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Coaches often Misuse “Growth Mindset” and “Grit” Theories

I’m jumping into this blog respectfully because I do feel that Angela Duckworth’s research on Grit, and Carol Dweck’s research on Growth Mindset are extremely important in our quest to the answer for the psychology behind success. However, neither go far enough. Again, respectfully, neither are really earth shattering. Boiled down, they both suggest that students (or athletes, employees, CEO’s, etc) are most successful when they work hard, have passion, persevere, and are motivated for the long run. While I don’t argue these beliefs we’ve pretty much always known this.

 

The real question is CAN we develop these characteristics in kids/athletes/employees that don’t seem to inherently have them already? It would be really nice to say to our students/athletes, “hey, success is really about hard-work, perseverance, passion, and motivation…so…HAVE these things!”, and then miraculously they have them. Sadly, it doesn’t happen that way though.

 

My experience, and the research that I’m beginning, is that these characteristics are built from the environment that we (parents, teachers, coaches, mentors, and business leaders) create. It’s not the students/athletes’ job to just “have” these characteristics, its our job to create a teaching/learning environment that builds these characteristics.

 

It’s actually a bit of a cop-out to blame the student or athlete for not having them. We should be pointing the finger towards ourselves for not having helped them to develop these characteristics. We’ve failed them and not the other way around.

 

This doesn’t mean that the individual doesn’t have responsibility to work and invest towards their own learning and growing – they do. Very much so in fact. It is just to say that Grit and Growth-Mindset are more about the environment and teaching and valuing these characteristics more than its about simply telling the individual to go about doing them.

 

In real life practice here’s how we’ve fallen short. I see coaches/teachers all the time talk about growth-mindset. As in, “you MUST HAVE a growth-mindset. Take risks, challenge yourself, don’t fear failure!” This sounds great. They are spouting off the newest and greatest lingo. And, then the reality hits. In order to “take risks”, “challenge” oneself, and “not fear failure” is to feel extreme vulnerability. This is a reality that we simply can’t skip over. If the coach, teacher, parent, leader does not create an atmosphere where that vulnerability is rewarded, nurtured, valued, and maybe even celebrated than the mindset simply isn’t going to happen. Period.

 

Students/athletes/employees will value what we track, collect data on, grade them on, and reward them on. If we want an individual to work hard and persevere we better be tracking and rewarding perseverance more than we track or reward the wanted outcomes. I get it – we all want to win and succeed. Unfortunately, the W doesn’t always happen, and is almost always out of our control. But, what is within our control are our actions and behaviors. If we teach and reward great actions and behaviors – success is the highly likely bi-product.

 

Why do we think kid’s cheat on a test? The simple reason is that THE GRADE is what we show value for and not the LEARNING process. A good grade does not necessarily show learning, but we track the grade so that is where the student’s attention goes – some do it by really learning the material, some by memorizing only long enough to put it on paper for a test but don’t actually learn the material, and others may do it by cheating. Point being is that what we really want is that they learned. By tracking the number of correct answers ONLY we absolutely are placing the value on the number and that alone. Fast forward – why do you think big-time athletes risk their reputations and their health by taking PED’s?

 

If LEARNING is what we really want than the student actually NEEDS to make mistakes, have correction, discussion, maybe given some more explanation or demonstration, and then attempt to get it right again – this is how learning occurs. How many of us take the time to do this process? Even further, how often do we patiently and with great enthusiasm show value for that process? Think this isn’t possible? Watch this US Women’s Volleyball team video as Coach Kiraly preaches the Growth-Mindset, lives it, and believes that it is his and his staffs responsibility to create it. He places the responsibility on himself and his staff and then on his players.

 

To wrap up – I love the ideas of Grit and Growth-Mindset and teach them within my work. However, lets not get the sequence confused – it is not the students, athletes, child’s, or employees job to simply HAVE these mindsets, but more specifically, it is the teachers, coaches, parents, and leader’s job to create the environment that fosters and supports these mindsets.

