This document discusses coaching approaches that can be applied both in the classroom and on the athletic field. It emphasizes creating a growth mindset in students and athletes by praising effort over outcomes, viewing skills as learnable, and providing feedback to promote learning and future success. The G.R.O.W. model of coaching is described, which involves goal setting, reality checking, exploring options, and committing to action. Effective coaching is presented as a way to empower students and athletes to take responsibility for their own learning and improvement through asking questions rather than just providing answers.
Moving beyond fear to collaboration action: the uncommon recipe for planning ...rshimoda2014
[National Park Service Rivers, Trails & Conservation Assistance Program]
There is hope for planners and resource managers who are trying to balance the competing interests of polarized groups. Drawing from many disciplines including community planning, mediation, facilitation, conflict resolution, social identity theory, neuroscience, and principles of non-violent communication, Joy Lujan is helping polarized communities move beyond their fears and find collaborative solutions to managing shared resources.
In river management planning processes, people everywhere have the same basic needs that must be met to move beyond fear, demands, and animosity to achieve successful outcomes. Designing planning processes that meet these core needs will help people work together more effectively and result in more implementable, broadly supported plans that address people’s most pressing interests while balancing resource stewardship.
When people perceive themselves as being in competition over how to use or manage a river resource much of the behavior people exhibit comes from fear that they are going to lose something they value or that something is going to be done to them. Without carefully designed processes, people become more and more entrenched in their positions. The most effective processes make it possible to for extremely polarized, deeply entrenched interests to engage in planning processes that moves them to a place of higher thinking and shared solutions.
As important as well designed processes, knowing how to effectively manage difficult internal, interpersonal, and group dynamics can be the key to whether a collaborative process is successful. This session will examine some common pitfalls at an individual level, at an interpersonal level and at the group level so that participants can better understand and effectively navigate difficult situations in collaboration.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
Coaching with Character: How to use character strengths in just the right mea...Amanda Yuill
A review of the 24 character strengths identified by the VIA Institute (www.viacharacter.org), describing each one in 3 states: under-expressed, at the golden mean, and over-expressed. Includes descriptions, visual prompts, research and activities for working with each variation.
Moving beyond fear to collaboration action: the uncommon recipe for planning ...rshimoda2014
[National Park Service Rivers, Trails & Conservation Assistance Program]
There is hope for planners and resource managers who are trying to balance the competing interests of polarized groups. Drawing from many disciplines including community planning, mediation, facilitation, conflict resolution, social identity theory, neuroscience, and principles of non-violent communication, Joy Lujan is helping polarized communities move beyond their fears and find collaborative solutions to managing shared resources.
In river management planning processes, people everywhere have the same basic needs that must be met to move beyond fear, demands, and animosity to achieve successful outcomes. Designing planning processes that meet these core needs will help people work together more effectively and result in more implementable, broadly supported plans that address people’s most pressing interests while balancing resource stewardship.
When people perceive themselves as being in competition over how to use or manage a river resource much of the behavior people exhibit comes from fear that they are going to lose something they value or that something is going to be done to them. Without carefully designed processes, people become more and more entrenched in their positions. The most effective processes make it possible to for extremely polarized, deeply entrenched interests to engage in planning processes that moves them to a place of higher thinking and shared solutions.
As important as well designed processes, knowing how to effectively manage difficult internal, interpersonal, and group dynamics can be the key to whether a collaborative process is successful. This session will examine some common pitfalls at an individual level, at an interpersonal level and at the group level so that participants can better understand and effectively navigate difficult situations in collaboration.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
Coaching with Character: How to use character strengths in just the right mea...Amanda Yuill
A review of the 24 character strengths identified by the VIA Institute (www.viacharacter.org), describing each one in 3 states: under-expressed, at the golden mean, and over-expressed. Includes descriptions, visual prompts, research and activities for working with each variation.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
View the video here: https://youtu.be/RtJdZ7xfCHQ
Earn counseling CEUs: https://www.allceus.com/member/cart/index/product/id/519/c/
ACT is a useful tool to help people evaluate the thoughts and feelings underlying their reactions, step back and evaluate whether those behaviors, thoughts and feelings are helping them move toward their goals and commit to thoughts and actions that will improve their happiness and help them move closer to those things which are important to them
Self-awareness is essential to individual success, but it’s also critical to healthy team dynamics. While most individuals believe themselves to be capable of true objectivity, each of us harbors subconscious biases that influence our perspective on the world. That perspective influences our behaviors, and the response of others to those behaviors further justifies and ingrains our biases. This cycle threatens objectivity, and ultimately harms interpersonal relationships at work and beyond.
