Reading the Game, by Ed Smith
- Team sports could do with more mentors and fewer touchline tyrants
- Standard assumption in sport that solution to under-performance is to focus on effort. Professional athletes as often try too hard as too little
- Best way to enhance team is, nearly always, to raise performance of individual players. Skill is the ultimate currency.

The X Factor, by James Counsilman, on foxsportspulse
- The Coaching X Factor is ability to see what needs to be done and doing it: cut through all the detail and get to the heart of the matter
- Great coach must have two basic abilities - good organizer and good psychologist

Pete Carroll Embraces Everybody, on Seahawks.com
- Let players experess themselves - "helping players be the best they can be"
- Not to do with sports, more parenting, mentoring and coaching.
- Person has much greater chance of reaching true potential if true to who they are
- Pete Carroll very demanding, but DEMANDING AND SUPPORTIVE

The Psychology of Success: Strategies for Coping on the Big Occasion, on connectedcoaches
- Everyone has psychological breaking point
- Simulating pressurised situations and discussing scenarios that may trigger fight or flight response is critical
- Learn to expect natural bodily response and devise routine to stay calm
- Champions don't raise game in defining moments, they maintain it
- High threat situations sees perceived challenge increase through negative self talk and lack of self belief

No Pressure, No Diamonds: GRIT, on medium
1. No pressure, no diamons
2. Grit composed of willpower, mindset and passion
3. Someone always chasing you
4. Be your best when it matters most
5. Creative Grit - reframe exhaustion as a positive
6. This is Water - gap between thought and emotion, replace with positive thought
7. Fear is your constant companion

TED Radio Hour Podcast: The Money Paradox, on NPR
- Dan Pink talks about Candle Problem by Sam Glucksberg - incentives. With the first group they set norms, second group had financial incentive to be faster BUT they ended up taking longer
- Financial incentive dulls thinking and inhibits creativity: not aberration, constantly the same results appear. The "If-Then" Incentives either don't work or do harm
- "If-Then" Incentives gets attention and is easy to organise, but money narrows focus
- Approach better if based on intrinsic motivation:
AUTONOMY, MASTERY, PURPOSE
- "If-Then" have been effective but less so nowadays

3 Simple Yet Effective Ways To Teach Team Resilience, on fastcompany
- Resilience "process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress" - American Psychological Association
- 1. BE AN ALLY, NOT A CRITIC. Social support essential to buffer their collective stress
2. REMIND THEM WHY YOU'RE ALL IN IT TOGETHER
3. LET TRUSTED TEAMMATES CHOOSE THEIR DUTIES

The Semmelweis Reflex
= "reflex-like tendency to reject new evidence or new knowledge because it contradicts established norms, beliefs or paradigms

7 Ways To Embrace Pressure, by John Haime, on playerdevelopmentproject.com
1. Close gap between practice and play. Targets and goals in training.
2. Thinking ahead to what you can't control creates fear
3. Align expectations with ability right now
4. Build confidence proactively
5. Stick to the plan
6. Enjoy environment and activity around you
7. Remember why you play

Hidden Brain Podcast Episode 15, on NPR
- Itzhak Perlman was teaching Mya Shankar Violin, she remembers him often asking "What do you think you should do to make it better? What tools do you have at your disposal?"
- He explained "the more you learn to think for yourself and how to make decisions for yourself, better it is for the future"

Bruce Arians' philosophy comes from Bear Bryant, on ESPN
- Great coaches have two gifts = to be able to see, and to motivate/inspire
- "Coach 'em hard, hug 'em later" Bryant's parting words to Arians
- Bryant and Arians keen on work-life balance for their staff, "A happy family made for a better football coach"

Bruce Arians knows only one way, on ESPN
- BA "I'm having a blast every day....because I'm not coaching for my next job". Philosophy based upon "Coach it like you stole it"
- On his staff, "guys can do their job if you let them"
- Work-life balance crucial. "All that sleeping in the office stuff - guys can only learn so much"
- Encourages players to ask questions. If the coach can't tell you why you're doing the drill, don't do it.

