Coaching tip … Getting the feedback to come from the learner can naturally build a growth mindset . Bold statement , I know ; the above example is often the primal being screaming and shouting . Without rationalisation , you remember the points that appeared through your frustrations . Let the inner beast become frustrated and ask what the rational human being would change once out of breath . This requires a strong coach to learner relationship but will ultimately mean that the learner doesn ’ t need the coach in the long run ( moving toward autonomy ).
Positive self-talk and the feel of flow can be valuable skills here to help ‘ talk to ’ and tidy up the clutter . For example , the paddler that had a bad time on a spate river might have a mental trigger towards the brown ‘ flood ’ colour . Go paddling somewhere where the river ' s catchment is peat , and the same ‘ flood ’ colour will be experienced , even if the rivers not in flood stages . This could awaken the ‘ fight or flight reaction ( clutter around an environment ). By rationalising this using facts about the environment ( I know it looks like it ’ s in flood , but it ’ s still in its banks ) and through the use of flow ( linking S turns or ferry-glides seamlessly and effortlessly ) gives a solid base to tidy up the ‘ clutter ’ in this example .
This does sound very similar to building confidence ; however , the difference is whether the frustrations go far enough to make the learner want to give up ; this is where it arguably becomes hazardous . If someone ’ s been pushed by people , the environment or the constant feel of failure , it may encourage them away from the environment or paddling altogether . There ’ s a potential for internalisation here , and if you have got to this point and you do want to carry on , it needs to be let out . This could be by telling someone you trust ( coach , leader or peer ) or by putting it down on paper somewhere ; the sense of letting it out can feel like you ’ ve relieved the pressure .
THE KEYSTROKE / PERFORMANCE
Keystrokes or performances , although now fewer , are still required to complete a rapid sequence or feel confident in your performance . When these strokes ( boof stroke , for example ) elude us , our confidence can drop along with resilience ; this can lead to frustrations and overcoming these hurdles can become an arduous task . If this has happened , ask yourself a few questions to establish the mishap ’ s root cause , which could be things like : l Why did it happen ? l What would you do differently for a different outcome ? l What was your thought process ?
l
What happened in the build-up ( safety set up or atmosphere of the group )?
Asking questions like this help you to understand if it was the performance disappearing or situational .
In the above rolling example , the question could be , was it the roll that failed or did the situation / environment makes rolling impossible . The notion of key skill can then add an unnecessary weighted question around the ability to perform ; if there ’ s a question like this and it becomes your focus , there may be the temptation to avoid situations where you may need it .
Avoiding rapids where the chance of falling in is greater , for example . I had this following my last swim ; the “ is it my roll ” question came forward with some weight . To combat this , I got on a river that was well within comfort , with someone I trust , and I put myself into lots of situations where I was likely to be upside down in anger . This , combined with the above questioning , was enough to remove the damaging internal question early and allow me to understand why the swim happened in the first place , the situation rather than a skill vanishing .
ME , MYSELF AND I
This where the unhealthy debate about ‘ natural talent ’ versus experience comes in . Ever been a learner and watched someone else develop much quicker than you ? This can be highly frustrating and , when questioned , can often lead to the answer of “ they have a gift for it ” or “ they ’ re just naturally talented .” Here ’ s the argument , a lot of the research suggests no such thing as natural talent , just experience . A heightened sense of how they learn , understanding of movement and the amount of time the learner has at their disposal .
Coaching tip … Keep encouraging the rationale questioning and thought process . Getting through the frustration of the feel of a critical skill disappearing can be soul-destroying ; it can be a fine line between being positive and patronising ( even if you don ’ t mean to be ). Again , allow the learner to voice these frustrations and concerns and keep asking the questions above . A similar thing really , try not to influence as these experiences belong to the individual . Saying it ' s common , happens a lot , or you have similar experiences has the potential to go one of two ways it can either make the ‘ mental clutter ’ feel shared , or it can make it seem as though It ’ s irrational or not worth the fuss .
ThePADDLER
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