Coaching, leadership, Performance psychology, Sports Psychology

Breaking the Hold

An interesting example of cost-benefit (or coping versus growing) played out at the 2021 US Tennis Open in New York. In a match between Andy Murray and Stefanos Tsitsipas, a bathroom break became the center of controversy. Murray’s take on the moment, captured with a tweet the next day seems, well, interesting:

“Fact of the day. It takes Stefanos Tsitipas (spelling, Andy’s) twice as long to go to the bathroom as it takes Jeff Bazos (spelling, Andy’s) to fly into space. Interesting.”

Murray further emphasized his point by juxtaposing two emojis that I will leave to your imagination. I imagine the tweet sounds even more amusing (perhaps the source of spelling) when you hear it in your head with his Scottish accent.  

The source of the controversy has little to do with escaping the Earth’s atmosphere or movements of other kinds. It has to do with the assumption that Stefanos went into the stall for relief of a different kind in the form of texts from his father (and part of his coaching team) observing at courtside. You can’t get coaching in men’s tennis–although it happens. The point here is the use of the restroom and data plans. Tsitsipas allegedly has done this (the stall tactic and the stall text-ic) on other occasions. The reason we have to label this an “assumption” is we only have evidence of a missing player and a texting father courtside and the need for a change in game plan. Correlation? 

Here we meet the point of cost-benefit, and it’s where the overreach of coaches and parents becomes apparent. While the prohibited coaching might have influenced an outcome, the pursuit of the outcome became imbalanced in multiple dimensions. In other words, sacrifice the means for the ends.

And for what ends? What is lost when a player can’t think and adjust for himself, who needs to be told what to do? Who relies on coping via externals rather than developing internally? Who can’t self-regulate, be resilient, and handle the moment–in other words, has a process (means) that needs some upgrading?

Here’s where it gets a bit absurd. What’s the product? What are the ends? Titles? Money? Ol’ Stefanos has 7 singles titles and boatload of dough. So, what is the end that so overshadows the means? And, more importantly, is the end game clear? Winning at all costs is costly…

With a wide enough perspective, the ends do become transparent. Who remembers Pete Sampras and how often does his name come up in today’s conversation? Who remembers the products of his great career? Who among the thousands of fans attending the 2021 US Open even cares? Pistol Pete has 722 career winds, 64 singles titles, 14 major titles, and held the number one ranking for 286 weeks. If Pete wasn’t your hero, chances are you won’t know this. He was my tennis hero and I only knew that he won a lot and was number one for a long time. But I do remember how he played and represented himself. In other words, I remember the qualities–the means–that gave rise to his greatness.

My sons speak of Pete in the same time frame as Babe Ruth. Old! But tennis ends early for young men. Best to pay attention to the means…

The most important takeaway is: the process produces the product. If you gain the product, but the process is tainted in a manner that does not appreciate the quality of the process in the future, then chances are the cost is too high, the benefit cheapened. 

The moments when the process is refined to the level of the champion and the elite is done in the quiet moments of reflection and thoughtful dialogue, or under the fire of pressure and challenge. It’s an inward process that requires a structural change that can’t be accomplished from outside-in. It requires synthesis without the energy wasted on subterfuge. There’s a price to pay in both cases.

We don’t know the truth about what happened in the bowels of the stadium. But some do. And it’s worth talking about even if it’s in the form of just talking about the idea because you must choose to cope or develop at key points in time. If the stands-to-stall coach session isn’t true, I’m glad. If it is true, I wonder why at his age, father Tsitsipas doesn’t know better than to treat his son like he’s playing a 12 and under junior tournament. 

I have hope, though. After all, if we broke the hold of gravity and sent a ship into space…

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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photo credits: Unsplash.com

 

leadership, Performance psychology, Sports Psychology

Signs and Signage of the Times

Every two years (it used to be four!) I find myself saying the same thing around bedtime. “Five more minutes,” which then turns into ten. And so on…The Olympics refuse to make it easy to say, goodnight, and I find my bedtime extended to hours not typically seen. But to lose a bit of sleep to witness some of the highest and best we have to offer seems like a very good deal.

Some of the greatest Olympic moments that filled me and inspired me are still with me like little notes in a lunchbox to “give your best.” Franz Klammer’s Gold Medal Downhill run in the 1976 Olympics at Innsbruck, a breathtaking 105 seconds on the edge of beauty and catastrophe. The 1980 USA Men’s Hockey team (boys versus men) taking Gold preceded by the question, “Do you believe in miracles?” in their semi-final game versus the USSR.

Many, many more each night over the years and they still give me chills. Awe is a need not so often fulfilled. To feel it and live it reminds that we are less than without a sense of awe at our center.

This year, in 2021, we experience the 2020 Olympics in Tokyo. An asterisk will remind that the signage signifies a year of waiting. A year unlike any other. But awe still prevails. So many stories and conversations emerge and for many of us we find common ground in the joy of victory and the pain of falling a bit short. This year and years to come, I will remember Allyson Felix not just for her performance but for the person. In a time when role models and real heroes are veiled by celebrities and influencers, she is the real deal. As real and true as they come.

Since her first games in 2004 to the present, Allyson Felix has represented grace, humility, and a level of excellence unmatched.  The same can’t be said of a certain four-letter sports brand (rhymes with shnikey) who offered a major pay cut to Felix, negotiated while she was pregnant. But Allyson turned insult into opportunity and crossed the Olympic finish line with her own brand of shoes. Amen.

And while disrespected, Ms. Felix kept her eyes on what matters most to her—at home and away. She did it with her fierce will, boundless determination, and joy evident in her ever-present smile. I can’t imagine a better role model, a better representative of self, country—and her own enterprise.