TED Radio Hour Podcast - Courage, on NPR
- Margaret Heffernan:
"The most dangerous thing in organisations is silence - it's all those brains whizzing around full of observations, insight and ideas that are not being articulated"

Freakonomics Radio Podcast, on WNYC Studios
Episode How to be Less Terrible at Predicting the Future
- Philip Tetlock's 10 Commandments for Aspiring Superforecasters
1. Triage = focus on the questions where hard work is likely to pay off
2. Break seemingly intractible problems into tractible sub-problems
3. Strike right balance between inside views and outside views
4. Strike right balance between under and over reacting to evidence
5. Look for clashing causal forces at work in each problem
6. Strive to distinguish as many degrees of doubt as problem permits but no more
7. Strike right balance between over/under confidence, prudence and decisiveness
8. Look for errors behind mistakes but beware of rear view mirror hindsight biases
9. Bring out the best in others and let others do the same to you
10. Master the Forecaster Balancing Bicycle: can't learn to ride a bike by physics books, learning requires DOING with good feedback leaving no ambiguity about whether you are succeeding or failing.

Wax on, wax off: Way to movement Mastery? By Shawn Myszka, on footballbeyondthestats
- Early in career he bombarded athlete with cues - PARALYSIS BY ANALYSIS
- When athlete thinks about execution too deeply before or during movement, speed of execution and control of positions is greatly hampered
- Focus on EXTERNAL CUES rather than outcome goals
- Intention is the key to perfection

The 6 'Es' coaches need for every session by Mark Watts, on elitefts
1. Be an EXAMPLE - be vulnerable, honest, have integrity
2. Bring all your EXPERIENCE
3. Create an ENVIRONMENT - permeates right culture and attitude to enable success at all levels
4. Communicate EXPECTATIONS - consistent philosophy and methodology
5. Bring ENERGY
6. Have EMPATHY

How to spark creativity in children by embracing uncertainty, on KQED
- if students can be made to feel comfortable with uncertainty, they are more apt to be curious and innovative in their thinking
- Recommendations for how:
1. Address emotional impact of uncertainty - FAILURE IS PART OF INNOVATION
2. Assign projects that provoke uncertainty = invite students to find mistakes, present info for alien viewpoints, provide assignments that they'll fail.

"I desperately want to be coached", on MMQB
- "any time you are raising your team's intelligence level, you're going to be able to be a more well-rounded football team"

How the Rams built a laboratory for Millennials, on wsj
- Use of technology
- Cater to shorter attention span = short meetings (purely informational) then out for run through
- Relaxed wake up times
- Emphasis on how to get players to focus and listen
- Focus on visual cues

How Nick Saban used psychology to build a dynasty, on UKBusinessInsider
- Saban focuses on "The Process" = simple but profound way of breaking down a difficult situation into manageable pieces
- "The Process" born in 1998 with team under-confident before a big game. It focuses on step-by-step thinking. The average play lasts 7 seconds = win those seconds then have a break, no focus on the scoreboard or end result.
- Keeping an eye on past or future creates either anxiety or dangerous comfort
- Rosen = "the most destructive phenomenon in sports is relief. It's typically followed by a decrease in performance"

Pep Guardiola an innovator and lateral thinker, on Telegraph
- Written instructions given to players to change tactics. Pep = "I needed to switch four players around, and rather than point out instructions to them 1 by 1, better they communicate with each other"

The key to coaching success: Love, on Whitehouse Address
- Vince Lombardi philosophy included a focus on Love
- "Mental toughness is Spartanism, with all its qualities of self-denial, sacrifice, dedication, fearlessness and love"
- "Love is...loyalty, teamwork, respect, charity"
- Quality of a great coach lies in ability to forge relationships with players while being able to persuade and convince the individuals to enhance their development"
- Modern society requires modern coaching
- Young people want to be talked to, not shouted at. They want to be respected. Yet above all they want to be loved.

The science behind effective coaching, on growingleaders
- 4 tools "new school" coaches can utilize:
1. Strength-based coaching = focus on developing their strengths
2. Visual-based = Visuals increase engagement and learning
3. Trust-based = give benefit of the doubt. Equations rather than rules
4. Relationship-based = connect with players individually. Cultivate personal power rather than use positional power

Successfully coaching today's player, on GaryCurneen
- Modern players are = highly confident, technologically savvy, independent thinkers, love variety, expect fast results
- Coaches should prioritise = constant feedback, individualised program, enjoyment, meaningful relationships

"To know when to intervene and when to say nothing is an art", on ESPN
- Mike Hesson ethos: emboldening players while remaining unobtrusive
- Playing at highest level need not be prerequisite to coaching = "If you haven't played you need to be able to look, learn, watch and absorb".
- "If you can't pass on the knowledge you have, it doesn't matter if you played 100 tests or none"

Arsene Wenger details philosophy, on Guardian
- "I'm a facilitator of what is beautiful in man"
- "The only moment of possible happiness, is the present. The past gives regrets. And future uncertainties."

