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facebook twitter home contact chalk & clay — a baseball coaching blog essays baseball research 101: knowledge is based on evidence essays an essay on gurus, gimmicks, and maximum velocity practice tips infielders and outfielders need more defensive reps practice tips your team should hit more live arms and less bp essays baseball research 101: knowledge is based on evidence by jim malec 175 views 11 min read recently, i was browsing a facebook group for baseball coaches when i found a post that instructed pitchers to run poles after throwing in order to “flush” the buildup of lactic acid from their arm. for players of a certain age (myself included), that’s a common refrain—running to get rid of lactic acid was something most of us were taught as youth, and we took it as settled fact. as noted by the sporting news in 2016 , however, recent research seriously calls into question both the impact of lactic acid buildup on the arm and distance running’s effectiveness in reducing it. this is important, because aside from it being a poor recovery mode distance running has been flagged as potentially counterproductive for pitchers; it may promote the wrong type of physical development for the movements pitchers execute. it should go without saying that if having our pitchers run poles after throwing is based on incorrect information, we should end that practice and adopt a program that helps them recover better and develop in a more beneficial way. so, i posted a comment on that facebook post asking if the person had any evidence to back up his claim that lactic acid buildup was a problem for pitchers and that running could help solve that problem. i considered this a reasonable question based on a reasonable assumption: as coaches who teach physical training and movements, our opinions should be based on evidance. predictably—it happens almost every time someone ask for evidence about a claim—the conversation devolved into name calling, credential boasting, and personal attacks. i can’t tell you how many times i’ve experinced conversations that go like this: coach #1 : “ pitchers should [insert thing about mechanics here] because it helps them throw the ball faster. ” coach #2 : “ yes, yes, absolutely. that’s what [insert nolan ryan, other baseball player] said back in 1975! just look at this picture! ” me : “ hey guys, do you have any evidence that proves what you’re saying? ” coach #1 : “ geez, don’t you even understand basic physics! did you go to school?! ” coach #2: “ nolan ryan was one of the greatest pitchers of all time! i think he knows better than you. also, just look at this picture! ” as a community, we are too stubborn, too invested in our own ideas, and lacking in both intellectual curiosity and rigor. we bristle when asked how we know what we know. we hate being challenged, as if being asked to back up our statements with evidence is a personal attack on our value as coaches. we can’t stand the thought of being wrong—often because our livelihood is tied to our ability to monetize our knowledge—so we’re defensive and combative. all of this harms the game at a systemic level by making it more difficult for us to weed out bad ideas while advancing, refining, and propagating good ideas. in this post, i want to take a few minutes to talk about process. let’s start with a fundamental premise: knowledge is based on evidence and evidence is observable. this concept is the foundation of physical and social science. researchers seek to better understand how things work by observing, measuring, and testing objects, forces and effects, and relationships. they run carefully-designed experiments, collect and analyze data, and present their findings in highly-detailed papers. increasingly, researchers are also expected to make their data publicly available so that other researchers can check for errors. those papers undergo a grueling peer review process prior to publication, during which fellow scholars anonymously mark them up, highlighting errors, omissions, flawed logic, or various other problems. this process is arduous and time consuming, and often continues for several rounds. only when the noted issues have been sufficiently resolved will a paper be published. usually, this is what researchers mean when they use the term “science.” while most lay people, including most baseball coaches, think the term is used to describe concrete physical principles that are taken as fact (such as the basic physics and geometry kids learn in high school), it actually refers to the overall process of collecting, testing, and analyzing data or other evidence in a systematic manner. part of that process includes criticism, which scholars recognize as necessary. every human being brings biases, assumptions, and intellectual limitations to the table when they begin a project, and no matter how much one tries to neutralize those factors they have the potential to influence the scholar’s work. the process of having expert third parties evaluate research helps to validate study construction, and while it cannot prevent every flawed argument or incorrect result from being published it does play a crucial role in ensuring the overall integrity of scientific literature. most importantly, it makes research better by forcing scholars to go back to their work and address problems with their data or their thinking that might have otherwise been missed. to its detriment, the baseball coaching community does not follow this model. very little peer-reviewed research has been conducted on questions specific to baseball performance, but every day we are bombarded by so-called research that touts unverifiable claims—unverifiable because that research is based on assumptions that aren’t stated, data that can’t be checked, and/or methods that can’t be analyzed. this is a problem because an idea may seem to make sense initially only to crumble under the weight of more rigorous testing and scrutiny. almost everything coaches say they “know” about the game is based on personal experience and legacy thinking. rather than seeking criticism of their work, coaches who produce baseball research—most of whom are not scholars—tend to recoil from it; they attack those who question their methods or study designs and they refuse to make their data public. typically, that’s because the they’re conducting research to build a brand or sell a product or system rather than to answer a performance-based question. as such, they have nothing to gain from welcoming criticism of their work or from making their data public—currently, there is no consequence for being opaque and no benefit for being transparent. coaches who sell lessons, systems, or products can only lose by being proven wrong. this needs to change. below, i briefly two erroneous mindsets that the baseball community needs to purge. continue reading 3 comments share essays an essay on gurus, gimmicks, and maximum velocity 12 months ago add comment as an adolescent living in baseball-poor northern michigan in the early and mid 1990s, i was desperate to learn how to increase my velocity and become a better pitcher. throughout little league, i... practice tips infielders and outfielders need more defensive reps 12 months ago add comment in an earlier post i argued that hitters see too few simulated pitches compared to standard batting practice repetitions. when it comes to fielding, i think the opposite is true—that coaches are... practice tips your team should hit more live arms and less bp 3 years ago most amateur baseball teams spend too much time taking routine batting practice, and not nearly enough time hitting full-speed, count-based pitching. at the college level, live simulation (i.e... chalk & clay editor jim malec view all posts categories essays (2) practice tips (2) c&c on social media continue the conversation on facebook and twitter. facebook twitter copyright © 2017. created by jim malec. powered by wordpress . home con

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http://chalkandclay.com/baseball-research-basics/#comments
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Whois Information

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Domain Name: CHALKANDCLAY.COM
Registry Domain ID: 1946943496_DOMAIN_COM-VRSN
Registrar WHOIS Server: whois.google.com
Registrar URL: http://domains.google.com
Updated Date: 2017-08-03T14:06:27Z
Creation Date: 2015-07-14T19:25:16Z
Registry Expiry Date: 2018-07-14T19:25:16Z
Registrar: Google Inc.
Registrar IANA ID: 895
Registrar Abuse Contact Email: [email protected]
Registrar Abuse Contact Phone: +1.8772376466
Domain Status: clientTransferProhibited https://icann.org/epp#clientTransferProhibited
Name Server: DNS1233-1.NEXCESS.NET
Name Server: DNS1233-2.NEXCESS.NET
DNSSEC: unsigned
URL of the ICANN Whois Inaccuracy Complaint Form: https://www.icann.org/wicf/
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  REGISTRAR Google Inc.

SERVERS

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DOMAIN

  NAME chalkandclay.com

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STATUS
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NSERVER

  DNS1233-1.NEXCESS.NET 87.76.23.83

  DNS1233-2.NEXCESS.NET 87.76.23.84

  REGISTERED yes

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