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Therefore it would not necessarily be a list drills for balance but a more refined list of what might be appropriate for the student, skill level standing in front of you. So often I see a poorly chosen excersise for the circumstances, followed by a poor explanation, followed by poor or inaccurate feed back.

  • All drills have the ability to positively or negatively affect balance. The instructor is always the determining factor as to which it will be. One excellent example of this is one ski skiing, with or without the other ski on. Obviouly this requires balance and can be/should be an excellent drill.
  • It is very often poorly coached/taught. But, more importantly me this particular drill shows me more about stance and alignment and the ability to move the CM. There is a critical cause and effect here that is all about balance. Drills need to be properly chosen, properly taught/coached and properly observed….because not only should they teach the student something….they teach you something about the student.
  • a lot to unpack there. I’m curious why you link drills to stupid human tricks? It can’t be that all drills are stupid human tricks? Take the two examples above of shuffling and skating. Both are skills needed to get around the hill more easily, but then when applied with a different focus then getting from point A to point B they become a task to learn movement from.

I certainly don’t disagree that balance is always a part of all our movements and that was the opening part of this discussion. That balance isn’t a skill to be trained it is an outcome of proper application of the fundamentals. I believe I could make a justification for any “drill” that someone uses to improve balance, whether static or dynamic, that they are actually training one of the fundamentals.

And I wanted to start a discussion of what drills folks use to create a more balanced athlete and what fundamental they are concentrating on. You are certainly correct that as the facilitator of the learning we need to know the why of what we are doing, the optimal how so we can observe deviation, and then the prescription for change

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