Win Forever Chapter 12, by Pete Carroll
- Lane Kiffin and Rocky Seto young coaches tried to emulate the older coaches around them, but were "acting outside of themselves"
- PC encouraged them to stay true to their personality to be "most authentic and effective coaches possible
Chapter 13
- "Learn your learner". Create connections and relationships, observe and listen carefully to communicate in a way that best suits your learner

Role of the Coach : Learn and Develop, on lineoutcoach
Develop your coaching...
1. The right mindset
2. Appetite to learn
3. Learn from other sports
4. Practical is best

What is the role of a coach?, on lineoutcoach
- Know your role and do your job
- Player development
- Train to play the game
- Understand the players responsibility
- Provide core life skills

7 skills for becoming an emotionally intelligent leader, on General Leadership
- Daniel Goleman says five areas of emotional intelligence:
1. Self-Awareness
2. Self-Regulation
3. Motivation
4. Empathy
5. People Skills
The 'Big Seven' of the Emotionally Aware...
1. Patience
2. Compassion
3. Flexibility
4. Able to communicate more than just words
5. Trusting and trustworthy
6. Authentic
7. Respectful

The Sports Gene Chapter 2, by David Epstein
- Ackerman = skill acquisition, practice and improvement depends on the task. Simple task = people closer together, difficult = further apart.
- Variance = statistical measure of how much people deviate from the average

The Sports Gene Chapter 3, by David Epstein
- importance of vision and eyesight. MLB players may not have better reaction time than average population, "they do have the superior vision that can help them pick up the anticipatory cues they need earlier, making raw reaction speed less important"
- 2008 Olympic Games study by Laby and Kirschen: softball outstanding depth perception and better contrast sensitivity than any others. Archers had exceptional visual acuity but not great depth perception (target is far away but flat). Fencers very good score on depth perception (make rapid use of tiny, close range variations in distance).
This implies visual hardware is increasingly critical the faster the ball is moving. Good hardware increases download speed of software (practice)
- Future professionals traits also behavioural - practice more but also take responsibility for practicing better
- large and growing body of evidence suggests early specialisation not only is NOT required to make highest level but should be actively avoided

Tom WIlliams Interview, on fifteenrugby
- Good practice to open it up to players and ask them questions
- Primarily on the lookout for attitude in young players as a lot can be taught/learned in time

Steve Hansen on the art of coaching, on NZ Herald
- Coaching is an important balance of tactics/coaching and man-management/emotional intelligence to understand people
- Get to know people's culture to help understand them as individuals
- If you can acknowledge pressure if present then you can start to work out how to deal with it
- So many things can be learned when you lose, so long as you're open to it
- Job as coach is to create environment that inspires players to use motivation to get better = right balance of stimulation and fun

The Brave New Coach, on AFL Community Club
- There is a lack of bravery in coach and player development
- Elite coaches and X Factor players, bravery summed up in areas of Drive, Boldness, Colourfulness and Imagination. Also have accompanying factors of Care, Outstanding Preparation and Resilience
- Just because something has always been done that way, doesn't make it right
- Becoming a Brave Coach:
1. High Risk/High Reward. Accept mistakes. For every mistake, identify one excuse and two plans
2. Devil's Advocate role in all planning
3. Brave in appointments
4. Bold and imaginative coaches
5. Bold and driven coaches. Quality over quantity
6. Imagination. Atmosphere of optimism, smarts and inspiration
7. Feedback
8. Fun
9. Sports Science. Link of emotion to thinking/performance
10. Music
11. Care. Anxiety clouds learning
12. Time. Value those who do extra or different
13. Less training, more improving
14. Food
15. Medicos
16. Expertise. Don't be conservative
- Always try to learn and improve, surround self with best people and best ideas

The following was written for Coach Logic and the original can be found at:

http://www.coach-logic.com/blog/learning-to-improve-your-coaching-the-what-and-the-how/

As a coach it is important to prioritise learning within your plans for development and career progression. In my view, learning is about more than just getting your qualifications, it is about embracing the concept of learning across all aspects of coaching. Whilst not exhaustive, in this blog I’ll discuss some of the areas that coaches can apply learning to and how they may do it.

