Going into too much detail can be very confusing and hard to understand for young cricketers (and many professionals!), and not necessary – after all, cricket only involves solid preparations, complex biomechanics, chess grandmaster-like tactics, power and fitness… to name just a few elements. What could be simpler than that?
So, how easy is it to understand everything we need to know about developing cricketers? We are probably all further away from understanding this than we think we are.
Cricket specific actions are complex to analyse and to teach. If we knew how to teach a bowler to take a wicket with every ball then bowlers would be doing it. likewise for batting! Instead, coaches tend to teach proper mechanics claiming that proper technique should come before anything else. Can fast bowling and hard-hiiting be coached without explaining the complex biomechanics to your players?
SIMPLE FOR THE COACH? OR SIMPLE FOR THE PLAYER?
Do coaches need to explain complex mechanical concepts to young cricketers? Coaches absolutely need to make the player feel and understand what is going on without verbally intimidating them. To take this approach is to deny that coaching enhanced performance in cricket is tough and many elements are not fully understood.
As coaches we’re getting better at asking the right questions. We believe a critical role pf the coach is to experiment, explore the unknown, and research… research… research! Once we understand what works best for young cricketers to enhance performance without overloading them with complex explanations and instructions, we can build simple and specific training methods into our programmes and begin to see accelerated performance.
Coaches should seek to understand the complexities of improving young cricketers before translating these complexities into simple drills, exercises and training techniques. The attribution between this principle and improvement should be recorded and used to build a bank of evidence to get closer to understanding what works for young cricketers.