1. MINDSET
Promoting growth mindsets and positive learning environments in and beyond sport.
Coaches
Key Points
Welcome the audience
Cover ‘Housekeeping’ (fire alarms, toilets etc)
Explain intended timings
Ask for mobile phones to be put on silent
Copyright © 2017 Winning Scotland Foundation

2. POSITIVE COACHING SCOTLAND PLUS
Developing young people to succeed in sport and life
Understand the value of sport
Develop a positive learning environment
Support clubs to develop and a positive culture
Improve engagement of parents to support a young persons learning journey
Improve the quality of coaching
Key Points
Explain that this is what PCS is and what is strives to achieve
Explain each bullet point and emphasise that PCS is all about supporting young people to achieve their personal best

3. POSITIVE COACHING SCOTLAND
AIMS OF TODAY
Develop your understanding of mindset and how it can impact a young persons resilience and confidence
By the end of the workshop you will understand:
What PCS is and how it can help you
The importance of effort
That challenge and struggle are the best way to make the brain stronger and smarter.
The most effective language to use when coaching young people
Key Points
Talk through each of the bullet points and emphasise that this is a workshop, interaction is encouraged
Encourage the audience to become involved with the workshop, share stories, input to conversations and feel free to express their opinions
Explain that the workshop content aims to make them better coaches and complement their existing knowledge
Explain that the materials shared during the workshop are available for download

4. UNDERSTANDING MINDSET
POSITIVE COACHING SCOTLAND
UNDERSTANDING MINDSET
Mindset are a set of beliefs that affect how we think feel and behave
FIXED
GROWTH
Key Points
Mindsets are a young person’s beliefs about themselves and the qualities that they think they have – this relates to areas such as sporting ability or intelligence.
Mindsets are the young person’s beliefs on how to improve these qualities – are they simply fixed traits, carved in stone and that’s that? Or are they things that can developed throughout a young person’s life?
People with a fixed mindset believe that their traits are set in stone – they are born that way and can do nothing to improve their qualities. They have a certain amount of brain power and talent and nothing can change that. If they are smart or talented then great, however if they aren’t, they are destined for mediocrity.
However, people with a growth mindset see their qualities as things that can be developed through practice, dedication and effort. In some cases, they may be smart or talented, but that’s just the starting point. They understand that developing their qualities takes time, no one has ever accomplished great things without years of dedication, practice and learning.

5. POSITIVE COACHING SCOTLAND
WHAT IS GROWTH MINDSET?
Growth Mindset is the belief that ability is not fixed but can grow if we:
expect the best from self and others;
have goals;
challenge ourselves;
put in effort;
reflect on mistakes and feedback;
use a variety of strategies to overcome challenging circumstances;
practice at things;
ask for help when we need it.
Key Points
Talk through each of the bullet points explaining that these make up the key behaviours of someone with a growth mindset

6. POSITIVE COACHING SCOTLAND
WHAT IS FIXED MINDSET?
Fixed Mindset is the belief that ability is fixed and set in stone:
Give up easily
Avoid challenge
See effort as pointless
Ignore useful feedback
Feel threatened by the success of others
Believe their ability is fixed from birth
Want to stay in their comfort zone
Blame others after failure rather than take responsibility
Key Points
Talk through each of the bullet points explaining that these make up the key behaviours of someone with a fixed mindset

7. WHY IS GROWTH MINDSET IMPORTANT?
POSITIVE COACHING SCOTLAND
WHY IS GROWTH MINDSET IMPORTANT?
Changes culture to one of aspiration by helping individuals achieve full potential
Helps achieve personal best
Improves persistence and resilience
Helps increase confidence and self esteem
Improves attitude towards learning
Raises aspirations
Increases expectations
Attitudes towards others
Key Points
No one’s mindset is totally of one type or the other. There may be few extreme cases but most people lie somewhere in between both. Moreover, mindsets do not always remain constant. People show different mindsets in different situations, depending on how they formed a belief about their abilities. Nevertheless, the first step in changing from a fixed-mindset to a growth-mindset is to recognise fixed-mindset behaviours.
Fixed-mindsets don’t come with a label attached however they tend to reveal themselves when young people are attempting something they find difficult. These are the moments that then the young person suddenly starts to feel board, tired, anxious, uncomfortable or even hungry, and want to stop trying. Such feelings may have a valid source, but rather than give in to them, coaches can use this as an opportunity question why the young player wants to stop and establish if their mindset is preventing them from progressing further.