So how do we help leaders control for biases that are deep below the surface? By being alert to potential biases and exploring them with our clients, we can inspire self-awareness and foster the objectivity required to restore a positive team dynamic.
This 60-minute webinar will illuminate 5 types of bias that lead to unintentionally harmful behaviors that can derail an otherwise positive team dynamic, including:
- Mindset effects: a different perspective on the world can shade how we behave toward others
- Interpretive bias: neutral behavior can be misinterpreted based on a subconscious bias
- Estimation errors: calibrating the comfort level of others based on our own levels
- Attribution errors: assigning an erroneous motive to actions and behaviors that are otherwise neutral
- Assumption-based thinking: believing that our personal motivators must apply to others as well
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
Our motivations play an important role in how we understand ourselves and the world. We all operate with assumptions, mindsets and expectations that we are sometimes less conscious of and which are likely to be influenced by our deeper motivational orientations.
By understanding the links between motivational patterns and hidden biases, we can expand our self-awareness, achieve a more complete and objective view of others, and make wiser behavioural choices.
Appreciative Inquiry: strengths-based approach to information literacy instru...Alan Carbery
Slide deck from a workshop presented at LILAC 2016 conference in Dublin in March 2016. This workshop gave an overview of appreciative inquiry, and then rounded out with how appreciative inquiry has been used in Champlain College library within its teaching librarian group.
Looking to sell more to your prospects?
It is easier when you adapt your communication style to meet their needs. We buy more easily from people like us, who communicate like we do and with whom we have strong rapport.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
View the video here: https://youtu.be/RtJdZ7xfCHQ
Earn counseling CEUs: https://www.allceus.com/member/cart/index/product/id/519/c/
ACT is a useful tool to help people evaluate the thoughts and feelings underlying their reactions, step back and evaluate whether those behaviors, thoughts and feelings are helping them move toward their goals and commit to thoughts and actions that will improve their happiness and help them move closer to those things which are important to them
Self-awareness is essential to individual success, but it’s also critical to healthy team dynamics. While most individuals believe themselves to be capable of true objectivity, each of us harbors subconscious biases that influence our perspective on the world. That perspective influences our behaviors, and the response of others to those behaviors further justifies and ingrains our biases. This cycle threatens objectivity, and ultimately harms interpersonal relationships at work and beyond.
So how do we help leaders control for biases that are deep below the surface? By being alert to potential biases and exploring them with our clients, we can inspire self-awareness and foster the objectivity required to restore a positive team dynamic.
This 60-minute webinar will illuminate 5 types of bias that lead to unintentionally harmful behaviors that can derail an otherwise positive team dynamic, including:
- Mindset effects: a different perspective on the world can shade how we behave toward others
- Interpretive bias: neutral behavior can be misinterpreted based on a subconscious bias
- Estimation errors: calibrating the comfort level of others based on our own levels
- Attribution errors: assigning an erroneous motive to actions and behaviors that are otherwise neutral
- Assumption-based thinking: believing that our personal motivators must apply to others as well
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
Our motivations play an important role in how we understand ourselves and the world. We all operate with assumptions, mindsets and expectations that we are sometimes less conscious of and which are likely to be influenced by our deeper motivational orientations.
By understanding the links between motivational patterns and hidden biases, we can expand our self-awareness, achieve a more complete and objective view of others, and make wiser behavioural choices.
Appreciative Inquiry: strengths-based approach to information literacy instru...Alan Carbery
Slide deck from a workshop presented at LILAC 2016 conference in Dublin in March 2016. This workshop gave an overview of appreciative inquiry, and then rounded out with how appreciative inquiry has been used in Champlain College library within its teaching librarian group.
Looking to sell more to your prospects?
It is easier when you adapt your communication style to meet their needs. We buy more easily from people like us, who communicate like we do and with whom we have strong rapport.
