Mindsets - Part One

Simon Harling chat– continued

“Here I'm thinking to go further upstream. In developing the mindset we develop the environment. It is certainly my current focus.” Simon Harling

I am probably going to ramble on with all sorts of interpretations of ‘mindset’ so bear with me – I might actually get to the point at some stage. Some parts of this are my clumsy attempt at relating some context to this discussion. Understanding the environment and reality of the world we all exist in often helps us react appropriately to the trials and tribulations that our journey sends our way. If we believe in something, as I do, the journey is always going to be worthwhile. Navigating this journey requires some prediction, understanding or readiness for the disappointments that will litter the journey. It is a matter of looking for and recognising those adjustments and detours, hazards and traps that line the way. Some are mere trifles to deal with, others far more sinister and even predictable. Each will have to be dealt with so I use this time to illustrate some of the landscapes that I have encountered – not guessed at or dreamed up, but clearly experienced along my journey.

Before sailing into waters that you probably did not expect when you mentioned ‘mindset’ I have to agree that developing a mindset is linked to developing a learning environment and I believe this is strategically crucial because the mindset is a serious behavioural element – one of the four pillars. Before any plan or strategy that is designed to help individuals and communities move forward can be successful, there has to be an understanding and acceptance of the plan and the desired outcomes by all, or at least the majority of, those on the journey. Here I am interpreting ‘mindset’ as a collective agreement or an accepted position statement or some type of mission statement accepted by the community. This can be expressed both formally by publication and informally by behaviour – always the true indicator. Never forget that these ‘statements’ are cheap and are insignificant (although politically correct) when compared to visible behaviour by individuals, groups and organisations. Always remember that such positions are not necessarily always going to be favourable. I will offer examples of when this “group think” phenomenon can have crippling effects on matters later on in this ramble. Part Two will, hopefully, illustrate the existence and results of collective mindsets and influences.

It is also pertinent to look at the concept of ‘mindset’ in the context of learning. I am a fan of Carol Dweck (Dweck, C. S. (2008). Mindset. Ballantine Books), and Angela Duckworth (Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner/Simon & Schuster), in this respect and their work certainly fits into the philosophy I have about learning and life in general. In a nutshell, both of these practitioners see the value of elements of pedagogy that stimulate a persons ability to progress. If a person’s mindset is ‘fixed’ and they believe that progress is too hard for them, then progress is more difficult. If we, as teachers and coaches (parents included) can stimulate a shift towards a ‘growth’ mindset then progress is a little easier – not guaranteed, but easier. By creating a positive learning environment, giving appropriate feedback, setting and stimulating extremely high standards of personal and group behaviour then there is a chance that, even in the darkest of times when difficulties arise, progress will still occur. In other words, by highlighting and prioritising things like determination, perseverance and effort in the learning (teaching/coaching) environment we will stimulate a ’growth’ mindset.

“Duckworth's major point is that we are so far from whatever limits we have that they are irrelevant. On the one hand, that is clearly right - in almost every domain people could improve through persistent effort (and deliberate practice).” ?Jason Collins on Duckworth.

“A growth mindset will not compensate for lack of talent, but talent is rarely sufficient without the resilience that comes from a growth mindset.” Cindy Nebel on Dweck.

Where does all this theory fit within the environment of the actual training session? What can we as coaches do to positively influence mindset? The first thing to say is that this current worldwide use of the word ‘mindset’ should not be viewed as something new or just a fad but simply an extension or description of the results of quality teaching and coaching skills. Rather than now embarking on a crusade to satisfy this latest ‘in’ word just see it as a description of the positive outcome of good teaching. The last thing we need is a new population of ‘Mindset Specialists’ when all we need are good teachers.

I can only try to illustrate this using limited examples here even though given more time (Workshops or Courses), there are probably better examples. Learning tools used by the coach exist on a continuum that usually starts with ‘Explicit’ instruction and then the journey meanders in all sorts of directions to include ‘Implicit’ tools. All points on this continuum are available at any given time and, again, it is the ability to manipulate the ever-changing emphasis that each will play in the journey with the individual.

