The aim of this study is to examine the personal strivings of individual players who have been identified and selected into a program within the ARU’s performance pathway. Emmon’s basic dimensions of personal strivings frame the data collection procedures that include administration of a survey at three time points (preseason, in competition, and post-season). Survey responses are augmented with qualitative approaches including probes regarding temporality and specific examples.

Through a comprehensive understanding of what these players are trying to accomplish, seeking to gain, and trying to avoid, an objective of this study is to assist coaches in understanding and contributing to suitable inputs for reasonable, measurable outputs and markers. Findings will be discussed in relation to the ARU’s vision of elite success, with recommendations presented for coaching practitioners

While there is the high expectations and pressure to perform, developing a fun, inclusive but challenging environment bring the best out of players of all capabilities and levels. Ultimately, a coach’s ability to acknowledge and develop positive interpersonal connections, driven by interpersonal skills and united sense of purpose and achievement, can offer solid base for positive relationships and performance atmospheres. However, I wanted to consider more into how have or how do the leading nations create a fun, progressive, inclusive environments where they embrace challenge and have desire to continue to grow, learn and apply at the biggest stage of their sport?

What does your Saturday night look like?

Mine is usually a deep-dive into children or adolescent motivation; for example, Mrs Mack believes that competition stifles creativity with the focus on outcomes and measurement of pre-assumed goals. However, I argued that it was the external influence from others which creates a standardisation in expectations; a mastery focus even in the face of competition should allow students or athletes to test their current abilities, adapt and collaborate where necessary or possible shall encourage creative adaptations of skills or find new ways to overcome standardised issues….

What’s your thoughts….and favourite pizza topping??!!

Reviewing comments from recent interview with Matt Wilkie, IRFU’s head of coach development, I wanted to look at the importance of coach-athlete relationships and techniques for building meaningful, impactful relationships. Ideas such as focusing on communication and connection to create bonds and relationships for long term athlete participation, enjoyment and development and other ideas are supported by reviewing relevant research.

After some recent strong pushback surrounding an area of research and theoretical ideas I favour, which are being tested in education, sport and other industries, I decided to remind myself about growth mindset and where these opposed ideas were possibly coming from. Like suggested, growth mindset is exactly that; a mindset, not a quick fix solution or broad paint brush to offer passion and resilience to development for all athletes or students. I believe on adopting a growth mindset, athletes are accepting or acknowledging "failures" as part of development which help the person and program grow if we learn and grow from mistakes made. Like suggested, it’s helping students or players find their own path and preferred methodologies for overcoming “bumps in the road” or difficult periods of development. While we may not directly see a boost in grades or subject specific success, we are going to develop resilient and passionate people whom embrace challenges, display effort to pursue mastery and learn from personal setbacks, other’s success and feedback offered; can we agree that these are traits we want instilled in our children, students or athletes or are we focused on intelligence determined by SPAG and maths results?