Formal and Informal Learning
Within all sports there is a clear pathway to demonstrate your learning and development as a coach in formal qualifications and CPD courses. Within my field of Rugby, the RFU has Levels of Qualification as well as CPD workshops that focus on specific areas of the game. Regardless of where you view your coaching ability to be, these are crucial steps for your career and boxes that need to be ticked. Increasingly, Premiership Clubs are also running their own Coach Development workshops and I have attended a number of useful events held by both Wasps and Saracens. Seek these opportunities out because you may pick something up, or just as likely, you’ll meet and chat to other coaches with a variety of experiences and ideas.
On this latter point, informal learning is easier than ever now with the rise of the internet and social media. Twitter has been particularly useful for me to find resources, research papers, interesting articles and to connect with coaches in various sports or research fields. As a result of this interaction online, I have met with some fascinating coaches and sparked ideas to improve my own coaching just through casual conversations. Quick tip (thanks @jattaylor), download the ‘Pocket’ app to your phone to save papers, articles etc that you come across so that you can sit down to read them at a convenient time.

Learn About Yourself
I would always advise young coaches to take up as many coaching opportunities as possible to get as much experience as possible. Experience in different environments, coaching different ages or maybe different sports gives you a wealth of information to process and apply as you move forward in your career. Most importantly, it enables you to understand who you are as a person and a coach, and how that can be best applied to improve your practice. In his book, “Win Forever”, Pete Carroll details how two young coaches started with his programme at USC. Lane Kiffin and Rocky Seto, he recalls, tried to emulate the hard-nosed coaches around them and were “acting outside themselves”. Carroll encouraged them to stay true to their personality to be the “most authentic and effective coaches possible”. Vince Lombardi once remarked succinctly, “You’ve got to do things according to your own personality”. Taking up different opportunities allows you to constantly learn whilst in varying environments. Scott Parker recently revealed to The Guardianthat “when you are pushed out of your comfort zone, that’s when you realise you may have to learn a little bit more”.

Learn About Your Learners
This sub-heading is another phrase borrowed from Pete Carroll but is something that I believe in strongly – it is crucial to establish meaningful connections with your athletes so as to engender trust, open communication, honesty and to understand ‘what makes them tick’. Move beyond the player to get to know the person, where they are from and how their life experience has moulded them. Careful observation before/during/after training or in social situations will give you great understanding. Observation combined with attentive listening will enable you to understand the person and communicate in a way that best suits them and helps them to develop.

Learn About Learning
I’ll be the first to admit that my ‘Learning Theory’ lectures at University didn’t rank among my favourites, however I see now how important it is to have a grasp of the concept of learning. Whether in educational, sporting, music or any variety of setting, people have to learn along the way so as to improve. How one person learns compared to another could have a very real effect on your coaching and having an understanding as to how you might cater to each individual will enable you to get the most out of your athletes. Recently I was listening to ‘The Hidden Brain’ podcast where the particular episode revolved around a former violinist, Maya Shankar. At one stage it discusses her teacher, Itzhak Perlman, and the way he would ask Maya to explain how she thought she could do better and what tools she had at her disposal. He explained “The more you learn to think for yourself and how to make decisions for yourself, the better it will be for future performance”. The crossover to coaching sports was obvious to me. Experience alone isn’t enough if you are unable to pass on the knowledge you have.
​
Learn to Reflect Whilst Living in the Present
Reflective Practice is purposeful thinking, making the considered effort to consider and recall what happened, the part you played and your view of it as a coach against the expected outcome (SCUK). It enables you to examine your experience and transform it into learning. Think critically and be inquisitive. However, once you have reflected on a match/session/event then take what you can from it and move on. Don’t allow yourself to be a slave to the past or the future as it will create either anxiety or dangerous comfort (Nick Saban). Like Saban, Arsene Wenger recently commented in an interview that “the only moment of possible happiness is the present. The past gives regrets and the future uncertainties”.

After a particularly busy few months I knew I had to make time for a new Coaching Conversations opportunity and was delighted to be able to head to St Mary's University in Twickenham to meet Liam McCarthy. Liam lectures on the Physical and Sport Education undergraduate degree programme, and has an MSc in Sports Coaching from Leeds Beckett University. He has also worked as head of coaching for an NGB, four years with England Handball, which gives him a great insight into coach education and CPD. Our conversation allowed me to leave with just as many questions as answers and has prompted me to give serious thought to what I would like coach education to actually include and how it would most benefit working coaches...I'll try to organise these thoughts toward a future blog.
 
The below is loosely paraphrased from our conversation, and doesn't necessarily represent direct quotes:
 
What are your thoughts on coach education in an academic setting and also as run by NGBs? 
I don't really believe that NGBs should or can run coach education in its entirety, should that really be their remit? I’m not totally convinced. With England Handball we worked with 7 Higher Education Institutions (HEI) to recognise prior learning and provide a sport-specific top-up. We saw a better quality of coach come through our programmes; a model which i’d encourage other NGBs to embrace. Where the HEIs delivered what they were best at (coaching pedagogy, game design etc…) the NGB delivered what they were good at (technical, tactical models), providing context.  This works well in other countries too, where many European countries place greater value on what HEIs do for sports coaching; we have a long way to go in the UK i believe.
 