Hopes for the Paris Climate Summit from 30 November to 11 December are high, but will the COP21 as it is called become a breakthrough for global efforts to reign in climate change? In this dossier, the Clean Energy Wire presents German perspectives on the summit and an international agreement. A series of interviews will highlight positions of
activists, researchers, businesses, politicians and negotiators. The factsheet “Controversial climate summit issues – positions in Germany” gives an overview of the most disputed issues at the COP21 - e.g. climate finance and loss & damage - and highlights the position of the German government and civil society on these topics.
How to Optimize a Slow PC | One Solution Inc Onesolution365
Is your system slow? If yes, then watch these slides to optimize your slow pc. We hope that you will be able to boost your slow pc’s speed. We have explained steps in these slides to optimize slow pc. But still you face any kind of issue in optimizing your pc, contact slow pc support by OneSolutionInc.
Brokers have carried their notorious reputation in the financial world, wherever they have gone and this doesn’t stop with payday lending.
http://www.pacific-odyssey.co.uk
Teaching of A.D.L through Behavior Modeling: A Case Study in Special Educationiosrjce
Learning anything by seeing others and repeating the behavior by one’s self is called Modeling.
Activity for daily life, which includes bathing, brushing, grooming etc, is learned mostly by seeing others either
at home or anywhere else, by the normal children. But when a matter comes of the mentally challenged child, in
special education, who is mild in retardation and cerebral palsy in physical condition, then learning and
understanding becomes a challenge for the trainer as well as for the trainee. The present study is an
experimental intervention in which, one of the activity in ADL behavior is taught. The selected activity is divided
into many sub-tasks through task –analysis. Completion of each sub-task was the targeted behavior, for which
variable –ratio schedule was maintained along with ‘Primary reinforcement’ and External Prompting’. Date of
progress was recorded through routine chart. Each sub-task got completed in sequence, which led towards the
completion of selected major task. Finally the targeted activity of ADL was learned by the case, which drawn
the conclusion that behavior modeling can’t only help a mentally challenged person to perform the ADL activity
but also it can make a person self-dependent.
Demographic Factors Impacting Employee Turnover In The Private Banking Secto...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
this presentation gives basic understanding of What is coaching, Why coaching, Skills required to be a coach, Coaching arc of conversation and basics of coaching models.
Mindset by Carol Dweck synthesized by Deepak JayaramanDeepak Jayaraman
Mindset is a book that has influenced me at multiple levels. Carol talks about having either a Fixed Mindset or a Growth Mindset as we think about parenting, relationships, leadership, sport and a host of other situations in life. The attached slides are my attempt at distilling the key lessons from the book.
Journal Multimedia 30th Anniversary, 11/7/14
Juggling the Possibilities! Presentation Slides
A fun, interactive session to motivate and empower staff to think more creatively and work together more effectively.
In this session, we explore...
How to Create a Dynamic Balance in Work and Life by:
- Strengthening Connections between the "Balls" we Juggle
- Exercising Flexibility, Patience and Consistent Practice
- Adopting a Positive Outlook and Viewing Obstacles as Opportunities
- Learning from the Drops!
- Prioritizing Tasks
How to Create Change by:
- Exploring Innovative Solutions to Build Relationships with and Offer Value to Clients and Co-workers.
- Taking Risks and Trying Something New!
- Using Methods of Creative Problem Solving to Create a Plan of Action
- Utilizing Strategies of Effective Collaboration
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
11. Growth Mindset
“You can see how the belief that cherished
qualities can be developed creates a passion for
learning…The passion for stretching yourself and
sticking to it, even (or especially) when it’s not
going well, is the hallmark of the growth
mindset. “ (7).
12. Growth Mindset
“The idea that one evaluation can measure you
forever is what creates the urgency for those
with a fixed mindset” (29).
“Why is effort so terrifying? Great geniuses are
not supposed to need it. It robs you of all your
excuses.”
13. Growth Mindset
“The low-effort syndrome is often seen as a way
that adolescents assert their independence from
adults, but it is also a way that students with
fixed mindsets protect themselves” (58).
14. Growth Mindset
“The growth mindset does allow people to love
what they’re doing—and to continue to live it in
the face of difficulties…In a fixed mindset,
everything is about the outcome. If you fail—or
if you’re not the best—it’s all been wasted. The
growth mindset allows people to value what
they’re doing regardless of the outcome” (48).
