Writing during the early stages of COVID-19 lockdown, I wanted to look at what we can do as coaches to help our development and athletes. In this unfamiliar territory of postponed competitions, sporting organisations on lock-down and priorities of community wide heath and welfare taking precedence over sporting involvement and athletic achievement, what can we do as coaches to continue to develop our craft and maintain our athlete’s interest and development?

Looking at Klopp’s focus on empathy and close, meaningful relationships with his players and staff , his vocal importance towards player-centred approaches has allow him to develop a coaching environment which offers players ingredients for genuine motivation; mastery, autonomy and purpose. His strong stance for his players and their welfare strengthens these ideas as he is looking to reduce the symptoms of player burnout and keep his elite playing group genuinely motivated and focused as they charge towards the “pointy” end of the season. But, what is burnout and can it really factor this much into player motivation…….?

Christmas break cricket; an Australian holiday mainstay. Imagine my despair while enjoying this year’s Boxing and New Years tests when hearing the reports regarding England cricketer, Rory Burn’s injury during “fun” yet competitive warm up has caused such a partition of views amongst current and former players.

When this report came out and the high profile criticism around it, most notably from ex baggy green players, it made me reflect and question what does fun look like for high performing sportsmen and women? Are we as coaches, advisers or administrators not offering them a “fun environment” or valuing results and short term success over enjoyment and long term engagement? When does this focus change for us as coaches and athletes?

I was approached by Pouria Nabi of UQ research team and someone whom is heavily involved in leadership research in soccer coaching in AUS about what do we know or what do we ASSUME in regards to team or group leadership. His research looked at different structures and ways coaches and athletes can work together to influence and contribute to the leadership tasks and processes.

Throughout my research and listening to fellows such as Pouria’s research, I have developed beliefs and philosophies surrounding the necessity to develop player and peer leaders within elite rugby settings to satisfy motivational aspects of the players while ensuring they develop sense of meaningful connections and relatedness.

Using these ideas and research notes, I utilised them to reflect on Ireland’s RWC2019 review and Rory Best’s comments in particular.

Flow – also known as the zone or transient hypofrontality – is a state of mind where we lose our sense of self. This engaged state of mind in which whatever you're doing feels nearly effortless was named ‘flow’ by Hungarian-American psychologist and former professor of the University of Chicago, Mihaly Csikszentmihalyi in 1975, when he discovered that people are at their most creative, productive, and happy when they are completely absorbed in a task. Basically, flow is the optimal state of consciousness. However, I wanted to consider or open for discussion how we as coaches can enhance performance environments or learning atmospheres to get players individually or as a group into flow or more frequently “in the zone”….