For Coaches
Use failure as a launching pad to success

Use failure as a launching pad to success

4/14/2015

By Greg Chertok

“Failure is needed for learning; it is our teacher.

Without taking risk, we can’t fail, and so we don’t learn

or grow toward elite performance or top self solutions.”

~ Mark Divine - U.S. Navy Seal

It’s a counterintuitive way of thinking, really: shouldn’t we avoid failure? Aren’t mistakes bad? This has been, after all, a constant message for many of us throughout our participation in competitive sports.

To embrace failure as the grist for learning goes against many of our fundamental beliefs of athletics: winning means I’m good, failure means I’m bad. But do all athletes adopt this view?

From what I’ve seen in my years of consulting, the immediate and reflexive display of anger after a mistake or a lost point in practice, for instance, is characteristic of most amateur tennis players (that is, those below the professional level). This population generally tends to view mistakes as detrimental, problematic, and anxiety-provoking. 

Nearly all of the elite professional athletes I’ve observed practicing – in football, hockey, martial arts, and tennis – tend to view mistakes differently. They view them with curiosity. They truly seem to latch onto a missed point or a poor shot as an opportunity to learn something, and to grow a little bit.

This fact isn’t only designated for motivational posters; professionals really do use failure as a stepping stone to success.

Recent research tells us that the brain has a store of “memory errors.” The brain takes errors that were made and, when we do that task again, like hitting a forehand, it remembers past errors when performing the forehand correctly. 

This means that athletes improve on motor tasks not only by memorizing how to perform it correctly, but also through the experience of making mistakes. Without our conscious awareness, the brain recognizes previous errors, learns something from it, and assists the body in performing the task correctly upon revisiting it. 

Errors, evidently, are needed for learning.

Equipped with this knowledge, athletes begin to do something game-changing: they begin to embrace challenges. They actively seek out challenging, arduous tasks – like difficult fitness regimens, tough drill stations, intimidating opponents – as a means of growth and learning. They know that challenges force us to stretch, to reach, to put forth more effort, and to display determination, all of which ultimately leads to improved performance.

WHAT COACHES CAN DO

1. Talk to your players about finding enjoyment in improvement, and exerting effort on the areas that need work. Remember too, that those opponents who exploit players’ ‘weaknesses’ are helping them strengthen, in the same way that constantly exerting force on a weak muscle will soon lead to it becoming strong and explosive.

2. Have players get ‘comfortable with the uncomfortable.’ It won’t always feel comfortable for youngsters exposing their ‘weaknesses’ or experiencing an error, but growth requires learning from errors.

3. Be involved in setting goals with your players. What is it they feel needs work? What do they want to strengthen? If involved in the process of setting goals, you will relate to them and foster intrinsic motivation.

Greg Chertok serves as the Director of Mental Training at CourtSense in Bogota, N.J., and as a member of the Telos Sport Psychology team in the New York and New Jersey areas, where he offers performance enhancement services for individual and team athletes. His clients include NFL, NHL, MLB and Olympic athletes in addition to youth, parents and high-level junior and amateur athletes. Contact him at greg@telos-spc.com.

Coaching Performance Improving Setting Goals Failure

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