Here is a blueprint of something I might make. Or someone else could make, but then I wouldn't get the profits, assuming there were any :)
An assemble-your-own-field kit. Includes 8 cones, 1 set of instructions, and an all orginal sideline measurer. The sideline measurer consists of a peg with cord attached, and the cord has handy, easy-to-see markers at 18m, 20m, 37m and 64m for all the key dimensions of a field. Just follow the instructions to use the sideline measurer and you can set up a field accurate to within 30cm with the least walking/running necessary.
No more adjusting cones 4 times each. No more short endzones. No more forgetting the field dimensions. The TD can trust anyone to set up a field with this kit.
Great for tournies and training weekends.
Asking price, only $30, or choose the budget version, with no cones, for $8.
Would you use this?
13 August 2006
10 August 2006
World Clubs and its prestige
How will these World Clubs be judged? With the number of teams from Europe and North America significantly down on previous years, will it be seen as a weak tournament?
Will there be an asterisk next to the winners of each division?
In the US and Europe, how does winning World Clubs compare with winning UPA Nats or Euro Clubs?
The balance of teams was inevitably skewed by deciding to host Clubs so far from Europe and North America. But what will history's answers to these questions be?
Will there be an asterisk next to the winners of each division?
In the US and Europe, how does winning World Clubs compare with winning UPA Nats or Euro Clubs?
The balance of teams was inevitably skewed by deciding to host Clubs so far from Europe and North America. But what will history's answers to these questions be?
Applying this to that
I have started my new job. I am redesigning a first year electronics subject, specifically looking at how the subject is taught, and ways to improve the teaching and learning.
When I read a theory or case study on physics education, or talk to a colleague, I can often see how it relates to coaching ultimate.
If you have different topics or environments, but similar techniques, you really start thinking about those techniques. So I am getting new perspectives on teaching each day, thanks to my two backgrounds: science and ultimate.
Perhaps I should add a third... or fourth...
I want to test my new science education methods in the ultimate world.
When I read a theory or case study on physics education, or talk to a colleague, I can often see how it relates to coaching ultimate.
If you have different topics or environments, but similar techniques, you really start thinking about those techniques. So I am getting new perspectives on teaching each day, thanks to my two backgrounds: science and ultimate.
Perhaps I should add a third... or fourth...
I want to test my new science education methods in the ultimate world.
30 May 2006
Disrespecting the D
I played winter league last night.
There was one play where I was cutting in towards the disc, my defender busy being somewhere else. The cutting lane wasn't huge, but adequate. A good throw was required (in this case, good = partly throwing around the disc-marker, and leading me a little) but didn't come. My teammate hit his dump instead.
I suggested to my teammate later that he ignore the marker and throw whatever he wanted to, as long it was a good option, ie the marker could not stop him. It appeared he took this to heart, throwing at least three strong break throws later on, independent of his marker's effort (however, coincidence is more likely).
I think I learnt this mindset after several years play. I see elite level teammates who have also learnt to throw whatever they want, irrespective of what the marker is doing.
And I see some elite level teammates, and a lot of the up and comers, who are the opposite - when they hold the disc, they believe the marker is stopping them throwing certain throws. Yet they have the throws when unmarked.
Take the Pete Gardner challenge - count how often he holds the disc for more than two seconds in a game. His marker is better off moving upfield and double-teaming someone else. And look at his win percentage. Correlation is likely.
More disrespect of the D = more offensive options, and more bam-bam-bam-goal flow.
But like most things in ultimate, the skill or knowledge is worthless unless taught effectively.
So what are the best ways to introduce this mindset to people? Just telling them to throw more breaks? Certain game variations? Positive reinforcement of breaks?
There was one play where I was cutting in towards the disc, my defender busy being somewhere else. The cutting lane wasn't huge, but adequate. A good throw was required (in this case, good = partly throwing around the disc-marker, and leading me a little) but didn't come. My teammate hit his dump instead.
I suggested to my teammate later that he ignore the marker and throw whatever he wanted to, as long it was a good option, ie the marker could not stop him. It appeared he took this to heart, throwing at least three strong break throws later on, independent of his marker's effort (however, coincidence is more likely).
I think I learnt this mindset after several years play. I see elite level teammates who have also learnt to throw whatever they want, irrespective of what the marker is doing.
And I see some elite level teammates, and a lot of the up and comers, who are the opposite - when they hold the disc, they believe the marker is stopping them throwing certain throws. Yet they have the throws when unmarked.
Take the Pete Gardner challenge - count how often he holds the disc for more than two seconds in a game. His marker is better off moving upfield and double-teaming someone else. And look at his win percentage. Correlation is likely.
More disrespect of the D = more offensive options, and more bam-bam-bam-goal flow.
But like most things in ultimate, the skill or knowledge is worthless unless taught effectively.
So what are the best ways to introduce this mindset to people? Just telling them to throw more breaks? Certain game variations? Positive reinforcement of breaks?
1 May 2006
More throws for your money
I competed in the disc golf at the Australian Flying Disc Championships on the weekend. While I missed the DDC, MTA, discathon, etc on Thursday and Friday, the golf was great fun. No wind, a serious yet jovial atmosphere, the different perspectives of the golfers, and a chance to improve my throws.