8. MINDSET CHALLENGE Fixed Mindset Growth Mindset Is fixed from birth
DEFINING MINDSET
MINDSET CHALLENGE
Fixed Mindset
Growth Mindset
Is fixed from birth
Ability
Can be developed
Are failure
Mistakes
Are learning opportunities
Give up
Failure
Persist and keep trying
Less effort – what's the point!
When things are tough
Try different ways to succeed
Avoid
Challenge
Embrace
Key Points
Discuss the key behaviours with the audience
You may wish to ask if they recognise any of the behaviours in the young athletes they coach
Use this as a discussion topic

9. CAN MINDSETS CHANGE? YES!
POSITIVE COACHING SCOTLAND
CAN MINDSETS CHANGE?
YES!
Mindsets can change both ways – this depends on the young persons experiences at:
Home
School
Sport
Key Points
The good news is that young people can change their mindsets, as a coach you can have an important influence on this process.
Step1 – Encourage young people to hear their fixed mindset “voice.”
The first step to explain what their fixed mindset voice sound like, discuss scenarios with the young person and explain that their fixed mindset voice is likely to come out as the approach a challenge, that voice might say:
• “Are you sure you can do it? Maybe you’re not good enough”
• “What if you fail — others will see you as a failure”
• “If you don’t try, you can protect yourself and not look stupid”
Step 2 - Recognise that there is a choice.
How a young athlete interprets challenges, setbacks, and criticism is their choice.
Discuss with them that they can interpret them in a:
• Fixed mindset as signs that they have a lack of talent
• Growth mindset as signs that they need to re think their strategies, put in more effort and take themselves out of their comfort zone.
Step 3 – Teach them to talk back with a growth mindset voice
As they approach a challenge:
• FIXED MINDSET: “What if you fail — others will see you as a failure”
• GROWTH MINDSET: “Most successful people had failures along the way.”
As they hit a setback:
• FIXED MINDSET: “This would have been easy if I was talented enough.”
• GROWTH MINDSET: “The best players in the world face challenge – keep going”
Step 4 – Encourage them to take the growth mindset action
Over time, the voice that a young person listens to becomes their choice and impacts whether they:
• take on a challenge wholeheartedly
• learn from setbacks and try again
• hear the criticism and act on it is now in your hands.

10. COACHING A GROWTH MINDSET
EFFORT
RESILIENCE
A key aspect of coaching mindset is understanding the areas that impact a young persons attitudes and behaviours
GROWTH MINDSET
THE BRAIN
Key Points
This is the main content slide for the mindset materials
Explain that to young people with growth mindsets, these key areas are important
Each of the areas are hyperlinked and by clicking on either the topic (i.e. effort) or the circle next to it, this will take you to the appropriate section of the workshop
LANGUAGE

11. ELEMENTS OF EFFECTIVE EFFORT
POSITIVE COACHING SCOTLAND - EFFORT
ELEMENTS OF EFFECTIVE EFFORT
Success is based on repeated focused effort
Work smarter, not harder
Work hard through struggle
Be committed and persistent
Try different strategies
Strive to leave comfort zone
Success is achievement through effort
Develop a growth mindset
Key Points
Talent is nothing without effort. There are athletes in every sport that have been identified as being talented. They are told they are the best athlete in the team – but what does this really tell them?
The key message is that they don’t have to work as hard as the less talented athletes, yet sooner rather than later they will come up against athletes who combine talent with hard work. There are hundreds of youth athletes who drop out of sport without fulfilling their potential because they did not get into the habit of working hard and were overtaken by those who did.
Can you think of a talented athlete you have worked with that this applies to?
Early developers may be the strongest at 15 years old, however with sustained hard work a late developer may be much stronger at the age of 18. It is only athletes with a growth mindset that can recognise that with time and hard work, they will become as strong (if not stronger) as the early developer.

