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

Informed Coach

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The Training System Trap

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The Training System Trap

In the realms of training, coaching and even sports medicine there is often pressure to align with a particular approach or 'system'. The urge to belong to one camp or other is common and beguiling. Proponents for whatever approach is in vogue are often vocal and active in pursuing new recruits; and it is not uncommon to see much haranguing of those who subscribe to alternative approaches or competing training systems. In this post, we investigate this topic further. For instance, are there potential down-sides to adopting a training system? We will also explore an alternative path of being systematic in our approach, versus 'having a system'.

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Mobilising Athletes' Mental Resources During Training

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Mobilising Athletes' Mental Resources During Training

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.

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What do we mean by 'Athletic'? The 10 Pillars of Athleticism

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What do we mean by 'Athletic'? The 10 Pillars of Athleticism

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.

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The Olympic Pursuit of Inspiration

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The Olympic Pursuit of Inspiration

For the most part, when those in the media talk of 'inspiration' or 'being inspired' they are referring to those watching sport being inspired to strive to achieve the feats that they have seen or attempt to emulate sporting heroes. In this way, great athletes are often described as 'an inspiration to others'. Essentially, this is inspiration borne of admiration - essentially the 'I want to be like them when I grow up' scenario. 

The alternative meaning of inspiration - and the definition that this post will mostly focus on - is inspiration in the sense of stimulating thought or inspiring new ideas.

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Solving the Puzzle of Training Young Athletes

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Solving the Puzzle of Training Young Athletes

A famous and often cited quote in relation to training youth is that 'children are not mini adults'. Clearly the approach to physical preparation for children and adolescents should differ to what is employed with athletes competing at senior level. This is evident from biological, physiological and long term development perspectives. What is less clearly defined are the specifics of how our approach should differ, and how this will alter according to the respective phase of growth and maturation. In this post we will aim to shed some light on this topic.

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The Simplicity and Complexity Paradox in Training and Coaching

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The Simplicity and Complexity Paradox in Training and Coaching

In a presentation last year I used the concept of yin and yang to describe the inter-relationship between physical and technical in track and field athletics. In essence, yin and yang describes how opposing elements (light and dark, fire and water) paradoxically serve to complement and ultimately define each other. Much the same applies when considering simplicity versus complexity. There are many instances where each of these elements apply in the realms of coaching and various facets of practice in elite sport. In this post we will explore the paradoxical - or yin and yang - relationship between simplicity versus complexity in the fields of coaching, physical preparation and sports injury.

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Accountability - The Holy Grail for 'High Performance' Systems

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High performance has become a buzz word that appears constantly in relation to sporting bodies and organisations associated with sports worldwide. The reason for the inverted commas 'High Performance' in the title is that this term has become so over-used and misused that it has arguably been rendered meaningless. Using the label does not make it so. In this post we discuss the elements that must be present in order for an environment and the practitioners who work in it to merit the title 'high performance'.

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Lessons Along the Way - Advice for Young Practitioners

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Lessons Along the Way - Advice for Young Practitioners

Providing learning opportunities and mentoring to coaches and practitioners has been a recurring theme throughout my career. Indeed a large part of my present role involves mentoring young coaches and practitioners in the early stages of their career working with athletes. These interactions frequently prompt me to reflect on my own journey and what I have learned on the way. This post is a collection of those critical lessons - essentially what would have been useful to have been told starting out.

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'You Must Have Good Tyres' - Why and How to Train the Foot

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'You Must Have Good Tyres' - Why and How to Train the Foot

Aside from serving as the point of weight-bearing for all activities performed in standing, the foot represents the terminal link in the kinetic chain where forces generated by the athlete are transmitted to the ground beneath them. The action of the foot is integral to all modes of gait, from walking to sprinting. During sprinting, for example, the athlete's technical proficiency in how they apply force during each foot contact is recognised as paramount. Despite the integral role of the foot in locomotion and a host of athletic activities common to the majority of sports, training to develop this critical link is often overlooked in the physical preparation undertaken by athletes. This post examines the role of the different muscle groups involved in the dynamic function of the foot. We will explore different training modalities to develop the respective muscle groups, and also discuss the applications of this form of training, from both sports injury and performance perspectives.

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Considered Coaching - When and How to Steer Athletes' Learning

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Considered Coaching - When and How to Steer Athletes' Learning

In a previous post we have spoken about the art of coaching and the power of well-chosen words. Regardless of what discipline a practitioner is working in (physical preparation, sports injury, coaching) there will be an element of coaching the athlete to perform movement - for the purposes of training, rehab, or for the sport itself. An understanding of how best to guide the process of acquiring a movement skill is typically something practitioners develop over time; certainly it is not extensively taught - if at all, depending on the discipline concerned. Clearly this is a major omission given that these factors will affect how well the athlete not only acquires movement skills in the first instance, but also how robust these skills will prove over time and under pressure.