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 the elements we see in front of us are 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.
Weekly Reflections: Getting it Wrong
For this latest offering, I chose the theme of getting it wrong. Much of what I do as a coach involves helping individuals to acquire new skills and coaching them to move in ways that differ to what they are accustomed to. When we attempt something new or try out a different way of doing things naturally we do not get it right first time or every time. Learning, relearning or refining skills means having a go and in turn getting it wrong with some regularity!
Weekly Reflections: Separating the Circles...
This might be a topical read given present circumstances. Many athletes are contemplating cancelled competition seasons, or at the very least the cancellation or postponement of major events that have been their focus for an extended period (the 2020 Olympics being perhaps the biggest example). Arguably more disconcerting is the numerous instances where the situation remains unclear, and so there is an onus to continue preparations without knowing if and when events will go ahead. It is fair to say the majority of us are faced with questions on how to proceed given the present restrictions, and a lack of certainty on what the coming months hold.
Weekly Reflections: Building Relationships and Collaboration
The response to last week’s first instalment has been positive, so that seemed to merit sharing another update. As I rode in the rain on my way back from coaching this morning I pondered what I should share this week, in between marvelling at how many drivers in Vancouver apparently have no grasp of how roundabouts work. The chosen theme this week is relationships and collaboration.
The parallels between coaching and parenting are striking and both of these elements naturally come together with youth sports. The concept of free-range kids popularised by author (and parent) Lenore Skenazy thus readily applies to how we coach young athletes (as well as sport parenting). In each case, free play and participating in unsupervised games are essential parts of how children and young athletes develop. Engaging in play is central to how we learn to navigate the world and engage with others. Voluntarily participating in games with others (without intervention from the grown ups) teaches kids how to conduct themselves and develops the capability to interact with peers in a competitive context and a cooperative manner. A less structured environment where the kids themselves decide the playing area and the rules of the game affords the opportunity to apply what they have learned, explore different tactics and engage in trial and error. As such, free play and unsupervised games are particularly rich in opportunities to acquire and adapt sport skills and develop game sense. Given the myriad benefits and the essential role that these opportunities play in developing adept athletes and capable humans, it seems baffling that they are systematically being eliminated with today’s youth. So here we will make the case for applying the free-range perspective to rethink youth sports participation and talent development in a way that fosters engagement and creates self-reliant athletes.