Is that something you think could grow? I'm not sure how many NGBs would want to lose the income from coach ed...
Generally speaking most NGBs weren't that interested to share that link between CPD and a university, which is a shame. We presented the model of coach development at conferences, with little subsequent uptake. I think there is an element of standardisation and control that they wouldn't want to lose either.  The irony for me is, there is a willingness to push complexity, chaos and ‘mess’ in player learning; yet when it comes to coach learning there seemed an obsession with linearity.
 
It may or may not be a contributing factor to their lack of interest, but there seems to be a bit of a disconnect between research and in-the-field coaches. Why is this?
I think the problem is that good research is very specific - it is studying this strategy, in this situation, with these people and looking at if/why it works. Coaches try to apply elements that they come across in research but it doesn't work because the context is different, they therefore disengage. There are plenty of coaches who want research to tell them what to do but that isn't really the aim of research, it is about trying to provide a rich and contextualised narrative of what is going on.
 
Is there any way this relationship could be improved?
Well I think there must be a common awareness that there are no golden rules for coaching, no silver bullet. The aim should be to take bits from research that appeal to the coach, try them out and marry it with past experience - we shouldn't want to have robots producing the same sessions. Learning is inherently messy and I feel we should be happier to embrace the complexity and take some responsibility for that. We need to produce more critical coaches and I often come back to the analogy of Cooks vs Chefs, which i was introduced to by Bob Muir and Andrew Abraham at Leeds Beckett. Cooks can be given the ingredients and a recipe and get on with it. There is a place for this, of course. However, we should want more Chefs who can make the best out of the situation they are presented with. 
 
Is there any way research could better help coaches in terms of accessibility and language?
Well, the language is the language, and I would encourage coaches to take responsibility for grappling with that. I always have google open when I’m reading, and always a pen to scribble on articles; rewriting sentences to make them meaningful for me. Coaches could be better helped with increased opportunity for mentoring and 1-2-1 analysis of their coaching and planning for the future. Leeds Beckett do some inspiring work in this field. I also know of FA initiatives where mentors are out there observing, supporting and reflecting with coaches. This is ace, and something which will go a long way to aid sense-making.
 
I've looked at a Masters in coaching a few times, would you recommend it? My main obstacle now is work and finding the time so I have considered studying an online Masters too...
The Masters I did was excellent as it kept everything in context and provided the chance to have a lot of 1-2-1 feedback. Deadlines for assessment were negotiable, as were assessment titles; the MSc at Leeds Beckett treats you like a professional. I appreciate the time constraints, however I don't think you can go totally online with learning, as tempting as it may be!
 
Are there any common themes you see among the young coaches on your courses here?
We have some brilliant coaches here at St Mary’s University; the programme is over 300 students strong, the majority practicing coaching weekly. We offer a 50:50 spilt on the programme between classroom and practical sessions; further we pride ourselves on having academic staff who are active too.  The students here are at a really interesting place in their education; for me, they enter as dualist thinkers and it’s about getting as many as we can over the line. This looks like producing relativist coaches who are constantly scaffolding knowledge, while understanding all knowledge is provisional! 
 
So what is it that you are looking for to determine if a student has managed to get there?
We use mixed modes of assessment, over a long period of time, to the point where we can really track the students progress.  The moments which make me most proud are when students are able to verbalise and write down their reasoning, rationale and self-critique. All of this being beyond a student delivering a good practical session in the field.
 
Looking back at my time at Bath, I'm not sure if I learned as such or just realised that I had to write in a certain way that the lecturers were looking for...
Our course allows students to learn in context with plenty of practical elements, mentoring, filming of sessions etc. They can really analyse their coaching behaviour in detail that way; using GoPro cameras and even a drone! We also utilise relationships with local schools to have them coach children they've not met before so that it is slightly more realistic than coaching their peers. On one module we are wanting the students to write an ongoing blog throughout so as to get them to express exactly what the content means to them as individuals. 
 
Are there any noticeable trends among the coaches that hint at what sport their background might be? If you didn't know them previously would you be able to watch their coaching and pinpoint that they are a rugby player, or netball, hockey....
That's an interesting question. I'm not sure really, certainly we see plenty of invasion games used in sessions which probably reflects their sporting backgrounds. During their time with us we hope to lessen the emphasis on the 'what' of coaching (from over-emphasis to a level which better reflects sports coaching) and focus more on 'who' and ‘how'.  We work with each coach to enhance their practice, i think that’s really important.  We’re not looking to diminish what coaches are doing, we want to improve it and provoke change where the student recognises it’s needed. This is a really long-term process, and again, why I really believe short NGB courses get nowhere near producing this level of learning. For learning should be about transformational change, not the acquisition of knowledge.

