This is a text about problem that bothers me as cosequence of our sport expert education system. This is not only a problem of sport expert education system but it is also a common to other educational systems.
I will try to explain this by drawing a parallel. Imagine the Faculty as a driving school in wich you enter for only one reason: to learn to drive a car.
On the first class the instructor put you in the front of the car and starts deassembling it. He then takes out the engine, streer mechanism, accumulator, dynamo, gear mechanism and other parts and then deassemble them to the tinyest parts. After that he explains, for the each tiny part, from wich material is it, its mechanical properties, its purpose and connection to other parts. After that he again assemble it (into a car) and supose you learned to drive it! Now imagine a different situation.
On the first class instructor puts you into the car, explains you usage of parts wich you use to drive and instrument table and how to read it. Then you start the car and find out that pushing the gas pedal car accelerate, turning the steering wheel it turns, without any knowledge about the parts and their interaction causing it.
You see, our sport expert education system works like the first example: from you he creates not drivers but car mechanics. It doesnt create experts that will know how to «drive» - menage sport preparation system but rather physiologist-biomechanist who know all about parts but have no idea how to put it all together and manage it – «drive it».
I want to say that to control some system it is unnecessary to know its parts and their complex relations, on the other hand it is imposible to do that! System is more that just a sum of its parts! To explain system behaviour and to control it, we cannot rely on information flow between its parts but rather to develop special sets of notions that explains input-output relations. In car this is information table, steering wheel, gear, pedals. You dont need to know axis and engine torque, dynamo voltage, caloric capacity of gasoline, steering wheel angle to drive! With athletes we can gather this information when listening to them, watching them perform, sweat, hear their breeding patterns, skin color, sound of their feet striking the floor etc. You dont need to know blood Lactate level, urhea and ceton levels in urine, biochenistry status of blood, heart frequency, O2 consuption and other non-usefull data. You are looking at your athlete, but do you see the feedback he is giving to you and allow you to «drive» him better?
The best experts in the field (coaches) maybe dont know about physiological reactions in the body, maybe they dont know how to do a biomechanical anylisis but the one is sure… they know to drive; the only thing that matters!!
On the other hand, to drive a car it is unnecessary to say: turn the wheel for 56deg, push the gas pedal with 17N of force, but rather to say more or less, that is all! This is why the training represents more the art than science. You need to feel how much pressure is neccessary to turn the car in right direction, you dont need to know how much force you used to push the wheel! The same is with the athletes, you need to know what is the right dosage for individual athlete but to do that you allways need to monitor their behaviour and to use the feedback he gives to you! With this example I wanted to say that it is unnecessary to introduce numerical data and numerical analysis for controling the system but only qualitative data (fuzzy logic, qualitative analysis). In our education system they are asking us to memorize unnecessary and anusable numerical data and not qualitative data and phenomenom relation (resoning, critical thinking etc).
Although I just finished 3rd year of 4-year studing plan, and I know a lot of data I still dont know how to DRIVE… All the things that I learned (parts) I have to re-evaluate and to put them all together into the WHOLE!!
Everything in this text lead to a conclusion that is necessery to use a application of cybernetics, complex theory, chaos theory, catastrophe theory , fuzzy logic, qualitative analysis, critical thinking in a sport expert education system and to forget about learning in parts, quantitative analysis, mechanical learning.
But the main question remain unanswered: WHAT DO YOU WANT TO BE? CAR MECHANIC OR CAR DRIVER?