Emotion has traditionally been viewed as something to be suppressed. The logic goes that as leaders and people in positions of authority we should be detached and act ‘without emotion’. If somebody is described as ‘emotional’ generally this is construed as a bad thing; when we become ‘emotional’ the implication is that we are no longer being rational or we are not capable of reason. Conventional wisdom advocates we avoid an emotional response or making emotional decisions. In contrast to these established views, more recent study in this area demonstrates that emotion is in fact integral to reasoning, decision making, guiding our behaviour, and our ability to relate to others. Emotional intelligence is accordingly becoming recognised as being at least as important as more established forms of intelligence. Indeed we increasingly hear commentators proclaim that ‘EQ trumps IQ’. In this latest Informed Blog we delve into the role of emotion in coaching and our work with athletes, and explore what aptitudes we need to possess in this area as leaders, coaches, and practitioners.
'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.
Practitioners working in the realms of physical preparation, 'strength and conditioning', athletic development, sports coaching and sports medicine all share the desire that their athletes become more 'athletic'. Feats of athleticism can be readily recognised and appreciated. Yet observers and practitioners alike would struggle to describe with any clarity or detail what exactly constitutes 'athleticism'. Clearly we must first define qualities such as athleticism in order to understand how we might go about developing them. From a talent identification and talent development viewpoint, what do we need to identify and develop in a young athlete? In this post we aim to elucidate what athleticism is, and explore the constituent parts that underpin athleticism.