My experience tells me that if the only tool I have in my toolbox is “explicit instruction” (“Grip the javelin this way; put your fingers here and here; turn your shoulders this way; make a ‘bow’ this way; throw it like this.”) then the early progress that such instruction can elicit will peter out very quickly. The ‘Explicit’ learning tool, while appropriate at certain times in the journey, often limits the experiences and feedback to ‘yes or no’, ‘right or wrong’ which as a starting point is not a major problem as the first steps are taken. By directing the learning in this way you will at least set up many to get some foundation actions and postures right. By also including the “implicit” tools of guided discovery such as external focus, analogies, outcome-based guidance, variability and puzzle-solving then the choices made by the athlete make up much of the fabric of their learning. They accrue a range of results and personal feedback to what they are doing. They have to make their own choice on how and what they adjust in their next effort. They experience standing on their own two feet and taking some ownership of the outcome. They can overcome the difficulty or error they experienced because there is a ‘next time’ happening right now with them in charge. Only using the “Explicit’ tool means that you are giving them all the answers all the time and it is possible that some may just sit tight and wait for someone to do it for them.

“What would happen if you - replaced the fear of kids leaving your program with the responsibility to teach them skills they can carry forward? “ Simon Harling

It is in this manipulation of these learning tools that you will see their independence, perseverance, determination and fortitude being put under scrutiny. How the coach creates and manages this manipulation needs to be taught within the Coach/Coaching Development strategy. What I have tried to illustrate here is the fact that we, as parents, teachers and coaches can influence ‘mindset’. However, rather than see this as a new educational fad, science-backed or otherwise, try to see it as just a descriptor or extension of sound coaching practice.

This is a good time to mention ‘Feedback’ in this mindset pathway. I have always suggested that once the coach has settled on when the feedback is best delivered, the first focus for feedback should be on process and effort and not on the outcome. To prioritise and applaud an athletes effort, determination and perseverance regularly will help them also place these traits high on their personal agenda. If there are some technical (movement pattern) changes to consider (and there will be) then present this feedback second. Finally (and I know that I am being repetitive here) every time we give feedback to the athlete we will be influencing their mindset. Never forget that your reactions in terms of body language and tone of voice also deliver feedback. A coaches behaviour is always on view even when you least expect it and is an ongoing, second-to-second learning stimulus for the athlete.

Let me add another illustration, this time an example of how a collective stance (mindset – mission statement, position statement, philosophy) can alter strategy. Don’t ever forget though that a collective stance can also contain collective ignorance which can be the death-knell of many a plan. ?

This example is one small (but very significant) element of the journey for each athlete. To be able to create and maintain patience, persistence and determination within the athlete's toolbox there are some things that we know are detrimental to this task and should be kept clear of the pathway. If we encourage the developing athlete to see their progression in all their tasks solely in the light of a win-loss record or comparison to others or ranking in a contest or ranking in a list or a selection into a special squad then the ‘participation’ element that is crippling our sporting journeys will remain permanent.

If we can create a mindset where everyone sees progression as being “better than they were last time” we might just make a difference. There are enough uncontrollable factors that exist well within the vision of the developing athlete that will emphasise winning, losing and ranking so our collective job is to mount the assembly of a language, vocabulary and environment that pursues the ‘personal best’ mindset as being a vital part of the pathway.

"Striving to win is the lesson, having nothing to do with football, having mostly to do with life. You should always try to do your best, you should always strive to be better, strive to do well, strive to do better than the next person. That's what competition is all about, and I have no problems with competition." Norton, J. (2015). Unintended Consequences. Van Haren Publishing.

Jerry Newton sums up this part of the journey well and should make us realise that we should encourage the athlete to recognise what their ‘best’ is at any given time in their journey and that it is this competition with themselves that is the prime mover. It starts with every component of their training prescription forming a baseline of this personal competition. I have often used the corny old phrase of “Win the workout” which is an illustration of how an athlete can learn to set high standards across all facets of the journey – punctuality, concentration, determination, perseverance, effort, etc. Find the time to allow them to own this. It will start with the coach introducing this set of elements and then, over time, watching the athlete take them on as a personal commitment.

They will slowly learn that competition against others, particularly those whose best is superior to theirs, is a means of getting better and a place to go with no fears. I am lucky enough to have seen this strategy work with many developing athletes. They thrive on competition. They still carve out high arena skills in competition. They get to know that there is nothing we can do about how the opposition will behave. They see through the lens of a best that is personal to them – kid competition rather than adult competition. ?

For the competition purists (many parents, teachers, coaches, administrators, athletes, journalists, etc) who may find this difficult, fear not. There is going to be ample time in the athletes future where the resilience and standards of the required arena skills will be raised in status and quality within the journey and strategies created that are aimed at climbing the rankings and winning. Better to build a longer and deeper foundation before such an adult emphasis occurs.