12. TOOLS TO FOCUS ON EFFORT
POSITIVE COACHING SCOTLAND - EFFORT
TOOLS TO FOCUS ON EFFORT
EFFORT BREAKS
EFFORT AWARDS
EFFORT LOGS
Key Points
Effort Breaks
Without warning, stop the training session and ask the athletes how much effort they are putting in - mark themselves out of 10. If it’s not a 10 ask them why not, reminding them that they are in control of the effort they put in. This also provides an opportunity to speak with athletes and establish if there is something bothering them and preventing 100% effort.
Effort Awards
Provide young athletes with rewards for their achievements – these should be based on their effort not the outcome:
✓ Toughness – an athlete that has been determined to achieve success
✓ Glue award – the athlete that did their job well for the team
✓ Skill - highlight athletes that have improved skill
✓ Courage award – the athlete that has shown the most courage
Effort Logs – click on the tool, this will take you to a slide with greater detail

13. RESILIENCE – THE ART OF BOUNCING BACK
POSITIVE COACHING SCOTLAND - RESILIENCE
RESILIENCE – THE ART OF BOUNCING BACK
Resilience is the capacity to face, overcome and ultimately be strengthened by adversities and challenges
Resilience is:
Learnable
Coachable
Key Points
Developing resilience in a young person will not only improve their sporting ability, but also their ability to deal with failure and setbacks – issues that can affect them throughout their whole lives.
There are three key areas a coach should focus on when developing resilient young players:
• Confidence
• Adaptability
• Coaches / Team mates

14. COACHING RESILIENT YOUNG PEOPLE
POSITIVE COACHING SCOTLAND - RESILIENCE
COACHING RESILIENT YOUNG PEOPLE
Key factors of resilience include
Bouncing back
Managing emotions
See failure as a form of helpful feedback
Taking 100% personal responsibility
Resourcefulness
Problem solving skills
Key Points
There are several ways that coaches can assist young athletes to develop resilience in themselves. This may range challenging them during training sessions to entering them into a more challenging yet competitive environment (such as playing up an age group or different level), where they are less familiar with the atmosphere and probable outcome.
By intentionally setting achievable challenge (but not without an initial struggle) this enables the young athletes to gain experience, work through challenges and find solutions which all help them to develop resilience.
By experiencing challenge creates a confidence in the young person that they can work through the difficulties and achieve a positive outcome – in doing so develops higher levels of resilience.
Coaches must consider how they will plan challenge within a session – this takes time and consideration, particularly with a group of varied ability.
As a coach, take time to plan training sessions and ensure players are all challenged.
By developing resilience, young people will:
• Understand that mistakes are great!
• Nourish the belief that ability can be developed
• Reframing challenges and setbacks
• Normalise mistakes and failure as learning opportunities
• Identifying alternative ways of achieving success