15. Growth Mindset
“’For me the joy of athletics has never resided in
winning,” Jackie Joyner-Kersee tells us, ‘…I derive
just as much happiness from the process as from
the results. I don’t mind losing as long as I see
improvement or I feel I’ve don’t as well as I possibly
could. If I love, I just go back to the track and work
some more’”(98).
“Those with the growth mindset found setbacks
motivating. They’re informative. They’re a wake-up
call” (99).
16. Growth Mindset
“When students were praised for effort, 90
percent of them wanted the challenging new
task that they could learn from” (72).
17. Growth Mindset
“Growth-mindset environment in which people can
thrive involves:
• Presenting skills as learnable
• Conveying that the organization values learning
and perseverance, not just ready-made genius
and talent
• Giving feedback in a way that promotes learning
and future success
• Presenting managers (teachers) as resources for
learning” (141).
18. Growth Mindset
Questions students can ask themselves:
• Are there ways I can be less defensive about
my mistakes?
• Can I profit more from the feedback I get?
• Are there ways I can create more learning
experiences for myself?
19. G.R.O.W. Model
“Real leadership development is
neither intellectual nor academic,
neither is it knowledge based nor
technical, all of which are sourced
from outside the person. The
origins of the best coaching are all
about eliminating our internal
obstacles and drawing out the
untapped bank of riches latent
within each human being” (178).
20. G.R.O.W. Model
Goal setting for the session as well as for the long term
What do you want?
Reality checking to explore the current situation
What is happening?
Options and alternative strategies or course of action
What could you do?
What is to be done, When, by Whom, and the Will to do
it.
What will you do?
21. G.R.O.W. Model
Why is this important?
• “The single universal internal block is unfailingly the same variously
described as fear of failure, lack of confidence, self-doubt, and lack of selfbelief” (18).
• “One of the best things we can do for them is to assist them in surpassing
us” (18).
• “We build self-belief when we make decisions, take successful actions, and
recognize our full responsibility for both our successes and our failures”
(18).
• “For people to build their self-belief, in addition to accumulating successes
they need to know that their success is due to their own efforts. They
must also know that other people believe in them” (19).
22. G.R.O.W. Model
How to help? By asking questions.
• How to know when to ask questions and when to just tell
someone what the right answer is:
• “If time is the predominant criterion in a situation (e.g., in
an immediate crisis), doing the job yourself or telling
someone else what to do will probably be the fastest way.
• If the quality of the result matters most (e.g., an artist
painting a masterpiece), coaching for high awareness and
responsibility is likely to deliver the most.
• If maximizing the learning is predominant (e.g., a child
doing homework), clearly coaching will optimize learning
and retention” (25).
23. G.R.O.W. Model
Asking questions demands more of the athletes; they must become aware of
the situation and take responsibility.
• “Responsibility demands choice. Choice implies freedom” (31).
•
“The leading cause of burnout was ‘little personal control’” (31).
•
“Offering someone choice and control wherever possible in the workplace
acknowledges and validates their capability and their self-esteem” (32).
•
“I am able to control only that of which I am aware. That of which I am
unaware controls me. Awareness empowers me” (34).
•
“When we truly accept, choose, or take responsibility for our thoughts and our
actions, our commitment to them rises and so does our performance” (37).
•
“Feeling truly responsible invariably involves choice” (37).
•
“Every time input is provided the responsibility of the coachee is reduced”
(42).
24. G.R.O.W. Model
Through this process, our goal is to empower students/athletes to believe in
their ability to make a good choice and execute it.
•
“Self-belief is not met by prestige and privilege, which are more symbolic than
substantial. It is built when someone is seen to be worthy of making choices.
Promotion without genuine empowerment and the opportunity to express
potential is counterproductive. While telling negates choice, disempowers,
limits potential, and demotivates, coaching does the opposite…They want
their work to be of value and have meaning and purpose” (111).
•
“Our primary objective must be to understand what the performer/learner
needs in order to perform the task well, and to ask, say, or do whatever it
takes to help him meet that need” (127).