While Matt and I were the only two playing with ultrastars, we held our own. I posted rounds of 70 and 63, good enough to finish in the middle of the pack. Getting a birdie is quite challenging when the par 3s are around 100m long, and the trusty ultrastar only goes 60m. Must try golf discs sometime...
Luke, in my foursome, matched the course record of 47 with some very consistent play.
Lee mentioned a regular habit of his - playing a round of ultrastar golf with two discs simultaneously, one that he will only throw backhand and one he will only throw forehand. Sounds to me like a good way to improve your throws.
While Matt and I were the only two playing with ultrastars, we held our own. I posted rounds of 70 and 63, good enough to finish in the middle of the pack. Getting a birdie is quite challenging when the par 3s are around 100m long, and the trusty ultrastar only goes 60m. Must try golf discs sometime...
Luke, in my foursome, matched the course record of 47 with some very consistent play.
Lee mentioned a regular habit of his - playing a round of ultrastar golf with two discs simultaneously, one that he will only throw backhand and one he will only throw forehand. Sounds to me like a good way to improve your throws.
26 April 2006
Is this Ultimate or a rodeo?
A thought on my mind: how do you know if you regularly do or do not straddle the thrower, unless you look? Particularly if you like to mark close? Which leads to the question, do you look where your feet are when marking the disc?
Nationals 2006 wrapped up yesterday and it was fun squared.
Interestingly enough, at halftime in one of Fakulti Q's games, the opposition captain asked me to discuss with my team the fouls on the mark and straddles we were calling. Have to say that I don't come across this situation too often. And this may come as little surprise - I asked him to have a word to his team about their fouls and straddles :)
I reckon that in 70-80% of instances where the thrower looks under pressure from the mark, stranded for a throw, and doesn't pivot, they are being straddled.
I guess I am a member of the "Call More Straddles" Party. No, correction - the "Let's Have Fewer Straddles" Party. Apart from abiding by the rules being something we all want (yes?), fewer infringements by the defence would improve the the flow and aesthetics of current Australian ultimate.
Nationals 2006 wrapped up yesterday and it was fun squared.
Interestingly enough, at halftime in one of Fakulti Q's games, the opposition captain asked me to discuss with my team the fouls on the mark and straddles we were calling. Have to say that I don't come across this situation too often. And this may come as little surprise - I asked him to have a word to his team about their fouls and straddles :)
I reckon that in 70-80% of instances where the thrower looks under pressure from the mark, stranded for a throw, and doesn't pivot, they are being straddled.
I guess I am a member of the "Call More Straddles" Party. No, correction - the "Let's Have Fewer Straddles" Party. Apart from abiding by the rules being something we all want (yes?), fewer infringements by the defence would improve the the flow and aesthetics of current Australian ultimate.
24 March 2006
Familiarity with a frisbee
I have read a story (urban myth?) about basketballer Magic Johnson. See the start of this bio of Magic. He would dribble the basketball incessantly as kid, with his right hand as he went to the store, and with his left on the way home. He would later grow up to be a master of moving the basketball around the court.
It's not very scientific, but I reckon it is helpful to take a disc with you whenever you can. Pick it up, flip it in the air, pass it back and forth while sitting on the couch, bediddle it. Gain a subconscious feel for the disc's weight, position and behaviour. And try to forgive those who call you obsessed :)
It can only help with when you are next juggling a bad throw in the endzone, trying to catch it.
It's not very scientific, but I reckon it is helpful to take a disc with you whenever you can. Pick it up, flip it in the air, pass it back and forth while sitting on the couch, bediddle it. Gain a subconscious feel for the disc's weight, position and behaviour. And try to forgive those who call you obsessed :)
It can only help with when you are next juggling a bad throw in the endzone, trying to catch it.
Harnessing individual style
I recently read Idris' post on So, how do you teach field sense?
His take includes not being too strict on technique, eg how to cut: "Yes you cut from A to B, but how you get there is up to you."
This is part of letting players play to their strengths. I've noticed some captains and coaches are happy to put stronger throwers in handling roles, and better runners and jumpers in receiving roles, but can get stubborn about the details. Have you ever noticed senior players harp on teammates about the correct way to dump?
Sometimes this is justified - the teammate is just not getting open, or catching the disc in a poor position.
In other cases, they are doing some ugly jinking-back-and-forth cut, but still getting open every time, and getting the disc to the swing.
It can come down to personality and individual style. As long as it gels with the team's structure, players should be encouraged to find their own way to cut for dump, break a force, cut long, throw through the cup, etc. The sneaky teammate who runs straight in to get the disc when his defender looks away should be applauded for his success, even if he isn't applying the long vertical cutting drill that his captain repeats every week at practice.
The bottom line in an Ultimate game is your team playing to its potential, and that means embracing what works, not necessarily what the almighty Ultimate textbook of oral history says should work. The key is having the ability to judge what is truly working or not.
My analogy is a artist's apprentice. Show them how to daub, watercolour, splash, screenprint, sculpt and carve. Then let them create. You want a masterpiece, even if it was made by fingerpainting, and the brushes are still in their wrapping.
