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.
Nuance is an under recognised keystone of practice in elite sport. We have spoken previously about critical thinking as a critical skill for coaches and practitioners in the Information Age, as a means to evaluate and integrate information from different sources. Nuanced understanding is critical for the steps that follow. Nuance is required to derive real meaning from the knowledge acquired and make use of it. Nuance is also critical to cope with the complexity inherent in human performance. In this post we will make the case for practicing nuance as an active skill in order to combat the epidemics of superficial knowledge and binary thinking.
In the Information Age the propensity for critical thinking has become arguably the most critical skill for practitioners in all fields. In the present era, with unprecedented access to a vast sea of information at the touch of a key stroke, the ability to filter and to critically evaluate are paramount. This is the great irony of the Information Age; at a time when the need has never been greater, critical thinking is seemingly a dying art. Increasingly we are plagued with superficial knowledge and incomplete understanding. We are beset on all sides by spurious reasoning and a preponderance of facile solutions. In this post we argue there is a need to resurrect critical thinking; we must understand the true meaning of skepticism and embrace it. Here we present the case that rediscovering these faculties will allow us to negotiate our way to free thought and provide the tools for independent learning to attain deeper understanding.
I regularly engage in mentoring coaches and practitioners, and the universal starting point in this process is a 'SWOT analysis', allowing the individual to identify areas where they require development. A frequent response and common theme relates to the process of planning or programming training. Before we get into the puzzles to solve when programming physical preparation, let us begin with a revelation: athletes are humans not machines. Input does not necessarily equal output. When working with athletes we must understand that we are dealing with inherently complex and highly dynamic biological systems. Designing a training plan for an athlete or a group of athletes is therefore far from straightforward.
In this post we will unmask the flaws in the conventional wisdom that relates to planning and programming, including periodisation models. We will uncover the realities we face when programming training, explore the puzzles involved, and define the challenges we must resolve. Finally, we will outline a road map approach to guide planning physical preparation in a way that acknowledges the uncertainty, along with some strategies to help navigate the unknown and shifting terrain, to allow us to steer and adapt our course as we go.
'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.