15. YOUR ROLE IN DEVELOPING RESILIENCE
POSITIVE COACHING SCOTLAND - RESILIENCE
YOUR ROLE IN DEVELOPING RESILIENCE
Coaches focusing on developing a growth mindset can improve resilience by
Explaining that mistakes are great!
Nourishing the belief that ability can be developed
Reframing challenges and setbacks
Normalising mistakes and failure as learning opportunities
Encouraging and rewarding persistence and effort
Identifying alternative ways of achieving success
Key Points
The coach’s role in developing:
CONFIDENCE
Confidence is developed through self-belief and optimism. How coaches communicate with young athletes and define success are important factors in building confidence.
Coaches should intentionally challenge young athletes to push them out with their comfort zone, yet insure they are there to support if / when mistakes are made. Support young athletes to be confident about making mistakes and seeing them as learning opportunities. Additionally, giving praise once they have achieved their goal is a vital coaching tool.
ADAPTABILITY
Darwin said ‘it’s not the strongest of the species but the most adaptable that survive’.
Creating an adaptable and challenging environment prepares individuals for change. If they see this as ‘normal’ and expected they will cope when things become a challenge.
Coaches can regularly mix up their sessions, change the rules, and alter your session structure. Encourage athletes to think differently, find their own solutions to problems and make change and being adaptable an everyday occurrence in your training environment.
This helps young players feel comfortable in different situations – in doing so, building resilience
COACHES / TEAM MATES
Coaches should never under estimate their position as a role model to the young athletes, nor should they forget importance of team mates – both have a crucial role in developing an individual’s resilience. Knowing that they have your support and the support of their team mates is crucial.
Make sure they know you value them as an athlete and as young person. Spend time with the young athletes to explain that whilst you want to win games / matches, their development is the most important factor – this might mean losing matches before they improve, however you will support them all the way.

16. TOOLS TO DEVELOP RESILIENCE IN YOUNG PEOPLE
POSITIVE COACHING SCOTLAND - RESILIENCE
TOOLS TO DEVELOP RESILIENCE IN YOUNG PEOPLE
THE LEARNING PIT
SUCCESS ICEBERG
EMBRACING MISTAKES
Key Points
This slide is hyperlinked, by clicking on the tool (i.e. learning pit) will take you to another slide showing greater detail

17. UNDERSTANDING THE BRAIN
POSITIVE COACHING SCOTLAND – THE BRAIN
UNDERSTANDING THE BRAIN
The brain is malleable and flexible
Our neural pathways can be increased and changed by the actions we take, such as using good strategies, persevering and practicing.
Key Points
Coaches should take time to explain that the cells in the brain called neurons are each connected to thousands of other neurons. The strength, number, and location of those neurons affect how the brain works. Amazingly, these connections change all the time because of the challenges young people face. Certain experiences cause new connections to form or strengthen, making the brain smarter.
In short, by playing sport and learning to deal with challenge, young people can not only improve in sport, but also increase their chances of being a success in life.
Significantly, this requires the coach to plan challenge within their coaching sessions – take some time to review your previous coaching sessions – ask yourself, are the athletes you coach regularly challenged? (specific to their level of ability)
By planning sessions properly, coaches can not only making young people better athletes, but also improving their overall levels of intelligence
Significantly, when a young athlete understands how their brain works, they become a better learner.

18. DEVELOPING A YOUNG PERSONS BRAIN
POSITIVE COACHING SCOTLAND – THE BRAIN
DEVELOPING A YOUNG PERSONS BRAIN
Do you believe that we are born good at:
SPORT
MUSIC
MATHS
Key Points
Take some time to discuss the development process with young athletes – explain that it takes time, dedication and effort to reach their full potential.
Ask the young athletes if they believe that people are born good at:
Sport
Music
Maths
Growth mindset research has shown that levels of talent / intelligence are not fixed from birth and require hard work.
When coaches (and young athletes) realise that learning can grow their brain and increase their ability levels, they often become more interested and less afraid to do things that might make them “look stupid.”
Coaches can help young players develop a growth mindset by teaching them about how the brain works.
One way to teach this is to explain that through challenge, the brain can get stronger and smarter. Research has shown that when young people are motivated to face challenge, their brains increase in size, making them smarter, but also better athletes.