 

What are your thoughts? I’m interested to hear. Whether you agree or disagree I get a chance to learn and grow!
Stu

 

 

“Sink or Swim” is a Bad Idea For Developing Mental Performance

Would we ever think it makes sense to teach a young child to swim by literally throwing them into the deep end of a pool and see if they learn? True enough, a small percentage would probably figure it out. However, the vast majority would drown. Harsh visual I know. More so, even for the few that do make it to the side without drowning, it doesn’t mean that they would have learned the solid fundamentals of the swim stroke, but instead simply how to survive. Seems like a pretty dangerous and ineffective way of finding and developing solid swimmers.

Unfortunately, too often I see coaches, teams, parents, etc using the “sink or swim” method for the mental part of competing. What I observe are adults that just WANT their athlete to simply HAVE mental strength. We are just going to throw them into competition and see what happens – either they’ll have it or they won’t. If they do – great, but if they don’t I guess we’ll just have to leave them behind.

As with every aspect of performance there are attributes that each individual has a natural predisposition for. Some athletes are more balanced, coordinated, faster, stronger, have better vision, cardio-vascular strength, etc. than others. However, we would always continue to work on those strengths, and also, maybe more importantly, find the weakness areas and develop those as well. Sometimes our weaknesses, if properly trained, can become our strengths.

The “sink or swim” technique for developing mental strength seems an odd approach considering that we train every fundamental detail of the physical skills of our sports. We also repeatedly go over the tactical aspects of performance – positioning, timing, when to move, where to move, style that we play, etc. There isn’t an aspect of either these performance phases that we don’t work on day in and day out within the training/coaching of our athletes.

However, this isn’t to say that coaches and parents have bad intentions when it comes to valuing these mental skills. Typically there are two major reasons for this lack of attention to building mental performance fundamentals. First, a lack of true training in the psychology of performance. Most coaches aren’t trained psychologist, nor do they have to be in order to do their part of the job successfully. Second, they have such limited time with their athletes. There are so many things that need to be practiced and attended to each day that it doesn’t leave much time for the coach to work individually with each athlete on the mental aspect.

However, I do think that performance psychology is misunderstood. We often are doing the “shotgun approach” to mental performance. Throw in this book or that book, this quote or that quote, this story or that story, and we hope by using this big blanket of different ideas something sticks and works for them. The idea seems to be that there really aren’t solid fundamental skills, but rather “tricks” that may hit home, so we’ll throw everything out there and hope that something works. Additionally, these quotes don’t create an athlete that can apply the skill the quote promotes. Quotes provide a concept, but practice, feedback, repetition, more feedback, and more practice creates the ability to apply the skills during the most important moments of competing.

The truth is that there are most definitely solid mental fundamentals that are research and science based that we can use consistently to make sure that our athletes are processing the stress and pressures of their sport in a healthy, repeatable, and applicable way that will certainly help to maximize successful performance.

What if we used those research and science based mental game fundamentals ourselves as coaches, discussed them everyday with our athletes, and allowed our athletes to practice them, make mistakes, receive corrections, and continue to practice them towards mastery just like all other aspects of their training? My experience is that this consistency creates a defined improvement in the psychological aspects of high-performance.

At WellPerformance we train individuals and teams in these fundamentals everyday, and solid improvement is what most typically follows. To the point, does it make more sense to train these skills, or simply see if they can “sink or swim”?

 

 

WellPerformance athlete Kelyn Rowe mentions his work with us in MLSsoccer.com article

Click here for the full article on Kelyn Rowe and how he has continued to progress and grow as a professional.

WellPerformance featured on ESPN at the Final Four

Check out WellPerformance and how we prepared the University of Maryland Women’s Basketball Team to compete in the Final Four.  Click here

 

 

 

WellPerformance is featured in University of Maryland Women’s basketball article in Washington Post

WellPerformance featured in the Washington Post focusing on how developing the mental game can impact your team’s performance.  Click here