The 'nurdle to leg' and other ways of winning cricket matches

Renshaw, Ian & Holder, Darren (2010) The 'nurdle to leg' and other ways of winning cricket matches. In Renshaw, Ian, Davids, Keith W., & Savelsbergh, Geert J.P. (Eds.) Motor Learning in Practice : A Constraints-Led Approach. Routledge (Taylor & Francis Group), London, United Kingdom, pp. 109-119.

[img] Accepted Version (PDF 2MB)
Administrators only | Request a copy from author

Abstract

The emergence of Twenty20 cricket at the elite level has been marketed on the excitement of the big hitter, where it seems that winning is a result of the muscular batter hitting boundaries at will. This version of the game has captured the imagination of many young players who all want to score runs with “big hits”. However, in junior cricket, boundary hitting is often more difficult due to size limitations of children and games played on outfields where the ball does not travel quickly. As a result, winning is often achieved via a less spectacular route – by scoring more singles than your opponents. However, most standard coaching texts only describe how to play boundary scoring shots (e.g. the drives, pulls, cuts and sweeps) and defensive shots to protect the wicket. Learning to bat appears to have been reduced to extremes of force production, i.e. maximal force production to hit boundaries or minimal force production to stop the ball from hitting the wicket. Initially, this is not a problem because the typical innings of a young player (<12 years) would be based on the concept of “block” or “bash” – they “block” the good balls and “bash” the short balls. This approach works because there are many opportunities to hit boundaries off the numerous inaccurate deliveries of novice bowlers. Most runs are scored behind the wicket by using the pace of the bowler’s delivery to re-direct the ball, because the intrinsic dynamics (i.e. lack of strength) of most children means that they can only create sufficient power by playing shots where the whole body can contribute to force production. This method works well until the novice player comes up against more accurate bowling when they find they have no way of scoring runs. Once batters begin to face “good” bowlers, batters have to learn to score runs via singles. In cricket coaching manuals (e.g. ECB, n.d), running between the wickets is treated as a separate task to batting, and the “basics” of running, such as how to “back- up”, carry the bat, calling and turning and sliding the bat into the crease are “drilled” into players. This task decomposition strategy focussing on techniques is a common approach to skill acquisition in many highly traditional sports, typified in cricket by activities where players hit balls off tees and receive “throw-downs” from coaches. However, the relative usefulness of these approaches in the acquisition of sporting skills is increasingly being questioned (Pinder, Renshaw & Davids, 2009). We will discuss why this is the case in the next section.

Impact and interest:

0 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 43614
Item Type: Book Chapter
Additional Information: Contents
List of contributors x
Preface 1
SECTION 1
1 The constraints- based approach to motor learning: Implications for a non- linear pedagogy in sport and physical education 9
KEITH DAVIDS
2 Instructions as constraints in motor skill acquisition 23
KARL M. NEWELL AND RAJIV RANGANATHAN
3 Building the foundations: Skill acquisition in children 39
IAN RENSHAW
SECTION 2
4 Perceptual training for basketball shooting 51
RAÔUL R. D. OUDEJANS AND JOHAN M KOEDIJKER
5 Saving penalties, scoring penalties 59
GEERT J.P. SAVELSBERGH, OLAV VERSLOOT, RICH MASTERS AND
JOHN VAN DER KAMP
6 Stochastic perturbations in athletics field events enhance skill acquisition 71
WOLFGANG I. SCHÖLLHORN, HENDRIK BECKMANN, DANIEL JANSSEN AND JÜRGEN DREPPER
7 Interacting constraints and inter- limb coordination in swimming 85
L. SEIFERT, C. BUTTON AND T. BRAZIER
8 The changing face of practice for developing perception: Action skill in cricket 100
ROSS PINDER
9 The Nurdle to leg and other ways of winning cricket matches 108
IAN RENSHAW AND DARREN HOLDER
10 Manipulating tasks constraints to improve tactical knowledge and collective decision making in rugby union 117
PEDRO PASSOS, DUARTE ARAÚJO, KEITH DAVIDS AND RICK
SHUTTLEWORTH
11 The ecological dynamics of decision making in sailing 128
DUARTE ARAÚJO, LUÍS ROCHA AND KEITH DAVIDS
12 Using constraints to enhance decision- making in team sports 139
ADAM D. GORMAN
13 Skill development in canoeing and kayaking: An individualised approach 145
ERIC BRYMER
14 A constraints- led approach to coaching association football: The role of perceptual information and the acquisition of coordination 154
MATT DICKS AND JIA YI CHOW
15 Identifying constraints on children with movement difficulties: Implications for pedagogues and clinicians 163
KEITH DAVIDS, GEERT SAVELSBERGH AND MOTOHIDE MIYAHARA
16 Augmenting golf practice through the manipulation of physical and informational constraints 177
PAUL S GLAZIER
17 Skill acquisition in dynamic ball sports: Monitoring and
controlling action- effects 189
NICOLA J. HODGES AND PAUL R. FORD
18 A constraints- based training intervention in boxing 200
ROBERT HRISTOVSKI
19 Researching coordination skill 207
DANA MASLOVAT, NICOLA J. HODGES, ROMEO CHUA AND IAN M. FRANKS
20 Skill acquisition in tennis: Equipping learners for success 217
DAMIAN FARROW AND MACHAR REID
SECTION 3
Case Study 1: Perceptual training for basketball shooting: Playing with constraints 228
Case Study 2: Parachute resistance training 230
Case Study 3: Manipulating arm and leg cycle coordination 230
Case Study 4: Maximising representativeness in practice 231
Case Study 5: Applying constraint- led principles to improve cricket performance 232
Case Studies 6: Sailing 234
Case Study 7: The Case of Merloo South Junior AFL Club 236
Case Study 8: Development of skilled perception and functional coordination in football 238
Case Study 9: Boxing. Constraints- based practice of a boxer novice or how J.R. and T.K. were learning together 240
Case Studies 10 and 11: These case studies illustrate the practical implications of action- effects research and can be interpreted in relation to Figures 17.3(a) and 17.3(c) 244
Index 245
Keywords: Representative Practice, Cricket, Skill Acquisition, Batting, Practice
ISBN: 9780203888100
Subjects: Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > HUMAN MOVEMENT AND SPORTS SCIENCE (110600) > Motor Control (110603)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Exercise & Nutrition Sciences
Copyright Owner: © 2010 selection and editorial material, Ian Renshaw, Keith Davids and Geert J.P. Savelsbergh; individual chapters, the contributors.
Copyright Statement: All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing from the publishers.
Deposited On: 27 Jul 2011 01:28
Last Modified: 18 Jul 2017 06:59

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page