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Cultivating the habit of making regular ventures into the unknown
To learn and become better requires voluntarily stepping into the unknown. It takes courage to venture into uncharted territory and try something new, especially in front of an audience, and as kids enter their teens it can seem all the more daunting. Nevertheless, the willingness to explore is a habit worth cultivating. As the grown-ups we can and should encourage kids to take the leap and help them to overcome their reservations. With practice, boldness can become a habit and once the rewards become evident this provides its own positive reinforcement.
Some wisdom we can share with young performers is to make friends with uncertainty. The unknown carries both threat and promise, so it is natural for there to be some trepidation. When attempting something for the first time they do not know exactly what they are letting themselves in for or how things will turn out. Rather than downplaying it, this is something we should celebrate. If the outcome was certain or success was assured there would be very little appeal and it would not hold our interest for very long. The odds of success being less than 100% (but above 0%) is actually a precondition for making competitive sport and much else in life worthwhile. That the outcome is unknown and even that success is unlikely are precisely what makes it an adventure worth pursuing. The reason that sport is compelling is the unpredictability and its enduring capacity to surprise. By extension, even outside of competition, the most seasoned performer can still find plenty to explore, new things to discover and different ways to test themselves.
‘Fortune favours the bold.’
- Pliny the Elder
The prospect of doing something is typically worse than the reality. The most frequent response after attempting something that seemed daunting is ‘hey, that wasn’t so bad’. Of course this realisation comes only after taking the leap. Not infrequently kids surprise themselves and discover that their capabilities extend beyond what they thought. Over time such experiences teach us that it is generally worth putting reservations aside and giving it a whirl.
Something that is true in sport as in life is that you never know unless you take a shot. The only way to find out is to give it a try. At minimum, they will learn something, so will come away better off as they now have more information than before. Each trial affords the opportunity to gather data and receive feedback. Every unsuccessful attempt is a potential step closer to success, as it provides valuable information on where and how they might need to improve. That said, they must make a genuine attempt - holding back or half-hearted efforts will not reveal much.
Only by venturing out towards the edge do we find out where our present limits might be. By extension, to continue developing a young performer must keep experimenting and regularly operate in a zone that is towards the limits of their present capabilities. The purpose of practice is to explore, discover and expand their repertoire of skills, not to preserve their status or protect their ego. Some valuable guidance we can offer to kids is to make this a clear intention. The practice arena is the laboratory for experimenting and making discoveries. This should be a space where it is permitted and actively encouraged to push the boundaries, test out different ideas and explore alternative ways of doing things.
We should also encourage kids to adopt this ‘learn as you go’ attitude in how they approach junior competition. A well-worn adage in sport is that ‘you either win or you learn’. Of course, the best case scenario is that they win and learn. Certainly if they win but don’t discover anything new, then it is arguable how much value the experience provides in terms of their future development.
Part of this endeavour is helping kids to cultivate a healthy relationship with risk. If they never take a risk, it is unlikely that they will achieve anything of note. To be clear, I am not advocating that young performers ignore risks or take unnecessary risks. Risks should be assessed, acknowledged and given due consideration. Equally, it is worth pointing out that there is risk in being cautious and playing it safe, as this severely restricts any opportunity to make discoveries and learn anything new. If they never wade beyond the shallow water or stray into unknown territory, they will never discover what possibilities might exist and will never learn to swim.
Risks can and should be managed and mitigated but cannot be eliminated entirely - nor should we want to, if we want to develop capable and resilient individuals. Depending what is being attempted, there is conceivably some risk that they might hurt themselves. Happily, the risk of significant injury should be very low under the guidance and supervision of a knowledgeable and experienced coach. Beyond bodily injury, typically the bigger concern is guarding against potential blows to the young ego. It is true that they might feel sheepish if they fall on their face, but the potential upside is worth it and humility is also a virtue worth cultivating!
Ultimately what we are aiming for is that young performers make smart bets and take calculated risks when appropriate. A key part of the calculation is weighing potential risks against the prospective reward. That said, it is also worth rolling the dice on low probability outcomes every now and then. Nothing ventured, nothing gained. The circumstances also have an important bearing. In some instances, it is appropriate to consider the high risk, high reward ‘hail Mary’ option.
Risk is inherent to various facets of sport and life in general. To trust another person is a calculated risk. Once again, making the determination requires a leap of faith: the only way to establish if somebody trustworthy is to take a chance on them and find out. Much the same applies when it comes to a young performer learning to trust themselves. Attempting anything where the outcome is uncertain requires taking a chance and making a bet on themselves. Doing this repeatedly builds trust in their own abilities and their capacity to figure it out if not successful on first attempt.
Embarking on a quest to pursue a lofty aspiration requires placing their faith in themselves and those supporting them, albeit the support crew might change over time as they discover who is worthy of trust along the way. They must trust their coach enough to follow their guidance and try things on their suggestion. They must trust that parents and others have their best interests in mind in order to act on their advice. They must trust the process and the guidance they’ve been given to stick with it and work through difficulties, having faith that they will eventually succeed.
Finally, the best way to overcome any apprehension about what might happen is to be intrigued by the possibilities. The attitude that young kids possess naturally, which we should seek to preserve (or perhaps restore), is to be eager to explore and enthused by the prospect of testing out their growing capabilities. When adopting this approach they are likely to find they learn faster and progress quicker, simply because they give themselves every opportunity to do so.
In closing, here are the messages that we should be giving to young performers: Be curious. Be inquisitive. Be bold. Have a go. Give it everything. Stick with it long enough to see if it works out. Take chances. Test the limits. Take calculated risks. Make small bets often. Make smart bets. And of course, enjoy the adventure.