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.
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.
Practitioners across different domains will be familiar with their field of practice being referred to as an 'industry'. We frequently hear mention of the strength and conditioning industry, the sports physiotherapy industry, even the sports coaching industry. In this post we consider these trends for terming our professions in this way, and explore why an 'industry approach' might be problematic. From these discussions we can attempt to plot a path back to cultivating our craft, and restoring pride in our chosen profession by rejecting this ‘industry’ mindset.
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.
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.
The paradoxical burden of advantages is something that those who work with young athletes (and young people in general) often grapple with. We might consider this a 'first world problem of privilege' for developing athletes; some might even argue it is symptomatic of the wider ills of modern society. Whether or not you subscribe to such views, few would disagree that a sense of entitlement is the enemy when developing young people, regardless of whether the aim is that they grow up to become good people or top athletes. In either scenario, many of the qualities we are seeking to instill are much the same.
As we will explore in this post, the luxury of advantages, unless carefully managed, can pose a serious problem when our aim is fostering the traits necessary to strive for mastery and achieve long-term success in sport. We will investigate what makes a conducive environment for developing young athletes who demonstrate 'talent', and what pitfalls to avoid. Finally, we will tackle the question of how we might negotiate the challenges we presently face on our quest, and recommend practical steps to ensure young athletes are equipped with the fuel for the journey and the tools to overcome obstacles on the path to becoming elite.
Athletic talent and sporting potential are hard to define and harder still to capture. Such ambiguity presents a major challenge for 'talent identification' and 'talent development' programmes in sport. Marking out a youngster as 'talented' is not only fraught with uncertainty, doing so can also carry negative consequences for their development moving forward. In this post we will explore the topic of 'talent' and discuss the challenges inherent in the processes of talent identification and development. In light of these issues we will examine how we might best nurture and develop young athletes whilst avoiding the pitfalls that can result from labeling them as 'talented'.
'Long-term athlete development' has perhaps never been more topical, with an ever-growing number of programmes worldwide providing training for children and adolescent athletes. Mostly there is agreement on the need for structured 'athlete development' programmes for kids who engage in youth sports. We have consensus that appropriate physical and athletic development is beneficial for kids' health, performance and long-term outcomes. Still, confusion remains among parents, young athletes and practitioners, as authorities in the field continue to hotly debate the details. Here we will attempt to cut through these debates and provide much needed clarity and context to resolve some of the confusion. As we generally agree on the 'why', we will attempt to move things forward by finding shared ground and common principles to guide the 'what' and 'how' in relation to long-term athlete development.
The term elite appears incessantly in the sporting domain. But what do we mean when we say elite? What does 'elite' mean to you? For many when the term 'elite' is used what this calls to mind is more akin to 'elitist'. The interpretation of 'elite' is often synonymous with 'exclusive', and a domain reserved for the chosen few. In this post we will dig a little deeper into these misconceptions and explore what differentiates elite from elitist. By the end of this discussion we hope to provide an outline of the hallmarks that constitute truly elite practice in sport.
Ask any athlete or coach and they will readily acknowledge the mental side of training. The mind is an integral part of training the body. How an athlete perceives the training prescribed can be hugely influential in determining how they experience it. In turn this perception can affect how the athlete responds to the training performed. Despite their apparent importance, mental aspects of the training process are typically not accounted for in any structured or meaningful way. In this post we will elucidate what these critical elements or 'mental resources' are in relation to the training process. We will then explore how each of these aspects can be accounted for and harnessed to best effect in the way athletes' training plans are presented and delivered.