Imagine

Creative Possibilities

The process of learning something complex can be very interesting for an athlete. It is important to explore a variety of ways to understand and integrate the the various ways each person learns. What is the goal of a season of practices anyway? Is it to win a local, state or regional track meet; to qualify for a specific national meet – or, is it more long range than that? As a coach, I heard many responses to the question – “What goals do you have?”

At first – an athlete will often mention a specific speed or height. Those who have been around our program will think in other terms: - “I want to learn more so that I continue to improve.” - “I want to go to the Indoor Scholastic Nationals.” - “I want to be able to participate in track and field in college.” I am interested in coaching others and want to learn as much as I can about complex events like high jump and hurdles.” 

Taking Time to Learn

What is the rush? Something as complex as a series of balances in sequence or choreographing a set of coordinated movements with music requires much learning.

Why is there so much pressure “to do it right away?”

These and other questions pop up every day when an athlete, parent, teacher or coach talk about the variety of sequences when learning is new or complex.

We do an activity; work on a specific academic task; or, creating a process that will move toward improved understanding of a concept or complex skill.

When discussing the learning curve, I am made aware of the place that comparison plays in each person’s thinking. When this comes up, I often say, “What can we do to move toward an appreciation of each self as a unique evolving person?” The answer to this is not so difficult to reach if we have an ongoing process in place.

The process of individualization that allows adequate time for learning has a number of steps or phases.

 - How the athlete and coach communicate.

 - Progressions that incorporate new techniques.

 - The process for learning that best fits each athlete.

 - The connection between practices and meets.

 - Regular assessments of skills and their application.

 - Short and long term goals.

We need time in which to work. The structure of each practice, season, and year is enhanced when students, parents, and coaches are aware of individual needs.

As many athletes and coaches who understand pole vaulting have said, “it takes years to really know this event.” We visited Sweden in the summer of 2003 with a group from Air Time Athletics. By sharing ideas and interests we discover new dimensions about ourselves. 

I knew that someday we would go to Sweden. Anita and Gus White have three daughters: Alissa, Attina and Annica. Their mother, Anita, is Swedish and connections with her family in Sweden run deep. Their dad, Gus, was instrumental in helping us keep our program small enough to be effective, reminding us that we are “really a mom and pop organization.” So, ever since Alissa became the Swedish women’s pole vault record holder in the mid 1990’s, she has been urging us to visit and meet coaches and athletes with whom she worked.

This summer Abby and I took six Air Time vaulters to the city of Gothenburg where Alissa trained, near where her mother grew up. Our trip took us from: Boston to Reykjavik, Iceland; Oslo, Norway; Gothenburg & Helsingborg in Sweden; and, Copenhagen, Denmark. We went to train, participate in meets and discover something of Sweden with the athletes from the Goteborgs kvinnliga idrotts klubb and their coaches: Pekka Dahlhojd, Thomas Kyottila, & Christian Garametsos.

We figured out travel; how to change dollars for krones and krona; set up quarters in hostels and an athletic club; make sense of menus and shopping for food; explore Liseberg and Tivoli parks, and, connect with new coaches and athletes.

I was particularly interested in observing our vaulters at work with other coaches; adapt to a variety of meet situations, and, work side by side with athletes they were just getting to know. Everywhere we turned, our hosts were supportive, able to offer assistance and interested in helping us connect.

When athletes learn they are working on the development of techniques specific to their own needs and level of accomplishment. Hearing new ideas can be confusing as well as challenging. Observing the way others train raises questions about process and possibilities. Participating in meets required that we adapt, using what we had learned. From the gigantic Ullevi Stadium in Gothenborg [a city the size of Boston] to the bleachers at Helsinborg, we took part in two sets of meets.

This trip offered a unique opportunity to see how we participated and shared. Perhaps the most dramatic contrasts between things here in the States and Sweden were:

- The mix of athletes who take part in a club as their primary means of learning and participating in sports;

-  The way officials, in all events, treated athletes, coaches and parents with dignity and respect.

Many pictures, hugs and thanks later, we boarded the plane for our return trip home. Travel time offered time for reflection, seeing North Sea oil rigs, icebergs and wondering what the next steps would be. Now, several weeks later I am more determined than ever to:

-  offer every option possible to those who seek to help others.

- create opportunities for athletes who understand that it takes consistent dedicated effort to maximize one’s potentials.

- develop and support projects that come from the interests and energies of students.

In sports one may hear, “winning is the only thing.”

Perhaps the focus can be moved from winning,

To:  “positive improvement over time.”

This event can be a metaphor for things in life.

If time is given for positive work the process can be applied to other areas.