My coaching philosophy is built on research-based theories of motor learning, where the interaction between the athlete and the environment, as well as variable practice, are central. Through these principles, I aim to support the holistic and sustainable development of athletes. A coach should understand the biomechanics of performance and know the fundamentals thoroughly, but ultimately what matters is how well I can translate that knowledge into practical application for the athletes on the field.
Skill acquisition and skill training are typically approached very straightforwardly: there’s often a rush to “fix” things, relying heavily on internal body-focused instructions. However, learning motor skills takes years and requires long-term practice. Furthermore, skill learning is not a linear process. Progress happens individually and variably — sometimes advancing quickly, sometimes more slowly, and sometimes even through setbacks. In my coaching, this is reflected in the fact that practice is not based on mechanical repetitions, but on flexible and creative activities where errors and experimentation are seen as essential parts of the learning process.
Our sport-specific performances, whether a throw or a putt, are the result of the interaction between three elements — the athlete, the task, and the environment. As a coach, I intentionally modify certain constraints during practice to help athletes discover effective and purposeful solutions for themselves. For example, by changing the practice environment or altering tasks, I help athletes develop versatile movement skills.
Learning is based on the idea that repetitions should not aim for perfect sameness each time, but instead embrace variability and random disturbances. This helps the athlete develop more resilient and adaptable skills. In practice, this means intentionally incorporating varied movement patterns, distances, and even imperfect repetitions, through which the athlete learns to regulate their own movement and enhance motor learning in the long run.
An individual is always in constant interaction with their environment. Our sport’s performances on the course always consist of perception, decision-making, and action. If your goal is solely to repeat the “correct” technique, it’s likely that perception and decision-making skills will be neglected, which means the crucial abilities needed on the course won’t develop. My coaching mindset supports the idea that the goal is not merely to chase perfect technical repetition, but to truly learn how to perceive and respond to rapidly changing situations. Movement matters, and technical execution matters, but excessive over-analysis and the pursuit of a single perfect way to perform do not lead to good outcomes.