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New paper "Navigating the winds of change on the smooth sea - The interaction of feedback and emotional disruption on the talent pathway"
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https://abs.twimg.com/emoji/v2/... draggable="false" alt="đ" title="RĂŒckhand Zeigefinger nach unten" aria-label="Emoji: RĂŒckhand Zeigefinger nach unten"> https://www.tandfonline.com/doi/abs/10.1080/10413200.2021.1894505?forwardService=showFullText&tokenAccess=YBX3TRSNUFYJGFEFQZPC&tokenDomain=eprints&doi=10.1080%2F10413200.2021.1894505&doi=10.1080%2F10413200.2021.1894505&doi=10.1080%2F10413200.2021.1894505&target=10.1080%2F10413200.2021.1894505&journalCode=uasp20">https://www.tandfonline.com/doi/abs/1...
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. @DCGreyMattersUK and @AineGreyMatters (2017) suggested that in talent development: âa smooth sea never made a skillful sailorâ. If athletes develop a range of psychological skills, they can benefit from navigating a variety of pathway challenges.
In addition, that the fluctuation of emotional state - subsequent to challenging experience appears to be a key mechanism in testing previously developed psychological skills and provoking learning (Taylor & Collins, 2020) https://twitter.com/JTGreyMattersUK/status/1324725218460487680">https://twitter.com/JTGreyMat...
This study investigated the experience of athletes at the start and end of their first transition year in elite sport
We aimed to understand their experience of challenge and emotional disturbance and to investigate how feedback impacted their progress.
We aimed to understand their experience of challenge and emotional disturbance and to investigate how feedback impacted their progress.
Results showed that until international age group, their playing experience was challenge-less.
This all changed during transition, with a range of challenges provoking significant emotional disturbance.
This all changed during transition, with a range of challenges provoking significant emotional disturbance.
They perceived the most impactful and supportive feedback as being paired to either an event that had provoked an emotional response, or where the feedback itself prompted an emotional response. The latter often came in the form of ârobustâ conversations with coaches
Where athletes experienced positive emotion as a result of feedback, this supported confidence and overall motivation.
Negative emotional states led to deep reflection and later action.
Negative emotional states led to deep reflection and later action.
This contrasts with the view that emotion hinders the impact of the feedback process (e.g. feedback sandwich)
This suggests that there is an opportunity for additional âadded valueâ when this emotional state is matched with feedback appropriate to the needs of the athlete
This suggests that there is an opportunity for additional âadded valueâ when this emotional state is matched with feedback appropriate to the needs of the athlete
We also found responses to challenge are highly individual. An event can be emotionally hard for one and plain sailing for another.
This questions simplistic views of challenge and support and the view that more challenge should = more support
This is too simple to be useful
This questions simplistic views of challenge and support and the view that more challenge should = more support
This is too simple to be useful
In practice, this emphasises the need for a focus on the individual athlete& #39;s experience AND environmental characteristics
Maximising coaching effectiveness relies on appropriate individualisation and the harnessing of emotional states.
Maximising coaching effectiveness relies on appropriate individualisation and the harnessing of emotional states.
It also highlights the benefit of deliberately developing of a range of skills and long term methods to support sensemaking (see PCDEs, or the work of @DavidCarless on feedback literacy)
In TD, it points to the risk of a strengths based approach, where athletes deploy what they are already proficient at to dominate.
It might help short term progression (or perceptions of it) even to a high level, but neglects the breadth of skills that will be required later
It might help short term progression (or perceptions of it) even to a high level, but neglects the breadth of skills that will be required later
To read more, the paper is also available on Research Gate https://www.researchgate.net/publication/349905020_Navigating_the_Winds_of_Change_on_the_Smooth_Sea_-_The_Interaction_of_feedback_and_emotional_disruption_on_the_talent_pathway">https://www.researchgate.net/publicati...