Some come and go. And some are found out. It’s consistency over time that makes the true champion. Allyson Felix has been consistently great as an athlete and a person. We are blessed to be able to experience her greatness and steadfast integrity from a place so far away from home. Worlds away she is worlds above. Someone to look up to.  

Note: This post first published by this author on Afatherspath.org on 8/8/2021

Photo credit: dreamstime.com

Coaching, leadership, Performance psychology, Sports Psychology

Reflective Coaching Practices V

The final reflective coaching practice examines space and time from a birds-eye view. We truly step back and search for patterns in the structure and quality of our coaching. Patterns that either move us forward toward short- and long-term goals—or create plateaus and stagnation. It is difficult to see these patterns from within. Making time to observe from a distance of time and space provides the practical point of view to see these patterns in action.

Reflect on Patterns. Was I aware of coaching patterns today? As we improve in areas, we become unconsciously competent in terms of skills and habits. This saves time and energy and allows for fresh experiences. The problem arises when we are working solely from these patterns that flow just below conscious awareness. Becoming aware of our teaching, language, and relational patterns helps to discover points of change and leverage. We can become aware of the autopilot mode and step back for a fresh perspective. Newness and novelty stimulate growth. So does fun! Going through the motions of a stale lesson plan may look outwardly active but is a passive approach to growth and can lead to the opposite of desired results.

Putting it all together, there are three very powerful reasons for incorporating these reflective practices. First, data and video offer externals—the content and products of performance, but reflective practices get deep into the process and context of the experience. First-serve percentage may be an important metric, but, in hindsight, you find that not all the serves were the same. Moments differ in intensity. The qualities of interoception, self-awareness, effort, and motivation are not evident in cumulative statistics. These important elements are captured in the reflective practice and are pivotal to next level performance.

Secondly, imagination, creativity, and vision require a different mental space than the immediacy of teaching, coaching, or practicing. Performance and deliberate practice require presence and attention to execution in the moment. The vision of a future and more highly evolved self flows from a deeper and more reflective space. One that includes past, present, and future selves. The blueprint may start from a blank page but provides the receptive space to the imagination and creativity we intuitively know as potential. Without engaging in this actualizing process, we simply get more of the same and are left to rationalize and wonder about the metrics generated from these “same” experiences.     

Finally, reflective practices respect the dynamic processes of challenge and support, of the developmental path of differentiation to integration. We learn, practice then incorporate. We challenge then repair. We push ourselves then rest. We challenge ideas and habits of thinking, then reflect.

The rhythm of this process is unique to the individual and is the lifeblood of development. Again, a product-focused culture is not fond of the reflective space required for this process. But without it, days and practices have a similar, mechanical tone. In these familiar routines we may know where we are and what we are doing—the ultimate in control— yet without employing these reflective practices where we are heading lacks the required vision and leadership. 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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photo credits: Unsplash.com

Coaching, leadership, Performance psychology, Sports Psychology

Reflective Coaching Practices IV

Each of the reflective coaching practices intertwine and amplify or depress the coaching process. In truth all the practices are connected, so the coaching practice of “Reflecting on Connections” simply validates that everything exists in relationship.  Harvard Business Review offers that people don’t quit their jobs—they quit their boss. To a great extent the same is true for kids who quit sports—or don’t reach their potential. The quality of the connection may not be measured in hard data, but it is felt in a culture and in a relationship. Connections drive learning and motivation in countless ways, providing the conditions for potential to unfold. So…

Reflect on Connections. How was the relationship influenced by today’s experience? The content of what we are teaching may vary somewhat, but the conditions of the environment can vary widely. Relationships that are challenging and supporting in genuine ways grow more and endure more. The whole is not just the sum of its parts and here is where the human element shines. You can get a sample of this by considering what you would do for someone you felt connected to and invested in versus someone who sees you as a replaceable part. Sport is riddled with this condition, evident in underperformance. Chemistry is an intangible that tangibly adds value to the process of improvement. The connection fundamentally grows from a coach listening to a player’s needs through a developmental lens. A ten-year-old and a twenty-year-old may have similar content in a practice session (free throws, hitting drills, footwork, etc.) but they are in different places in their psychosocial development. 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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Resource: https://hbr.org/2018/01/why-people-really-quit-their-jobs

photo credit: Isaiah Rustad (Unsplash.com)

Coaching, leadership, Performance psychology, Self-help, Sports Psychology

Reflective Coaching Practices III

In the first two posts, the reflective practices have moved from emotions to motivation, and now we connect the third practice with movement towards goals. Emotions reveal values, and motivation links to vision and goals. Reflecting on learning reveals how we accommodate our mental and physical structures and capacities on our way towards our goals.

Learning is an active process and requires a target, a plan, and a means of monitoring. Moving from level to level requires a change of mind and body. Sometimes it’s additive and we grow in breadth. Sometimes it’s transformative and we rise vertically to a new way of seeing things.

Movement, action, and following a lesson plan does not guarantee learning. There must be intention and attention to our process. And this process is facilitated and managed by a constant practice of reflection.

Reflect on the Learning Process. What improved today? Learning is not just for players, students, or teams. It is a process of continuous improvement for everyone involved. The learning process increases capacity and complexity at the growth edge. If practice relies on just routines and a static structure, it is easy to fall into habits and a stale process. Here, activity is confused with intentional actions. Learning at higher levels is difficult as it requires both player and coach to continuously refine and adapt to new challenges. Learning is a delicate process of physical and mental transformation. It requires a specific focus for what, how, and why we are putting energy into improving a particular aspect of performance. 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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Photo credit: Meghan Holmes (unsplash.com)