Informed Leader

Crimes Against Critical Thinking in the Face of a Good Story

Crimes Against Critical Thinking in the Face of a Good Story

As the saying goes ‘never let the truth get in the way of a good story’. But it truly is quite remarkable how readily we will override our capacity for critical thinking in the face of a story we want to hear. As we will see, if the message on offer appeals enough to a particular desire or bias, it appears we will happily overlook whatever shortcomings in methodology and inconvenient flaws in logic are apparent. In this way, we can be active participants in ‘group think’.

We might then question our roles in upholding the conventions that abound in performance sport. Upon closer inspection, there is rarely logic in convention. It is beguilingly easy to fall prey to participating in such group delusion. On some level, we could argue that we willingly enter into this to prop up a particular tenet of our belief system in relation to theory and practice.

Uniting Participation and Performance

Uniting Participation and Performance

There is a strange insistence that participation and performance are entirely distinct and never the twain shall meet. But is there really no common ground to be found here? I will argue that participation and performance are NOT in fact mutually exclusive - especially in the case of youth sport. There is in fact plenty of overlap. So why should we keep them apart? Is it possible that bringing participation and performance back under the same roof might provide benefits in both directions?

Informed Shorts: Thinking Aloud

Informed Shorts: Thinking Aloud

We figure things out best when it's done in dialogue with others. This is exemplified by the dialectic process - that is, the good faith sharing of diverging views, exchanging the best arguments supporting those views, all for the purpose of revealing new insights.

This has a few implications as well as some practical applications.

The Tyranny of Safeguarding in Sport

The Tyranny of Safeguarding in Sport

A provocative title, so allow me to specify at the outset what exactly I am highlighting and the limits of the argument. Firstly and most importantly, let me make it clear that I am excluding from the discussion the necessary and vitally important domain of child-protection and the protection of vulnerable adults under law. What I am specifically referring to is the concept creep that has seen the safeguarding approach extended to sportsmen and women at senior level, who are otherwise (in the eyes of the law) deemed responsible adults capable of providing informed consent, making decisions and advocating on their own behalf. I am also excluding clear cases of misconduct that unamibiguously violate professional ethics and the boundaries of the athlete-coach relationship - for instance, sexually inappropriate behaviour or physical abuse. What I am also highlighting is the mission creep of those charged with investigating such claims and the present danger of over-reach. Why I feel these trends need to be challenged is that the safeguarding system if left unchecked threatens to penalise coaches simply for carrying out their proper duties.

Ingredients for Progress: Heretics and Dissent

Ingredients for Progress: Heretics and Dissent

The inclination to question is not common - looking back, most of us would admit that we uncritically accepted what we were taught. There is a general assumption that authority figures know what they are doing, so it may not necessarily occur to us that the consensus view that is espoused might be flawed or even untrue. Yet it is always worth allowing for the possibility that the prevailing view may not necessarily have a sound basis or at least might be missing something important. It might serve us well to consciously foster in ourselves and others a readiness to challenge preconceived ideas and the received wisdom, simply in the interests of our own enlightenment. More broadly, it merits highlighting that willingness to question and to offer competing ideas are necessary ingredients for progress. Clearly this has some important implications for leaders and organisations, as well as for the professions and fields of study that we are part of.

Captivated by Virtual Success

Captivated by Virtual Success

I cannot recall exactly when I first had the realisation that the validation derived by performers within the virtual realm might have the power to displace their drive to achieve in real world competition, but it was certainly within the past decade. These suspicions have only been strengthened over the recent period from observing how performers (including high profile athletes) are choosing to conduct themselves online and in person. What is also becoming all the more apparent is the tension between two realms. The behaviours that are cultivated and encouraged in social media land are in many ways contrary to what is required to compete successfully against real life competitors and navigate real world challenges in the sport. Chasing social media fame is proving somewhat incompatible with pursuing real world goals in sport. Unregulated social media use in itself is also emerging as a threat to the performance and wellbeing of the individual, serving to make performers more fragile and exposing vulnerabilities. The rapid rise of these new features of performing in the digital era has caught many of us off guard, such that coaches, support staff and administrators are still grappling with what to do to manage and regulate performers’ online activities. Certainly we have been slow to recognise the dangers and to date we have largely failed to come up with effective countermeasures to mitigate the potential harms.

Coaching in the Era of Cheerleading

Coaching in the Era of Cheerleading

Observers have noted that the spirit of the age is trending towards safetyism, or the assertion that challenging situations and discomfiting experiences are something we should seek to protect young people from. Recent evidence suggests this trend is continuing apace; indeed the calls for such protections are coming from young people themselves - or at least from a vocal minority who claim to represent different sections of the population. Moreover these requests are often granted with some enthusiasm by increasingly indulgent institutions. At the very least trigger warnings are deemed necessary for anything that has the potential to cause upset or offend increasingly delicate sensibilities - unless of course the term ‘trigger warning’ is itself found to be too triggering for the individuals concerned.

Against this societal backdrop it was somewhat inevitable that those operating in the realms of coaching and performance sport might start running into issues. Perhaps the closest cousin of coaching is teaching. Those of us in the coaching profession would therefore do well to heed the alarming ideological shift in higher education (and education in general) notably in North America. There is a storm on the horizon.

Realising the Value of Debate

Realising the Value of Debate

In our new connected world for the first time we have the possibility (at least in theory) to create such a hotbed for progress and innovation that is not restricted to a geographical location but is rather distributed throughout a global online community. Yet oddly things are trending in the opposite direction with the nature of our online interactions making us more polarised and atomised. Honest exchange of independent thoughts and ideas naturally bring us into contact with differing opinions. Disagreement and debate are central to the process; unfortunately we do not seem to be navigating these aspects very profitably at present, especially when it comes to our communications via online platforms and digital media.

Against this backdrop it seems timely to consider how we might engage with others and debate our ideas in a way that is more cooperative and ultimately more fruitful for all parties. If we are able to resolve this question we might yet realise the vision of a distributed forum that provides inspiration and fosters innovation.

Cool Stories and Zombie Ideas

Cool Stories and Zombie Ideas

Every now and then a new concept spreads like wildfire and is soon adopted at scale by organisations and professionals within a given domain. This is a scenario that seems to be especially prevalent within professional sport and the performance sciences in general. Initially early adopters are drawn in by an appealing message and a story that they find compelling. As the idea gathers steam, the growing uptake seems as much motivated by anxiety and the sense that ‘everybody else seems to be into this, so perhaps I should be too’. In due course the concept becomes firmly established and its legitimacy is widely accepted. For those caught up by this wave (or mown down by it) this all seems to occur with dizzying speed. All of this speaks to the captivating effects of ideas and the power of narratives. It also begs the question how might we avoid being taken captive and resist being swept up by the tide. Even once the wave has subsided, these events leave in their wake a detritus of zombie ideas that we as leaders, coaches and practitioners must navigate thereafter.

Figuring It Out

Figuring It Out

Leaders, coaches and practitioners who aspire to excellence typically recognise the imperative for life-long learning. Given the diversity and complexity we encounter when working with humans there is an ongoing need to assimilate new information. Within a professional context as with other aspects of our lives we figure out how the world works through inquiry and sense-making. It all begins with a question. Young children ask questions constantly as they strive to discover more about the world around them and how things work. They then proceed to make sense of things and this is based not just on what answers they were given but also their own experiences and ongoing explorations as they move through the world. What is striking is how much of this is done independently. As grown ups we can learn much from this approach. If we wish see the world as it is and to figure out how things operate in reality it follows we must enlist the same tools of inquiry and sense-making.