In this latest offering we explore some of the traits that differentiate the best coaches and practitioners in their fields. One disclaimer before we start is that this post is based on observational study. To some degree the themes we explore reflect wisdom shared by prominent individuals via different forums and media. However, I unapologetically give more weight to traits and behaviours that I have directly observed. I have been fortunate to interact with a representative sample of these exceptional individuals across multiple sports in various contexts; this has provided the opportunity to see how they approach their work with ‘live’ athletes in different scenarios, as opposed to how individuals claim they act and operate in practice. The themes we explore are therefore more a product of this direct observation, rather than simply distilling what has been presented elsewhere.
In this second ‘Informed Short’ we explore the concept of meta-abilities, and unpack the superpowers that we can harness to enhance our practice in a variety of realms as coaches and practitioners in sport, and educate our athletes to make use to these tools for themselves. We can define meta-abilities as ‘higher order’ skills. A defining characteristic of meta-abilities is that they effectively determine how well we are able to make use of our other capabilities.
The current post is the culmination of a three-part series on coaching athletic movement. In the opening part of the series, we delved into the ‘why’, and sought to elucidate what roles we have to play in this space. With part two we got into the ‘what’, and proposed that the lenses of mechanical effectiveness and efficiency might unite our aims in both performance and injury realms. With this final instalment, we get into the ‘how’, and provide some practical guidance on how we might deliver what we outlined in part two, and ultimately fulfill the roles we identified in part one.
For a practitioner who spends any time on social media it is easy to get the sense we are in the death throes of informed debate. Authorities (often self-proclaimed) seem to constantly spew forth evangelical proclamations, push their ideology and promote others who espouse their doctrine, and decry those who express contrary views. Sadly, it appears there are no shortage of young zealots eager to answer the call to join the modern crusades conducted on a social media battlefield. In this post we will explore the trend for binary thinking and polarised arguments that fuels the tribalism we see on these platforms, and how this is increasingly creeping into sports science and medicine circles. We will then attempt to plot a path back from the edge of the abyss, and bridge the divide between factions to allow us to return to real debate.
It is a common viewpoint that ego stunts personal growth, and most would agree that ego undermines our effectiveness as coaches and practitioners. What is less often considered is that unconstrained ego similarly obstructs progress and discovery in the areas of scientific study that exist to inform practice. At present the respective disciplines encompassed within coaching science, sports science and sports medicine are plagued with these difficulties. Einstein famously quoted to the effect that ego has an inverse relationship to knowledge – “more the knowledge, lesser the ego; lesser the knowledge, more the ego”. Yet researchers in the fields of sports science and sports medicine are showing themselves to be particularly prone to ego and the excesses associated with it. In this post we tackle the issue of ego in sports science and sport medicine, and attempt to plot a path back to sanity.
Major competition poses unique challenges not only for the athlete, but also the coach and wider support staff. From a logistical viewpoint there are a host of additional factors to manage, but on a more personal level, each member of the team must also manage themselves and how they interact with the athlete. In the crucible of a major competition environment the mettle of all individuals concerned is tested, and every member of staff connected to the athlete has a responsibility. In this post we will dig deeper on this topic, and explore ways we can support athletes in handling the pressures to compete at their best on the biggest stage.
Athletes and coaches across all sports incessantly speak about the importance of 'focussing on the process', and process goals. As coaches and practitioners we are likewise ever mindful of scheduling constraints and the need to make best use of the finite time permitted to prepare our athletes. In previous posts we have spoken about the importance of mobilising mental resources, and the critical role of athletes' perception in relation to training responses. Here we will venture into the realms of teaching and learning, in order to make meaningful use of the notion of 'process focus' in the context of sport. In our quest for more purposeful training we will explore the concept of 'meta-learning', and outline how these principles might be applied to the process and the practice of preparing athletes.