Sport Parenting, Youth Coaching
Paul Gamble
Free-Range Athletes

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.

Free-Range Athletes
Sport Parenting, Athlete Life
Paul Gamble
Helping Young Performers Find Their Aim

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.

Helping Young Performers Find Their Aim
Sport Parenting, Youth Coaching
Paul Gamble
What Performers Need to Hear

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.

What Performers Need to Hear
Sport Parenting, Athlete Life
Paul Gamble
Feeling Privileged

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.

Feeling Privileged
Sport Parenting
Paul Gamble
Dealing with Distraction

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.

Dealing with Distraction

Teaching

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The Glaring Gap in Skill Development for Youth Sports

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The Glaring Gap in Skill Development for Youth Sports

Traditionally, practices and skill development in general within youth sports has focussed on technical and tactical aspects. Dedicated development of athletic skills have been largely overlooked, which was previously not a major issue as sports coaches were able to rely on the natural athleticism that young performers brought to the party. Consequently, whilst youth sports coaches with a physical education teaching background might bring expertise in these areas, for the most part athletic skills have not typically been part of the coach education process, particularly in ‘skill sports’ (i.e. team sports, racquet sports, etc.). However, we are now having to reckon with these omissions, as is becoming increasingly evident at all levels of junior competition in many sports.

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What You See Is Not All There Is...

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What You See Is Not All There Is...

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.

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The Opportunity of Early Adolescence with Young Performers

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The Opportunity of Early Adolescence with Young Performers

Without doubt a unique opportunity to have a profound impact and see dramatic changes presents itself as young performers enter the adolescent years. The theme for this latest offering is this overlooked but crucial phase in the development of young athletes.

As most who read this will already be well aware, there are fertile windows of development in the childhood years. It is widely recognised that young kids are a sponge for learning and acquiring cognitive and motor skills, including language. What is less known is that there is similarly a distinct window of development that coincides with the transition from childhood to adolescence.

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Keeping the Fire Burning

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Keeping the Fire Burning

Whilst much of what I do involves sport at the elite level, throughout my career and to this day I have had a specific interest and involvement in the journey from youth sport to senior level. This area is variously described as talent development and long term athlete development, but these are largely academic concepts. One question that is not fully resolved is how we can create a learning environment that provides the challenge and support so that young performers acquire the necessary tools and abilities. But today we tackle a more fundamental question: how can we help to ensure that young performers have the fuel to sustain them through this journey which may span many years?

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Weekly Reflections: Getting it Wrong

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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!

Parental Investment in the Youth Sports Journey by Paul Gamble PhD

How we can spend our time, energy and other resources to bring the most benefit

Read on Substack

Mind The Strength Gap by Paul Gamble PhD

The growing need to boost kids' strength capacities to enable them to participate successfully

Read on Substack

Go Quickly or Go Far? by Paul Gamble PhD

Being in a hurry risks failing to equip young athletes for when their chance comes

Read on Substack
Featured
Free-Range Athletes
Free-Range Athletes

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.

Teach an Athlete to Fish...
Teach an Athlete to Fish...

When we do something for a performer that they could do for themselves we deprive them of an opportunity to progress towards becoming self-sufficient. Whilst this might seem like a small thing, if we extrapolate this out, these small things compound over time into a major issue. All of which becomes apparent when the occasion arises that the performer is on their own and facing a situation that requires them to act independently, only to find themselves to be entirely unprepared to do so.

Helping Young Performers Find Their Aim
Helping Young Performers Find Their Aim

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 Performers Need to Hear
What Performers Need to Hear

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.

Feeling Privileged
Feeling Privileged

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.

Dealing with Distraction
Dealing with Distraction

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.