•
“Getting accurate feedback from the result of her action causes automatic
self-correction without effort or strife. Letting go of trying to force the
correction (the focus is now on the accuracy of the observation) allows the
correction to take place effortlessly and subconsciously. The player’s total
ownership of the correction is maintained” (128).
25. G.R.O.W. Model
Reality Questions:
• The demand for an answer is essential to compel
the coachee to think, to examine, to look, to feel,
to be engaged.
• The questions need to demand high-resolution
focus to obtain the detail of high-quality input.
• The reality answers sought should be descriptive
not judgmental, to ensure honesty and accuracy.
• The answers must be of sufficient quality and
frequency to provide the coach with a feedback
loop.
26. G.R.O.W. Model
Overcoming Barriers:
• “The greatest barrier without a doubt is not the inability to coach
but the inability to give up telling, to give up what you have done
before in each circumstance, to give up your old habitual
management or teaching behavior.”
• “Most people have a long history of being told by parents, by school
teacher, and by their first bosses, so naturally they expect to be told
and may find it strange being asked for their opinion. Another way
of looking at the resistance is to consider what they are really
resisting; it is, of course, becoming more aware or more responsible
and the consequences of both” (149).
27. G.R.O.W. Model: Coaching Colleagues
“California researchers in the early nineteen-eighties
conducted a five-year study of teacher-skill development
in eighty schools, and noticed something interesting.
Workshops led teachers to use new skills in the classroom
only ten per cent of the time. Even when a practice
session with demonstrations and personal feedback was
added, fewer than twenty per cent made the change. But
when coaching was introduced—when a colleague
watched them try the new skills in their own classroom
and provided suggestions—adoption rates passed ninety
per cent. A spate of small randomized trials confirmed
the effect. Coached teachers were more effective, and
their students did better on tests.”
29. Coaching Colleagues
The 7 Qualities of Effective Feedback
• Intend to support
• Understood as subjective perception
• Delivered in the moment
• Presumes innocence without judging
• Describes observed behaviors and impacts
• Authentic, candid, yet compassionate, to build
trust and respect
• Stimulates mutual learning and accountability
leading to inspired action
30. Goal Setting
• The result to which effort is aimed
• Do you focus on the first part or the second
part?
31. Goal Setting
Keys according to Locke and Latham
•
•
•
•
•
Clear Plans
Feedback
Commitment
Task complexity
Situational constraints
32. Goal Setting
• A Star is Born, New York Times May 6, 2006
• Stephen Dubner and Steven Levitt
• “Deliberate practice entails setting specific
goals, obtaining immediate feedback and
concentrating as much on technique as on
outcome”
• Studied soccer, surgery, piano, writing, stock
picking
34. Feedback
• John Hattie- Visible Learning Laboratories,
University of Auckland
• Enhancement on students (Top 10 of over 130
traits studied)
• Over 1000 academic studies to support the
importance and benefit of feedback
35. Education of Discretion
• Thomas Jefferson
• “If we think them not enlightened enough to
exercise their control with a wholesome
discretion, the remedy is not to take it from
them, but to inform their discretion by
education”
39. Be best at what you do most
•
•
•
•
Can’t be equally good at everything
Can’t cover everything
Must be a reason for everything you do
Only thing we have in common is time
40. Be best at what you do most
• Hoops
• History
• Dribble
• Pass
• Shoot
• Reading
• Analyze
• Write
44. What do Wayne Gretzky, Yo Yo Ma,
and Charlie Wilson have in common?
• Malcolm Gladwell, New Yorker, Aug 2 1999
• “A practical minded obsession with the
possibility and the consequences of failure are
more important than technical skills or
intelligence in being successful. What this
attitude drives you to do is practice over and
over and over again, until even the smallest
imperfections are ironed out”
49. Video Analysis
“Most coaches stop practice when they see
something negative, but I want to challenge you
to stop play when someone does something
positive…In essence, you are positively
imprinting desirable actions, behaviors and
performances” (83).
50. Video Analysis
“You have to be very careful about what and
how you criticize because the last thing you
want is for your players to fear failure. If they do,
they won’t play to their potential, and they will
focus only on avoiding failure” (100).
“Body language and tone of voice
also count as criticism” (103).
54. How do you define grit?
• “a passion for a single mission with an
unswerving dedication to achieve that
mission, whatever the obstacles are, however
long it might take”