My favorite Cricketer encompasses a collection of the best writing taken from The Wisden Cricketer journal. best activities writers and celebrated cricket fanatics fondly remember their such a lot well-liked participant prior or current, and clarify their number of cricketing hero.

The participant choice levels from the most obvious offerings - equivalent to Trueman, Atherton, Gough, Tendulkar and Sobers - to the extra interesting or humble. individuals together with Gideon Haigh, Duncan Hamilton, Sid Waddell, Stephen Tompkinson and CMJ all current the case for his or her favorite cricketer and clarify simply what it's that makes them so special.

Each piece is followed by means of lovely full-colour images of the participant in action.

My favorite Cricketer indicates the breadth of cricket's enduring charm and offers a list of the main loved and larger-than-life characters.

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A message to other coaches I found this chapter to be particularly relevant to those coaching at the youth development level. At this level we seem to want to specialize our players too early, and the information in this chapter provides us with some good evidence not to specialize too soon. Importantly, we may have to create organized practice sessions simply to provide deliberate play opportunities to the players. This sounds illogical but until the players get back to discovering and playing the game for themselves, we need to make up this shortfall in school and club settings on their behalf.

Implicit perceptual training approaches in which learning occurs without explicit attention being drawn to the essential cues (see Farrow and Raab, Chapter 10, for some specific examples) or training that makes greater use of guided discovery rather than explicit instruction (see Patterson and Lee, Chapter 9) may be more effective in the longer term for the acquisition of expert skill. Training for automaticity High levels of automaticity are also a hallmark of expert performance, yet relatively little evidence is yet available on how to effectively hasten the acquisition of expertise for sport tasks.

Even for those attributes in which clear expert–non-expert differences are known to exist, such as pattern recall, there is very little in the way of systematic evidence on the time course of the development of these attributes. Consequently, it is simply not possible, currently, to determine, with any certainty, the earliest time at which adult levels of performance on these key distinguishing attributes for experts can be accurately predicted. Even if such prediction eventually proves possible, the evidence on the developmental histories of current sport experts cautions against using early identification to promote early sport specialization.

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