10 Skills Any True Coach Must Balance, by Dan John
1. Constant assessment
2. Constant upgrading
3. Ignore perfect - strive for (a) Pretty Good (b) Better
4. This isn't moral theology - there's time for everything just maybe not today
5. Everything works - for a bit at least. Did it get you closer to the goal?
6. Achieving a Goal Vs Success - enjoy the process
7. After the peak is the cliff - what will you do when you reach the top? Always plan the route down.
8. Self-disciple is a finite resource - communal support needed
9. Fundamentals trump everything else
10. Take a moment to thank those who came before you

Why are Team Sky so successful?, on BBC
- Brailsford: "Elite sport is like a treadmill - stop moving and you fly off"

Pete Carroll, NFL's Eternal Optimist, on si.com
- Where some people say 'worst possible decision', Carroll says 'worst possible outcome'
- PC has "very deliberately created a culture that encourages passion and perseverance - the two components of grit"
- Carroll is "what psychologists call an Authoritative Parent: warm but demanding, unconditionally supportive but with hig expectations"
- Less about victory, more about process
- Striving FOR something, not AGAINST something
- Encouraged different, individual personalities - a celebration of uniqueness
- He wanted to frame even the epic SuperBowl defeat as a teachable moment

Graham Henry: Learned to win the RWC, on guardian
- Culture comes first
- Check your ego. Anecdote of Tana Umage asking Henry - "what/who are the team talks for? Are they for you or for us?"
- Empower your players
- Be smart
- Confront your weaknesses
- Expect the unexpected

Embracing the adaptive capacity of our young learners, on footblogball
- David Epstein = "In our pursuit of better players we are making better 10 year olds but not better senior players. The developmental pathway that makes the best 10 year old isn't the same on that makes the best 20 year old".

The Sports Gene Ch1, by David Epstein
- Most people "simple reaction time" is 200 miliseconds (time for retina to receive info and then put muscles in motion). Elite athletes are the SAME.
- Janet Starkes created modern sports 'occlusion' test in 1975. The test was to show photos from volleyball match with ball just in or just out of the shot. Players look at the photo for a fraction of a second (too quick to see ball). Elite players FAR better to determine if ball in the photo. 
- Elite athletes seemed to have 'miraculously' photographic memory when it came to their sport
- Elite athletes CHUNK information - unconscious grouping of information into smaller and more meaningful chunks based on patterns they have seen before
- "perceiving order allows elite athletes to extract critical information from the arrangement of players or from subtle changes in an opponent's body movements in order to make unconscious predictions about what will happen next"
- Brain automation is hyperspecific to the practised skill
- "it is software, not hardware" eg learned, not genetic

Developing World Class Potential, by Mark Upton on medium.
- Notes from Maria Ruiz de Ona talk...
- Environment needs to be positive by very clear about purpose of talent development
- Genuine change will lead to confusion/doubt for a while
- Coach needs to learn to observe
- To produce confident players we must create challenging environment
- "We need doubt - it makes us think"

The Power of Not Punting, on campusrush
- Kevin Kelley's Bruins don't punt the ball. They "always play as if they are 10 points down with 90 seconds left".
- Comes down to careful use of odds and statistics
- "nearly every great football innovation has come out of an attempt to close a talent gap"

Don't Decide Like Martians, on psychologyblog.com
- The most common team decision strategy (voting) is probably the worst
- Team decisions have competing agendas and interpretations
- 3 options for decision making: Leader decides; team broker action to reflect the desires of members; vote.
- Vote puts huge social pressure to conform, therefore if using voting then confidentiality is key

The Coach's Coach, on hmmrmedia
- Becoming a better coach is more than methods
- Find a mentor, observe then build a bridge between theory and practice
- Art of coaching not just about training methods but communication and understanding athletes
- Nothing replaces experience
- In the end you have to try to do it yourself. The trouble is in knowing how you are doing.
- Everyone needs a coach

