Informed Coach, Informed Leader, Informed Practitioner
Paul Gamble
Crimes Against Critical Thinking in the Face of ...

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.

Crimes Against Critical Thinking in the Face of a Good Story
Informed Coach, Informed Sport Parent, Informed Leader
Paul Gamble
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?

Uniting Participation and Performance
Informed Leader, Informed Practitioner, Informed Coach
Paul Gamble
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.

The Tyranny of Safeguarding in Sport
Paul Gamble
Special Post: Choosing the Right Programme

EDITOR’S NOTE:

To celebrate the imminent release of the new title ‘Sports Parenting: Negotiating the Challenges of the Youth Sports Journey to Help Kids Thrive’ we are sharing this special post. The excerpt featured is from the chapter ‘Choosing the Right Programme’.

Environment is everything when it comes to developing talent. Parents are naturally highly motivated to find the programme that provides most optimal conditions to allow their child’s talents to flourish. Seeing past the sales pitch and making the right choice is however not a straightforward proposition. Being successful on this endeavour begins with understanding the key features that make for the most conducive setting to enable young performers to realise their athletic potential. In this chapter we aim to provide parents with some criteria to guide the search.

Special Post: Choosing the Right Programme
Informed Coach, Informed Leader, Informed Practitioner
Paul Gamble
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.

Ingredients for Progress: Heretics and Dissent

Intuition

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Cool Stories and Zombie Ideas

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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.

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What You See Is Not All There Is

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What You See Is Not All There Is

To explain the title, one of the most common cognitive biases in how we see the world is encapsulated as ‘what you see is all there is’. In other words, we have a tendency to overlook what is not immediately visible or obvious. We tend to assume that what we see in full view constitutes the only aspects at play. We are slow to consider that there might be additional unseen factors at work that might lead us to an alternative explanation for what we are seeing. In most circumstances we are dealing with incomplete information and there is always some degree of uncertainty and ambiguity involved in human performance. These are not bugs in the system that must be fixed, but rather features that we need to learn to navigate.

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Diversity and Inclusion in Elite Sport

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Diversity and Inclusion in Elite Sport

Elite sport is not immune to shifts in cultural norms and conventions in wider society. The number of diversity and inclusion roles have increased 60% in the UK over the past five years, and this has started to be mirrored in sporting organisations. The governance and national sport systems for Olympic sports are government funded, so it perhaps unsurprising that these organisations might be prompted to adopt policy that is becoming the norm in other sectors. That said, professional sports have also begun to follow this trend, notably in the US. In this post we consider what diversity and inclusion means in the context of sport at elite level.

Honing Professional Judgement and Decision-Making

Honing Professional Judgement and Decision-Making

Coaching is characterised as a judgement and decision making process. Practitioners and indeed most professionals who work in human performance are de facto coaches of humans. As such, the quest that unites coaches in different sports and practitioners across disciplines is to develop our professional judgement and our ability to make better choices and decisions over time. There is no endpoint to this journey and so the need to continually hone our judgement and decision making applies irrespective of what stage we are might be at in our career. That said, the question of how we best develop these skills for practitioners at the start of their career versus catering for these aspects in continuing professional development thereafter will likely require different solutions.