for learning, growth & action; harmonized middle.

4.4. Meta-question; frames the process.Meta-question; frames the process.

5.5. Meta-system; guides the process.Meta-system; guides the process.

A model for the A model for the guided-(constrained) guided-(constrained) discovery method.discovery method.

Dialectical approach to goalsDialectical approach to goalsBernstein & BoydBernstein & Boyd

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With goals in flux you need a way to rapidly change With goals in flux you need a way to rapidly change course, i.e. OODA loopscourse, i.e. OODA loops11..

Bernstein’s Shifting Focus HeuristicBernstein’s Shifting Focus Heuristic22. .

Boyd’s Analysis and SynthesisBoyd’s Analysis and Synthesis33..

Both models contain an overriding goal and a way to Both models contain an overriding goal and a way to expand from and contract towards itexpand from and contract towards it44..

What is an autodidact?What is an autodidact?Pathways to learningPathways to learning

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- A self-taught person, entity, system or organization- A self-taught person, entity, system or organization11..

- Someone or something that demonstrates the ability to Someone or something that demonstrates the ability to adapt to a change in his, her or it’s environment as they or adapt to a change in his, her or it’s environment as they or it sees fit. They can be proactive as well as reactiveit sees fit. They can be proactive as well as reactive22..

- Demonstrates the traits of a bricolerDemonstrates the traits of a bricoler33..

- Autodidactic learning is “scalable” learningAutodidactic learning is “scalable” learning44..

- The shift from didactic to autodidactic moves the The shift from didactic to autodidactic moves the constraints on learningconstraints on learning55. Outsourcing and collaboration is . Outsourcing and collaboration is the norm, individual effort is secondthe norm, individual effort is second66. .

Experiential learningExperiential learning

Learning is constrainedLearning is constrained

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““Experiential learning is the process of making meaning Experiential learning is the process of making meaning from direct experience… from direct experience… Experiential learning is learning Experiential learning is learning through reflection on doing, which is often contrasted with through reflection on doing, which is often contrasted with rote or didactic learning.”rote or didactic learning.”

This does not exclude the use of didactic methods like case This does not exclude the use of didactic methods like case studies, historical examplesstudies, historical examples##, dialectic conversation, , dialectic conversation, storytelling or other methods to provide context to existing storytelling or other methods to provide context to existing experience.experience.

Overview of the autodidactic model-1Overview of the autodidactic model-1Guided-(constrained) discovery in actionGuided-(constrained) discovery in action

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1.1. Learning through discovery starts with experience framed in Learning through discovery starts with experience framed in context, experience is constrained by a goal.context, experience is constrained by a goal.

2.2. The meta-system, i.e. coach provides the goal. The meta-system, i.e. coach provides the goal.

3.3. Learning occurs when the system reflects on goal-directed Learning occurs when the system reflects on goal-directed behavior. There is a balance between task and maintenance.behavior. There is a balance between task and maintenance.

4.4. The coach works to maintain the system between the two The coach works to maintain the system between the two states. The system must generate it’s own ‘energy.’states. The system must generate it’s own ‘energy.’

Overview of the autodidactic model-2Overview of the autodidactic model-2Guided-(constrained) discovery in actionGuided-(constrained) discovery in action

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1.1. Experience is based on winning and losing.Experience is based on winning and losing.

2.2. Reflection is time constrained.Reflection is time constrained.

3.3. Reflection is both descriptive, past-tense/insight and Reflection is both descriptive, past-tense/insight and builds prescriptive, future oriented/vision.builds prescriptive, future oriented/vision.

4.4. Reflection is based on the six W’s; who, what, why, Reflection is based on the six W’s; who, what, why, where, when and howhere, when and howw..

A constraints-led,A constraints-led, autodidactic model for soccer-autodidactic model for soccer-Pt.2Pt.2

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What happens when multiple systems collide? What happens when multiple systems collide? Dealing with the furball.Dealing with the furball.

Signal theory.Signal theory.

Tempo.Tempo.