By Collin Fehr
(August 31, 2021)
Have you ever wondered what kind of bike you are? Although there are many options, most of us can be classified into two main categories: a “fixie” (e.g., single-gear beach cruiser) or a mountain bike. “Fixies” are adept at cruising along on predictable terrain without much variation in speed or effort but limited in their ability to adapt to changing circumstances. Mountain bikes have over two dozen gears, suspension systems, and knobby tires to allow for rapid changes in riding conditions in any environment. What does this have to do with coaching? Well, much of what determines which category our athletes fall under is how we coach them. The bike concept is merely a metaphor for our mindset toward life.
Carol Dweck (2008) contends that a person’s mindset can be either a fixed mindset or a growth mindset. With a fixed mindset (i.e., a “fixie”), we tend to view talent or ability as an innate trait, something we are born with but not something we can develop. In contrast, those with a growth mindset (i.e., mountain bike) believe that talent is the product of learned or acquired skills that can adapt to changing circumstances. Most of us have a mix of both mindsets depending on the situation, but we tend to lean one way or the other. So, which mindset is best for our athletes?
Damon and Luke are competing at their high school conference track meet. Both athletes are entered in the mile, their best event. The weather is inclement and five minutes before the race starts, the wind is gusting at 50 miles per hour. Damon, who has a fixed mindset, does not want to compete. He is certain he will run a “slow time” and would rather not race. In fact, he has never run in the wind before because his coach only schedules outdoor workouts when the weather conditions are ideal. Luke, who has a growth mindset, knows that his time may be slower, but wants to see who can best handle this environmental challenge. In practice, his coach conducted several training sessions without a watch to teach him to focus on effort rather than time.
Which athlete in this example will perform better? The one who embraced the challenge and sought learning (a hallmark of the growth mindset) rather than shying away from it to protect his image. It is important, though, to acknowledge the role of the coach in fostering this mindset. Coaches need to teach athletes the importance of learning through adversity and create situations in practice that allow athletes to engage with difficult scenarios. If we only coach our athletes to ride a fixie then we shouldn’t be surprised that they can’t take it “off-road” in competition. Let’s look at another example.
Sarah and Bonnie are freshmen tennis players at the community college. Sarah grew up playing with her dad who taught her the value of hard work and praised her work ethic. Bonnie learned how to play at an upscale racquet club with her own private tennis pro. She was encouraged to play in every possible tournament to earn a regional ranking and was undefeated in her senior season. Although Bonnie is more talented than Sarah, she loses every challenge match to her in practice. Frustrated by this result, Bonnie quits the team after one month.
What is the message here? Sarah’s dad taught her to appreciate hard work and that effort is the key to success (another hallmark of the growth mindset). Bonnie learned that results (i.e., winning) are most important, and if you can’t get results then it isn’t worth the effort to keep trying (fixed mindset). The seeds for these mindsets are planted by their coaches. So, what can we do as coaches to ensure our athletes end up on a mountain bike instead of a fixie? Here are some guidelines:
- Mindsets are taught by the way we PRAISE. Our praise communicates our values. To instill a growth mindset in athletes, emphasize effort and strategy, not just successful outcomes. Teach athletes how to embrace challenges and obstacles.
- Focus on learning and improvement. Emphasize the things that bring success, not just success in and of itself. Acknowledge setbacks as catalysts for learning, not as a reflection of self-worth.
- Model it. Our athletes are more likely to become who we are than who we want them to become. Look inward first.
By incorporating these guidelines into our coaching, we will increase the likelihood that our athletes develop a growth mindset. Not only will this help them in sport, but it will help them in life. Tune-up those mountain bikes and go for a ride!
References
Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc..