Judging What to Prioritise and When for a Young Performer
Judging What to Prioritise and When for a Young Performer

Getting a handle on a young performer’s present status from a developmental perspective is crucial. After all, without this information we have no real frame of reference for making judgements or deciding on the best way forward. The reason that talent identification policy and development pathways at junior level frequently go awry in practice (as we noted in a previous post) is in large part due to a failure to account for maturation and relative age effects. Young performers at age-grade level are far from a homogenous group. Kids in the same age group may be at very different points in their trajectory. That growth and development curves for young performers can vary so widely inevitably thwarts any attempt to adopt a blanket approach. Whilst individual growth curves eventually converge, during their formative teenage years young performers can differ dramatically in how they present at any given time and this is manifested both physically and in the performance capabilities that they exhibit. Given that much of the variability we see at age-grade is simply due to the fact that kids are at very different stages in their relative stage of development, it follows we need some way to assess where a young performer is on their individual growth trajectory. Aside from the addressing the challenge of parsing genuine ‘talent’ versus maturation effects for sporting organisations, we equally need to be able to evaluate these factors on an individual level to inform decisions on how to best support the young performer. In this post we present a tool to estimate biological age and relative stage of maturation and describe how to use this information to inform the priority areas for development and guide training for the young performer.

Bringing a Performance Mindset to Dealing with Sports Injuries
Bringing a Performance Mindset to Dealing with Sports Injuries

Sports injuries pose arguably the biggest trials for aspiring performers, challenging not only the body but also the mind. How the performer and those around them approach and handle the process that follows more severe injuries in particular can prove to be pivotal. What mindset the performer and those around them bring to the task of dealing with injury is hugely influential in shaping the route this takes. A performance mindset goes a long way when contemplating the path forward following an injury. Indeed belief alone plays a role in shaping the eventual outcome. There is evidence that those who express high expectations of making a successful return as they enter the process (such as prior to surgery) are more likely to ultimately achieve that outcome in reality.

The Merits of Becoming an Athletic Virtuoso
The Merits of Becoming an Athletic Virtuoso

Raw physical attributes and performance in junior competition are not good predictors of future success until late adolescence. Technical skills, tactical awareness and character traits are more reflective of future potential. Beyond the specialist skills of the sport, more evolved talent ID and development systems are also starting to recognise the value of general movement proficiency or athleticism. As with skills and character, these qualities are less biased by the transient influence of growth and maturation, making them a much more reliable indicator of future potential and a crucial asset regardless of the sport. From the performer’s perspective, developing athleticism is therefore a very good investment in the future.

Practicing Resilience
Practicing Resilience

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?

Navigating Talent ID and Selection in Youth Sports
Navigating Talent ID and Selection in Youth Sports

One of the biggest travails of the youth sports journey is dealing with selection. Even the most successful athletes often recall instances of disappointment at not being selected for teams or being benched during their years competing at high school and junior level. Navigating selection and talent identification policies are thus part of youth sports. To help parents and young performers themselves deal with these trials we should try to understand the factors at play and perhaps find some strategies to overcome the challenges involved.

Realising the Full Benefits of Youth Sports
Realising the Full Benefits of Youth Sports

A notable casualty amid the ongoing uncertainty of the pandemic has been organised sport below the elite and professional level. In recent weeks kids have cautiously returned to school, but youth sports and school sport in particular remain off limits for many. Competition schedules for the coming year are still in limbo. There is a question mark over whether there will even be a competitive season for some sports and this uncertainty extends to college sports, which is the end-goal that many high school aspire to. Against this backdrop, the numbers of kids who have returned to participating in training and practices are way down since the lockdown and returning to school. There is an understandable reluctance among parents and the kids themselves to reengage in sport, given the perceived risks. Some authors are already sounding the alarm that the present generation of high school kids may be lost from participating in organised sport.

Developing Grit in Young Performers
Developing Grit in Young Performers

Over recent years talent identification in sport has started to acknowledge and account for the crucial character element in talent development. In particular, the importance of ‘grit’ is increasingly championed. Coaches and parents are accordingly becoming more aware of this concept in relation to youth sports. So what is grit, how does it relate to long-term success in sport and what can we do to create the conditions to help foster grittiness in young performers?