19. POSITIVE COACHING SCOTLAND – THE BRAIN
BUILDING THE BRAIN
Research has shown that with challenge and practice, the brain makes vital connections and actually grows in size.
Key Points
Read over the contents of the slide and explain to the audience that with practice, brain capacity can increase.
This has significance for sporting performance, but also school

20. TOOLS TO BUILD THE BRAIN
POSITIVE COACHING SCOTLAND – THE BRAIN
TOOLS TO BUILD THE BRAIN
SETTING CHALLENGE
THE POWER OF YET
CHALLENGE-O-METER
Key Points
This slide is hyperlinked, by clicking on the tool (i.e. setting challenge) will take you to another slide showing greater detail

21. THE POWER OF EFFECTIVE LANGUAGE
POSITIVE COACHING SCOTLAND - LANGUAGE
THE POWER OF EFFECTIVE LANGUAGE
How coaches communicate with young people can have a significant impact on the development of a young person
Coaches who praise a young persons ability may develop a fixed mindset
Coaches who praise the process helps to develop a growth mindset in young people
Key Points
The language a coach uses can heavily influence the development of a growth mindset in young people. Phrases such as "you can't do it...yet" have been highlighted to turn around attitudes towards challenge.
Research has also highlighted the importance of using appropriate language when giving praise to young people. coaches who praise athletes for having ‘natural ability’ may foster a fixed mindset, while praising effort, hard work and persistence helps to develop a growth mindset in children.
The language coaches use with young athletes impacts on how they see themselves, but also has an influence on how they believe others see them. Coaches that express low expectations through phrases such as “Don't worry about it - try an easier skill” reinforces neural pathways that say “I'm not good enough”.
Effective feedback in coaching environment is critical to achievement, and mindset research has shown that the nature of praise is a key part of that.
Praising use of effort and persistence – “I see how you worked hard on that skill” can lead young players to perform at a higher level, as they obtain meaningful recognition for the effort they have put in rather than the outcome (whether they were successful or not).

22. POSITIVE COACHING SCOTLAND - LANGUAGE
IMPACT OF LANGUAGE
The language coaches use with young people can heavily influence:
How others see them
How they see themselves
How they believe others see them
Key Points
Providing feedback is a fundamental part of the coaching process and one that can be extremely satisfying to coaches – telling young athletes that they have done something well and seeing their reactions can be just as satisfying as winning a game / match.
However, when giving feedback coaches must be truthful and specific at all times, often this means telling a young person that they need to keep working on a particular skill. It is important that coaches use growth mindset language when giving feedback and praise – use language such as:
• “Remember it takes time to master a new skill! Keep at it!”
• “You are on the right track.”
• “You are working hard. Have you tried this…”
• “Keep going, you are getting there...”
• “This may take some time and effort.”
• “You haven’t failed unless you stop trying.”
• “Mistakes help you improve.”
• “No matter how good you are at performing the skill you can always improve.”
Using growth mindset language can also help build athlete / coach relationships as delivering feedback / praise as outlined above helps to create positive conversations that support the young athletes development.

23. INFLUENCE OF LANGUAGE ON MINDSET
POSITIVE COACHING SCOTLAND - LANGUAGE
INFLUENCE OF LANGUAGE ON MINDSET
Communicating low expectations through phrases such as:
“Don't worry about it - try an easier task”
reinforces neural pathways that say
“I'm not talented enough”
Key Points
It is possible for coaches and athletes to fall into a couple of common pitfalls, leading to a false growth mindset.
Be careful when giving praise to young athletes – always ensure that praise / feedback is truthful and specific.
When giving feedback and praise avoid:
• Praising effort alone and not results
• Telling players "you can do anything"
• Using ‘fixed mindset’ as a cover for poor coaching
Having an awareness and understanding of these pitfalls can help coaches and young athletes to avoid them.

24. POSITIVE COACHING CONVERSATIONS
POSITIVE COACHING SCOTLAND - LANGUAGE
POSITIVE COACHING CONVERSATIONS
Encourage young people to challenge themselves – especially after failure through phrases such as:
“Where do you think you went wrong?
How can you improve next time?”
This reinforces neural pathways that say
“I'm not there yet, but I know how to improve for the next time”
Key Points
Having regular conversations with young athletes is an opportunity to make them feel part of the learning journey, but also provides an opportunity to build a coach/athlete relationship – vital for learning to occur.
Coaches may set themselves a challenge of speaking to every athlete during a training session, this may only be a short conversation. It should be a direct interaction with the young person, talking face-to-face about how they are, how they are improving, what they should be working on or what may be preventing any progress.
Coaching conversations can also be held after a performance to enhance the learning process. Having a positive debrief conversation helps young people to embed what they have learnt during a training session or competition.
Using ‘why not?’ is a great way of involving athletes in a post-match discussion. They will often state that ‘I can’t do that’, by asking ‘why not?’ this provides an opportunity to discuss their weakness and the steps required to overcome it.