Secret Ingredients of Great Coaching, on Changing the Game Project
- Coaching is a RELATIONSHIP business
PERFORMANCE = (POTENTIAL + BEHAVIOUR) - INTERFERENCE
- Too many coaches ignore 'interference'
- Trust is the secret ingredient of great coaching.
- Steven R Covey: characteristics of high trust teams include:
Common purpose and values; Respect; Commitment; Resiliency; Love which decreases fear; Few discipline issues; Intrinsically motivated players; celebrate each other's success
- Coaches must intentionally build trust in team
- Coaches need to be worthy of trust, coach the person not the sport
- Trust works by Blanchard, Olmstead and Lawrence:
ABILITY / BELIEVABILITY / CONNECTEDNESS / DEPENDABILITY

What a Fighter Pilot Can Teach About Teamwork and Focus, on inc.com
- Feel the fear, do it anyway
1. 80% is good enough. 80% of the information is enough, follow up and follow through
2. Prioritize. Three priorities is enough
3. Deal with fear. Question is not whether you will fail but how you will respond to it.
4. Trust
5. Focus. Simple statement of purpose, adaptability easier if everyone is oriented to one singular purpose.

Why Organisations Don't Learn, on internettime.com
- Real Learning features:
* Destigmatize making mistakes
* Embrace growth mindset
* Avoid attribution bias
* Don't work to exhaustion
* Take frequent breaks
* Take time to think
* Encourage reflection
* Leverage your strengths
* Know the person

Knowing How You Decide is as Important as the Decision, on nymag.com
- Traditional research = keeping options open ultimately makes you less happy with your choice. It is better to choose and move on with it.
- New Research = reversible decisions can still make you happy. Depends on what type of decision maker you are.
There are two types:
1. MAXIMIZERS - concerned with making BEST decision having considered every option
2. SATISFICERS - know what they want, find an option that meets that criteria then pick and move on
- Satisficers tend to be happier with choices
- New research (R Shiner) indicates Satisficers happier with permanent decision, Maximizers happier knowing they can change their mind. This suggests, at least for little things, Maximizers better off recognizing tendencies around decision making and adjust accordingly
- Key to better decision making may be understanding how you make decisions

Reflective Practice, on SCUK
- Reflective Practice basically = thinking/reflecting on what you do
- Difference between casual and purposeful thinking - making considered and cognitive effort to consider and recall what happened, the part you played and your view against it as coach with expected outcome
- Reflective Practice is a conduit for experiential learning. A PURPOSEFUL and COMPLEX process that facilitates the examination of experience by questioning whole self within context of practice
- Reflective Practice transforms experience into learning
- Must develop critical thinking and open mindedness

Establishing Athlete Behaviour Standards, on ASEP.com
- Athlete behaviour should be evaluated against flexible team standards, not rules
- John Wooden = equal treatment is not equitable treatment
- Rules punish negative behaviour whereas Standards promote positive behaviour
- Urban Meyer has a three-tier system:
BLUE LEVEL = entry level for all. Lowest status and fewest earned privileges. eg No unexcused absence from class
RED LEVEL = show record of good academic performance and adherence to team standards. Earnt more freedom and trust.
GOLD LEVEL = shown they desire to be treated like 'grown men'
His coaches meet weekly to review and move athletes up or down the levels.

Serial Winners Top 10, on Leeds Beckett
1. Get the right people on the bus
2. Be athlete-centred
3. Partnership not dictatorship
4. Emotional intelligence is as important as sporting intelligence
5. Thick skin is a must-have
6. Work-life balance matters
7. Serial winners suffer from serial insecurity
8. Create simple image of future and plan towards it
9. Develop belief in others
10. Take risks

All Blacks - Learners, on medium.com
- Strive to develop independent learners where players drive their own development
- Not just players who should be viewed as learners but coaches and support staff too
- Key traits are trust, critical thinking, open mind, diversity of experience, humility, courage and letting go of the past
- "the more we talk about learning stuff, and the less we talk about winning stuff, the better we get at developing excellence and the more likely we are to win" Al Smith
- "Nice amenities do not cultivate talent...hardship does" Brett Bartholomew
- "Build a program and a culture that is built on positive expectation and accountability" Chidi Enyie

Creating the Culture, by Brett Bartholomew on McMillanSpeed
- world within us influences world around us = how culture created
- coaches need to be able to "talk in colour"
- START WITH WHY
- When we understand athlete's unique internal environment we can better construct everything around it to bring best out of them

Rugby Skills and Coaching Environment, on KickCoaching
- Not just mechanics = pre-performance routine, distraction, focus of attention, visualisation scripts and emotional intelligence
- Skills sessions should include = perception, context, cues, challenge, variability
- Kicking = 1. Whole Body Movement
                   2. Contact Quality
                   3. Impact line (path of knee, foot and ball)
                   4. Transfer of weight (momentum through impact)