His take includes not being too strict on technique, eg how to cut: "Yes you cut from A to B, but how you get there is up to you."
This is part of letting players play to their strengths. I've noticed some captains and coaches are happy to put stronger throwers in handling roles, and better runners and jumpers in receiving roles, but can get stubborn about the details. Have you ever noticed senior players harp on teammates about the correct way to dump?
Sometimes this is justified - the teammate is just not getting open, or catching the disc in a poor position.
In other cases, they are doing some ugly jinking-back-and-forth cut, but still getting open every time, and getting the disc to the swing.
It can come down to personality and individual style. As long as it gels with the team's structure, players should be encouraged to find their own way to cut for dump, break a force, cut long, throw through the cup, etc. The sneaky teammate who runs straight in to get the disc when his defender looks away should be applauded for his success, even if he isn't applying the long vertical cutting drill that his captain repeats every week at practice.
The bottom line in an Ultimate game is your team playing to its potential, and that means embracing what works, not necessarily what the almighty Ultimate textbook of oral history says should work. The key is having the ability to judge what is truly working or not.
My analogy is a artist's apprentice. Show them how to daub, watercolour, splash, screenprint, sculpt and carve. Then let them create. You want a masterpiece, even if it was made by fingerpainting, and the brushes are still in their wrapping.
10 November 2005
Looking to Kindy
After hearing about another person's experience at a workplace seminar, I tried to summarise what I see missing from many learning sessions. And I came up with Kindergarten.
At a corporate seminar, you may listen to a talk. Unless the speaker is a gifted storyteller (not speaker, but a storyteller), the ideas or skills they want to you to understand or learn are generally lost one hour later. A quality learning experience requires putting the lesson into practice. You do not become an acclaimed world-class pianist by hearing someone describe how to play piano. You do not become a successful accountant by listening to someone talking about best practice in accountancy.
The learner needs a range of inputs to work with. And they need to interact and practise.
Adults are no different to children in learning, except we adults have learnt to hide our boredom and suck it in. The attention span of an adult is not that different to that of a child. If a talker is boring us, we adults suck it in and try to focus on them again, but it is an uphill battle. We usually avoid talking to the person next to us in a lecture, or playing with the hair of the person in front of us.
But children in kindergarten provide a great reminder of how learning works. If a kindy kid is bored, you will see it! They will stop listening and walk away, or fidget, or pull Freddy's hair, or find worms and put them in their pocket. It is a fantastic visual reminder to the teacher that they want to interact.
A kindergarten teacher knows this. Consider Mrs Schloogle. She will talk to her class of kindergartern children for 30 seconds at most (unless she is storytelling - a different thing altogether). Then it is time to have the kids actally play the recorder, not just hear instructions. (Or painting a picture of their house. Or build a Lego house together.) The teacher knows that little Billy may not have every instruction needed, and may put the wrong end of the recorder in his mouth. But that can be quickly corrected one-on-one. Billy will know that Mrs Schloogle cares, and that he didn't get bored.
So if you are teaching, or helping someone learn, remember Mrs Schloogle. Remember Billy. Remember kindergarten, and treat your audience as if they were 4 years old. Less talking and more interaction is a good direction for better learning. The biggest barrier is inventing or researching ways for the audience to interact with the content.
At a corporate seminar, you may listen to a talk. Unless the speaker is a gifted storyteller (not speaker, but a storyteller), the ideas or skills they want to you to understand or learn are generally lost one hour later. A quality learning experience requires putting the lesson into practice. You do not become an acclaimed world-class pianist by hearing someone describe how to play piano. You do not become a successful accountant by listening to someone talking about best practice in accountancy.
The learner needs a range of inputs to work with. And they need to interact and practise.
Adults are no different to children in learning, except we adults have learnt to hide our boredom and suck it in. The attention span of an adult is not that different to that of a child. If a talker is boring us, we adults suck it in and try to focus on them again, but it is an uphill battle. We usually avoid talking to the person next to us in a lecture, or playing with the hair of the person in front of us.
But children in kindergarten provide a great reminder of how learning works. If a kindy kid is bored, you will see it! They will stop listening and walk away, or fidget, or pull Freddy's hair, or find worms and put them in their pocket. It is a fantastic visual reminder to the teacher that they want to interact.
A kindergarten teacher knows this. Consider Mrs Schloogle. She will talk to her class of kindergartern children for 30 seconds at most (unless she is storytelling - a different thing altogether). Then it is time to have the kids actally play the recorder, not just hear instructions. (Or painting a picture of their house. Or build a Lego house together.) The teacher knows that little Billy may not have every instruction needed, and may put the wrong end of the recorder in his mouth. But that can be quickly corrected one-on-one. Billy will know that Mrs Schloogle cares, and that he didn't get bored.
So if you are teaching, or helping someone learn, remember Mrs Schloogle. Remember Billy. Remember kindergarten, and treat your audience as if they were 4 years old. Less talking and more interaction is a good direction for better learning. The biggest barrier is inventing or researching ways for the audience to interact with the content.
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