25. POSITIVE PRAISE – THE PITFALLS
POSITIVE COACHING SCOTLAND - LANGUAGE
POSITIVE PRAISE –
THE PITFALLS
It is possible for coaches and young people to fall into a couple of common pitfalls, leading to a false growth mindset.
Praising effort alone and not results
Telling young people "you can do anything"
Using ‘fixed mindset’ as a cover for poor coaching

26. TOOLS TO USE POSITIVE LANGUAGE
POSITIVE COACHING SCOTLAND – LANGUAGE
TOOLS TO USE POSITIVE LANGUAGE
THE FINAL WHISTLE DEBRIEF
IMPROVEMENT WINDOWS
POSITIVE COMMUNICATION CARDS
Key Points
This slide is hyperlinked, by clicking on the tool (i.e. final whistle debrief) will take you to another slide showing greater detail

27. COACHING A GROWTH MINDSET
POSITIVE COACHING SCOTLAND
COACHING A GROWTH MINDSET
Aim to improve athletes, physically, socially and psychologically
Intentionally develop a growth mindset
Teach the value of effort and resilience
Understand the importance of challenge to develop the brain
Use positive language in your coaching
Enjoy your coaching!
Key Points
This is the penultimate slide of the workshop and your opportunity to review what you have discussed
Re enforce that coaching in a positive learning environment requires coaches to intentionally develop young people physically, socially and psychologically

28. POSITIVE COACHING SCOTLAND
NEXT STEPS…
Challenge yourself – does your coaching develop young people physically, psychologically and socially?
Take at least one tool from this workshop and embed it within your coaching
Download the PCS Plus coaching kitbag
Improve your coaching knowledge by attending other PCS Plus workshops
Key Points
Set the audience members a challenge of coaching in a positive learning environment by:
Developing young peoples life skills through sport
Making them better athletes, but also better people
You may wish to re enforce some of the points you discussed during the workshop
Encourage them to download the tools you have discussed from the website

29. We hope you have enjoyed the workshop.
FINAL WHISTLE
We hope you have enjoyed the workshop.
Key Points
Thank the audience for attending

30. EFFORT AWARDS ACHIEVEMENT AWARDS GOLDEN BIBS FIRST ON THE PITCH
TOOLS - EFFORT
EFFORT AWARDS
ACHIEVEMENT AWARDS
GOLDEN BIBS
FIRST ON THE PITCH
Key Points
It is not necessary to explain each of the tools on this page – judge the audience and select a tool you feel is most relevant to them.
ACHIEVEMENT AWARDS
Provide young athletes with rewards for their achievements – these should be based on their effort not the outcome:
✓ Toughness – a athlete that has been determined to achieve success
✓ Glue award – the athlete that did their job well for the team
✓ Skill - highlight athletes that have improved skill
✓ Courage award – the athlete that has shown the most courage
GOLDEN BIBS
Many coaches choose to end their training sessions with competition – select the athletes that have put in the most effort (not necessarily the best athletes) during the session and ‘reward’ them with the golden bibs (these can be any colour). The athletes awarded the golden bibs then form a team in the end of session games. This tells the athletes that their effort has been recognized and are more likely to repeat during the next session / match.
FIRST ON THE PITCH
Challenge athletes to be the first on the pitch during a training session. Time the difference between the first and last athletes onto the training pitch and then explain that the first athletes is has already had plenty of practice – meaning they have already improved. This encourages young athletes to focus their efforts and maximise their development time.