Why we are bad at predicting our own behaviour, on Science of Running
- Coaches job at elite level is to hold the reigns : know the athlete well enough to make best decisions for them as they may not themselves

Carol Dweck on Fixed Mindset vs Growth Mindset, on examinedexistence
- Fixed Mindset = affirmation of intelligence is success and therefore avoid failure
- Growth Mindset = seeks challenge, failure is a springboard for growth and development
Factor                                     Fixed Mindset                                     Growth Mindset
Intelligence                             Static                                                          Can be developed
Challenges                              Avoid                                                          Embrace
Obstacles                                Give up easily                                            Persist
Effort                                        Fruitless                                                     Path to mastery
Criticism                                  Ignore                                                         Learn
Success of Others                  Threatened                                                Lessons and inspiration
                                                  Plateau early                                             ever-higher level of achievement
                                                  Deterministic view of world                   Sense of free will

Can Creativity Be Taught? on creativityatwork.com
- George Land Test concluded non-creative behaviour is learned
- Creativity skills can be learned by learning and applying creative thinking processes
- Amabile (1998) 3 Components of Creativity: Expertise, Creative Thinking, Motivation.
- learn to be creative by experimenting, exploring and questioning assumptions, by using imagination and synthesising information.
- We don't learn to be creative, we must become creative people
- Fastest way to become creative is to hang around with creative people
- Give permission to be WRONG. Learn from mistakes.

John Fox's NAVY SEAL Stepfather, on ESPN
- "It's amazing what can be accomplished when no one cares who gets the credit"

How SEALS Train For Excellence, on hbr
- "under pressure you don't rise to the occasion, you sink to the level of your training"
1. Produce excellence, not 'above average'
2. Incentivize excellence not competence
3. Incorporate new ideas from the ground
4. Lead by example

Rocky Road To The Top, by Collins and MacNamara, on innovatefc
- Talent Development nowadays often aims to be as supportive as possible so players focus on the task.
- However, developing resilience, growth mindset and mental toughness are crucial to TD
- How do young players acquire, build confidence and sharpen mental skills if not through overcoming adversity?
- Most dev pathways try to smooth process so challenge is minimized
- But CHALLENGE and TRAUMA are essential to eventual high level performance
- Overcoming trauma develops coping skills
- Encountering and overcoming challenges develops set of skills and attitudes that strengthen individual for future experiences
- Setbacks can be used as focus for critical reflection, learning and subsequent application

Gary Curneen: Decision Making on CoachLogic
- Keys to DM
1. Technique
2. Timing
3. Positioning
4. Communication
5. Reading play in real time
6. Tactical repetition

LTAD 1, Pathway for all youth by Lloyd et al
- A structured, progressive and integrated approach to youth training is viewed as developmental pathway for all abilities
- Athletic development programs should be grounded in developing movement competency and muscular strength
- Ath Dev programs should NOT be designed in accordance to 'windows of adaptaion'

Mental Toughness and Non-Cognitive Skills in Learning, on Psych(ed)
The 4 C's of Mental Toughness:
CONTROL
CONFIDENCE
COMMITMENT
CHALLENGE

Winning the Trust of Players on goalnation
- Care for them
- Coach them
- Blame yourself
- Constant feedback

LTAD, not winning, is key to age group training, on swimmingworldmag
- Winning and development not mutually exclusive - they go hand in hand
- Long-term means not trying to make people as good as possible as young as possible - focus on correct training, competition and recovery

Golden Rules of Leadership, on farnamstreetblog
1. Know thyself
2. Office shows the person
3. Nurture community in the workplace
4. Do not waste energy on things you can't change
5. Always embrace the truth
6. Let competition reveal talent
7. Live life by a higher code
8. Evaluate info with critical eye
9. Never underestimate power of personal integrity
10. Character is destiny

Decision-Making in Team Sport, on clearinghouseforsport
- Uncertainty should be embraced in training = emphasise adaptability and variability NOT repetition and stability
- To develop DM training tasks and games...
i) Identify DM problem
ii) Identify information needed for effective DM
iii) Manipulate key constraints to develop modified task to represent and exaggerate the problem
iv) Guide athletes search to relevant information
v) Continue to adapt level of chaos to athlete's ability to overcome the problem
vi) Monitor, evaluate and adapt session to athlete performance and learning
- Key Constraints:
SPACE - boundaries
TIME - start positions, in/outs, swaps, floaters, timed challenge
DIRECTION - sequential direction, dynamic direction, multi-direction
PLAYERS - manipulate opponents, time outs, manipulate athlete's search, manipulate task rules and equipment