Talent Code: Post #6--Four Virtues

Four Virtues of Master Coaches
a.    The Matrix: Many master coaches are in their 60s and 70s and possess a complex web of “task specific knowledge” that gives them the depth and power to help their protégés.
b.    Perceptiveness: Coaches like John Wooden have deep perceptiveness that works on figuring out what’s going on. Such coaches act like investigative reporters; they observe, deliver information, and look for the student to react—a process designed to move the student forward.
c.    The GPS Reflex: Coaches don’t mince words. They “shock” with short, expressive bursts. They give directions that are short and clinical, like a GPS: Turn right or turn in 100 feet. Coaches layer on levels of difficulty. “OK, good, now try this….” Great coaches PUSH people.
d.    Theatrical Honesty: Drama and character are tools of the master coach. A dramatic flair with honesty helps the master coach do what’s important—point out errors. 

Talent Code: Post #5-Master Coaching

Master Coaching—The #3 BIG THING:  The great coaches at various “hotbeds of talent” were older (had been teaching/coaching for 30 years), disciplined, focused, and often were quiet and observant, prodding and adjusting only when needed. When coaching, John Wooden, famed UCLA basketball coach, often spoke in short, pithy statements like “do this,” “try that,” “look up,” etc.

Talent Code: Post #4--Ignition

Ignition—The #2 BIG THING: Deep practice isn’t easy and requires a spark to start it and fuel to keep it going. Coyle calls this stimulus “ignition.” He likens it to “emotional rocket fuel.” Sometimes it’s personal; something happens in life—a momentous occasion, like you meet the president and decide to become a politician. Or in South Korea, when Se Ri Pack won a big LPGA tournament, a whole nation’s future women golfers got ignited. Time and again, there will be a breakout of success and then a contagious fire that takes place and ignites.
a.    Tiny Idea: When kids were asked about playing a musical instrument—how long they thought they would play their instrument—their responses determined a lot. Long-term-commitment kids with a low level of practice (20 minutes a week) progressed faster than kids with a short-term attitude but who practiced much more (about 1 hour a week).
b.    The Trigger: Primal, unconscious clues are big motivators. Things like the unspoken message—“I want to belong to that group”—will force us to practice or imitate others to become part of a group. Another primal clue, “I’m not safe,” will trigger people to work hard to protect themselves. It’s tripping the hair trigger of the reptilian brain that ignites the energy to get practice—deep practice—moving. The author notes a study of famous men and women who lost a parent early in life as contributing proof of how insecurity can trigger action and deep practice.