31. EFFORT LOGS Record and re-enforce positive behaviours Name Attendance
TOOLS - EFFORT
EFFORT LOGS
Record and re-enforce positive behaviours
Name
Attendance
Effort
Behaviour
Attitude
Teamwork
Total Points
Joe Blogs 3 2 1 8
John Smith 4 5 18
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main challenge and struggle tool slide
Effort logs can be used to monitor the effort put in by each athlete during your coaching session. Coaches may complete the log themselves or enlist the help of an assistant coach or injured player to help. Select some key areas such as effort, behaviour or attitude and mark the athlete 1 (extremely light) to 5 (extremely hard)
This will encourage the type of behaviour you want at your sessions. However, remember not to give the reward to the same athletes every week or others will become dispirited and feel that their effort is not being recognised.
1 Unsatisfactory / 2 Satisfactory / 3 Good / 4 Very good / 5 Excellent

32. VALUE OF STRUGGLE Key Points
TOOLS - RESILIENCE
VALUE OF STRUGGLE
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main resilience tool slide
When coaching young people, challenge is the greatest way to improve an athletes knowledge. Research has shown that where the challenge is just beyond an athletes current capacity but not out of reach, the greatest improvements can be made.
Young people have been identified as having a comfort zone, where the level of difficulty, challenge, and frustration vary considerably. Successful learning depends on a coach’s ability to sustain the athlete’s enthusiasm by setting appropriate challenge.
Discussing the learning pit with athletes is a great way of explaining that challenge is a good thing. It takes them out of their comfort zone, into the courage zone, through the mistake-making zone, and into the learning zone. Discussing challenge with the athletes and setting specific scenarios during training sessions lets athletes understand the learning process, that mistakes are inevitable and with coaching they will improve.

33. WHAT PEOPLE SEE WHAT PEOPLE DON’T SEE SUCCESS ICEBERG
TOOLS - RESILIENCE
SUCCESS ICEBERG
Success takes time, dedication, mistakes and lots of unseen work
WHAT PEOPLE SEE
Key Points
It is well now that most an iceberg is under the water, meaning there is a lot hidden from what can be seen - success is no different.
The amount of work involved before success can be achieved should not be underestimated by coaches, nor should they fail to speak to young athletes about it.
Using the success iceberg coaches can explain to young athletes that it takes time before they achieve success, there may be short term gains, but to achieve their long-term goal takes time, effort and crucially, mistakes.
Take some time to discuss the success iceberg with young athletes, you may even with to bringing older players who are further down the development pathway. Discuss with the athlete that the outcomes (medals, trophies etc) can’t be achieved without a lot of unseen work.
WHAT PEOPLE DON’T SEE

34. TOOLS: RESILIENCE
TYPES OF MISTAKE
Create an environment where mistakes are seen as part of the learning process.
Big Moment
Eureka Moment
Stretch Moment
Mistakes you want to see
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main resilience tool slide
Click the play icon to see a video of Scotland head coach, Gregor Townsend explaining the types of mistakes
Mistakes help a young person learn, however this is dependent on the coach understanding what type of mistake has been made.
By reacting positively to mistakes, coaches create an environment where mistakes are seen as part of the learning process.
THE FOUR TYPES OF MISTAKES ARE:
Eureka moment mistakes – when a mistake is made but the athlete realises what they did wrong and knows how to rectify it next time
Stretch mistakes – where an athlete is trying a new skill but not quite there yet, with good coaching their ability will improve
Big moment mistakes – during key stages of a competition or when an athlete feels under pressure mistakes are more likely to happen. Making a mistake under pressure is inevitable and young people should be praised for trying a skill under pressurised situations.
Sloppy mistakes – these are the only type of mistake that should be avoided. Sloppy mistakes often happen when young people are doing something they already know how to do, but do it incorrectly because they lose concentration.
Sloppy
Mistakes you don't want to see

