APPLIED COACHING RESEARCH JOURNAL 2020 , Vol . 6 necessarily the challenge that is important , but the learning from that experience , and the skills that would be developed as a result of that experience .
“ First , it ’ s not the challenge , but it ’ s what they learn from the challenge . So now you ' re going to come up against more physical people , more tactically aware people , it ’ s going to be much tougher . So , you have this and now we ’ re going to make it like this , but we ’ ve given you some of the skills to cope with it .”
Recognised within many of the discussions was the need for challenge to be introduced earlier in the pathway , while ensuring that it is appropriate to the individual ' s age and stage of development .
“ The real problem is that we wait for those challenges too late , rather than put some of them in early , and the support around them . The best players look back on their career and talk about challenges as the thing that makes them .”
Research participants discussed the importance of competition , both internal and external , and the need to ensure a clear and concise pathway that exposes and challenges the learner at the right time . This was particularly highlighted in the transition from the first selective environment into performance environments , where there was some concern over whether the right competition opportunities were available .
Where there are high levels of challenge , there also needs to be an appropriate support structure in place .
“ My emphasis would be on balance I think , balance on support and challenge in line with the growth of the athlete , in line with an outcome , but also the individual because I think that ’ s absolutely crucial .”
The challenge – and a person ’ s response to it - was seen as a positive , but there needs to be an effective support network and a supportive environment in place to manage that process .
3 . A person-centred approach
A key defining feature of a high-quality learning and development environment is that it is personcentred and responsive to the needs of the individual learner – centred on them and tailored to their specific needs .
“ The notion of developing the person and not the player approach - for me , there ’ s more success in that .”
“ I think it ’ s important to understand that what makes a rich environment in terms of that development of talent is the coach needs to understand that it ’ s about the players . If the coaches aren ’ t of that mindset then you can see a danger sometimes where it becomes about the coaches and actually the spotlight really should be on the development of the players .”
High quality environments recognise individual differences and are able to differentiate . They recognise that there is not a standard ‘ one size fits all ’ model , but different types of learners , at different stages of development , requiring different levels of support and challenge .
“ Because it ' s differentiated it ’ s therefore personalised to the unique needs of the individual … it therefore becomes strength-based because it ’ s working from the perspective of what the individual brings to the environment rather than the environment trying to squeeze the individual into it .”
The importance of developing individualised learning plans was highlighted – where the development expectations are clearly set out , and all stakeholders , including the learner , are engaged in the planning process .
“ The other one I think is incredibly healthy is clearly articulated expectations . The athlete will get x , y and z , and in return a , b and c is expected . And our expectation is that you will join [ the pathway ] because it ’ s fair , because it ’ s open , because it ’ s transparent , because you benefit from it , therefore we expect you to be part of it . So , those are clearly articulated expectations .”
“ I think in our culture , everybody is an individual and they should have an individualised program and they should be allowed to be their own person . So , we don ’ t have a set , this is the ‘ our way ’. Behave in whatever way is natural to you to behave .”
Within this context there was also a warning about the potential pressure that could be placed on learners in environments that are too focussed on the individual per se .
“ I ’ ve seen environments where you overdo that , where people are trying to be completely athlete-centred about it . And what the athlete ’ s doing is sitting there thinking , actually , there ’ s enough pressure on me , but now it ’ s all about me and it ’ s all about how to deliver and , you know ,
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