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.
Having an end in mind is pretty important. Aspiring towards a future outcome provides the impetus and intent that helps us to act in the moment. Knowing where we want to get to also provides a sense of how we are progressing and in turn guides us along the way. Deciding upon an ultimate aim is thus a central theme of the youth sports journey. As we will explore to some extent the performer settles upon their ultimate aspiration through a process of elimination and will often try out a few before they find their true north star to guide the journey. These formative experiences and the lessons they contain are part of what makes participating in youth sports so valuable in developing crucial traits, tools and behaviours that serve the performer well not only in their chosen sport but also in their life outside sport.
What we want to hear and what we need to hear do not always match up. Indeed in some instances they are distinctly different things! On the youth sports journey the performer will encounter numerous trials and situations that offer abundant lessons. The conversations with those around them are an integral part of how the performer makes sense of events, puzzle things through and elucidate what lessons to take. As the grown ups, it follows that coaches and parents alike have a duty to help performers be objective and uncover the insights to make the best use of these experiences. To that end, there is an onus on us to ensure that the performer maintains a healthy relationship with the truth and remains in touch with reality.
The idea of privilege has taken on strange and somewhat dark connotations in recent times, as has the idea of feeling privileged. This strikes me as a little odd. As a coach I feel privileged to work with performers who are committed to their craft. I am quick to acknowledge that it is a privilege to coach these individuals and to have them place their faith in my expertise. I feel grateful for my good fortune. I also feel a profound sense of responsibility to hold such a privileged position and a duty to do great work in return. Perhaps we should foster a more healthy attitude towards privilege. By reframing how we think about privilege we can perhaps respond to it in ways that better serves the performer and those supporting them.
Distraction is a constant feature of modern life. Current generations are growing up as digital natives and the allure of technology is ever-present in most environments. Clearly the genie is not going back in the bottle so it follows we should take steps to equip young performers to manage their own mental traffic to take back control of their actions and better deal with distractions of technological and other origin. The ability to marshal one’s own attention and resist becoming sidetracked is arguably the new superpower. Developing these capabilities to harness and direct our attention amidst all the distraction represents not only a competitive advantage but also the key to unlocking the possibilities for long term achievement in sport and beyond.
Grit and resilience are increasingly identified as crucial factors for the long-term success of young performers. Some people have even started to speak about practicing resilience. But what does this mean? How might we practically go about fostering resilience in aspiring young performers? If resilience is a practice or discipline then what does this look like in reality?
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!
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.
The topic for this latest offering was inspired by a parent of a young athlete I have the privilege of working with. The parent in question greatly impressed me with how they chose to respond to a recent setback, which included declining my offer to intervene on her daughter’s behalf. We generally think of times of adversity and setbacks as at best something to be endured (under duress). Our natural inclination is to steer clear of difficulties, and our urge is to shield those we care about from potential upset. However, as the parent in question intuitively understood, going through these difficult experiences is in fact vital to our mission.
Last weekend a former athlete reached out to me. Seumas was one of the student athletes on the university sports scholarship programme I was responsible for (his sport was rugby union), and I trained Seumas for perhaps three years during my time in Edinburgh before we moved to New Zealand. Aside from seeking to wish me happy birthday, Seumas wanted to thank me for the knowledge and coaching input I gave him as an athlete, but more specifically for helping him through challenging times during an extended injury lay off. Seumas went on to say that the help and guidance during that time had strengthened him mentally, and as a result has had an enduring benefit in all aspects of his life since then. The idea that the coaching I provided to an athlete might have had a lasting impression on them is of course gratifying, but more striking was the assertion that there was a real impact on the life of the athlete. So that is the theme for this week’s post.