35. SETTING APPROPRIATE CHALLENGE
TOOLS – BUILDING THE BRAIN
SETTING APPROPRIATE CHALLENGE
Remember that challenge grows the brain – ensure that your session can be adapted to appropriately challenge all of the young people you are coaching
Coaching Checklist
How can I make a drill more challenging?
How can the drill be simplified if required?
Who do I want to group together for the drill?
What do I say when the players are struggling?
How do I record improvement?
How do I build on this for the next session?
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main building the brain tool slide
Remember that challenge grows the brain – coaches must ensure that they plan to appropriately challenge all athletes in their coaching sessions and importantly can be adapted dependent on how well the athletes handle the challenge.
Use the coaches checklist to ensure that coaching sessions are challenging young people:
How can I make a drill more challenging?
How can the drill be simplified if required?
Who do I want to group together for the drill?
What do I say when the athletes are struggling?
How do I record improvement?
How do I build on this for the next session?

36. TOOLS – BUILDING THE BRAIN
THINGS I CAN’T DO.…..YET
Things I cant do ….yet 1. 2. 3.
To improve I will….
Explaining to young people that success takes time helps them to understand that:
Learning takes time
Mistakes will happen
Progression takes planning and effort
They cant achieve their goal - YET
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main building the brain tool slide
Developing in sport (as well as life) takes time and dedication, undoubtedly mistakes and setbacks will occur during this time – young people must understand that for learning to be successful they must show dedication and perseverance.
To do this they coaches must work with athletes to explain that they are on a learning journey, and they cant achieve their goal – YET
By using language that suggests to the young athletes they are improving, but not there yet, the young athletes will retain their motivation to continue pursuing their goal.
Use the power of yet planners to highlight areas of development, explaining that with persistence they will achieve their goals.

37. UNDERSTANDING THE IMPACT OF CHALLENGE
TOOLS – BUILDING THE BRAIN
UNDERSTANDING THE IMPACT OF CHALLENGE
Use the challenge-o-meter to understand a young persons attitude towards challenge
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main building the brain tool slide
The challenge-o-meter can be used to establish how challenging a task is for young people and encourage them to challenge themselves by stepping out of their comfort zones.
Show the athletes a picture of the challenge-o-meter (downloadable from xxx) and ask them to rate their current level of challenge.
Remember that no learning can happen if the athlete is not challenged enough (comfort zone) or is challenged too much (panic zone).

38. 3 2 1 ENHANCE THE LEARNING PROCESS
TOOLS – LANGUAGE
ENHANCE THE LEARNING PROCESS
This allows coaches to receive feedback and young people to have an opportunity to reflect their learning.
THE FINAL WHISTLE DEBRIEF 3
Things you learnt during todays match /session 2
Things you want to improve on 1
Question you have
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main language tool slide
After a competition or training session it is important that young athletes have an opportunity to reflect on their learning during the session.
Call all the athletes together and ask them to tell you:
3 Things you learnt during todays match /session
2 Things you want to improve on
1 Question you have
The final whistle debrief provides an opportunity to establish the young athletes thoughts on the competition / training session, establish a development plan and clarify anything they are unsure of – all vital discussions in developing young people with growth mindsets.

39. POSITIVE FEEDBACK…ESPECIALLY AFTER MISTAKES
TOOLS – LANGUAGE
POSITIVE FEEDBACK…ESPECIALLY AFTER MISTAKES
Great coaches increase motivation and success – helping to develop a growth mindsets in young people
POSITIVE COMMUNICATION CARD
Remember it takes time to master a new skill! Keep at it!
You’re not there yet, but definitely improving
You are on the right track
You haven’t failed unless you stop trying
Great to see you challenging yourself!
There is nothing wrong with mistakes – that’s how
you learn and improve
Key Points
This slide is hyperlinked, by clicking on the PCS Plus logo (bottom left) this will take you back to the main language tool slide
It is not always easy to remember the correct language to use during the emotion of a match or training session, however the more coaches practice, the more likely it is to become embedded within their coaching language.
Use the positive communication card to remind yourself of feedback and praise that can be used to develop a growth mindset.