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Monday, 21 July 2014

Michael Gove has been sacked as Education Secretary - is the only way up?

"We been broken down
the lowest turn
and been on the bottom line
sure ain't no fun
but if we should be evicted from our homes
we'll just move somewere else
and still carry on
Hold on, Hold on, Hold on

Chorus
"The only way is up, baby
For you and me, baby
The only way is up
For you and me"
('The Only Way is Up', Yazz & The Plastic Population)

There is a principle is statistics called 'regression to the mean', which refers to the phenomenon that if a variable is extreme on its first measurement, it will tend to be closer to the average on its second measurement.  In other words, it means that events tend to even out, so an unusual measure is likely to be followed by a more 'normal' result.

Regression to the mean explains why football managers often seem to experience a brief period of success when they begin a new post (because they usually get their job after a particularly disasterous time for their predecessor - even standard levels of performance will appear to be an improvement after abject failure).  It also explains why alternative medicine sometimes seems to work (people tend to seek unusual treatments when their symptoms are severe, and any slight improvement is attributed the magical sugar tablet, rather than simply that random fluctuations would mean that the severity would have probably declined anyway).

Regression to the mean also explains the widespread euphoria that followed the sacking of Michael Gove as English Secretary of State for Education. Such was the contempt felt for Mr Gove by large numbers of teachers and parents, that it was simply assumed that his replacement, Nicky Morgan could not fail to be improvement.  That Ms Morgan is a political and religious conservative who opposed equal marriage (she says she's in parliament not only for her constituents, but "to remember the Word of God and serve the Lord") was more than out-weighed by her assertion that an important part of her job was to work with teachers, rather than against them:


'I will obviously be nice to teachers, because working with teachers and heads and governors and everyone else in the system is critical in getting the best outcome for our children. Education can be life-transforming.'

That the government minister responsible for education has to state something so blindingly obvious out-loud is an indication of how warped and distorted this role has become.  Whether or not Mr Gove, who showed his contempt for teachers with his every utterance and ill-thought-out policy, is the worst Secretary of State ever is a matter of debate.  He certainly has some stiff opposition for that title from the various bullies, incompetents and loons who have held the position over the preceding decades.

In this context, Nicky Morgan could become a wildly popular Education boss merely by staying in her office and watching daytime TV.  Perhaps she could appear from time to time at conferences to tell teachers and parents, like 'Young' Mr Grace of 'Are you Being Served', 'You've all done very well', before being carried back to her LaZboy recliner and the latest episode of 'Doctors'.

But lest we forget, Nicky Morgan was appointed by the same man who thought it was a good idea to hand over our children's futures to Michael Gove.  She is an ambitious Cameronite, and immediately felt compelled to jump on all of the standard Tory educational bandwagons, including Academies, faith-based schooling, and Grammar Schools. 

As I have argued before, the case for Grammar Schools is weak, and its impact could be summarised simply as 'benefit for a few at the expense of the rest'.  Much the same conclusion, I suspect, could be said of academies and faith-based schooling, although I would not include children among the beneficiaries of the latter.

My concern, though, is not that the new Secretary of State for Education holds these views.  It is that she is at the very beginning of her role, and has already decided her position on some of the most contested issue in education without, it seems, recourse to evidence or even discussion with those in the teaching profession.

Does that remind you of someone?

Sunday, 6 July 2014

New Psychology Today Post: Healthy Body and a Sound Mind? Does Physical Fitness Improve Cognition?

The Roman poet Juvenile popularised the motto “a sound mind in a healthy body”).  But is this really the case?  What is the relationship between physical health and mental power, and why does it matter for schools?




I've just published the latest contribution to my Psychology Today column: Healthy Body and a Sound Mind?  Does Physical Fitness Improve Cognition? 

Please check it out, leave a comment and share!

 

Thursday, 19 June 2014

Make the Familiar Strange: one action that can transform your coaching

I have recently achieved an amazing thing, and I feel very proud of myself.  In fact, as I walked away from the encounter with a broad grin on my face, I found myself doing that least English of all things: I punched the air!

So what have I done?  I've opened a bank account.

I accept that you might not too impressed, unless you are a close friend or family member who generally assume that even the most basic life skills are beyond me.  But there is another element to the story: I achieved this feat in another country, and in another language.  Germany and German, respectively.

Although I speak enough German to make my way around the place with only occasional humiliation and ridicule, I have found myself paralysed with anxiety at the thought of doing something that would ordinarily be an everyday task for most people.  I feared that my 'how-much-are-the-Lederhosen' language skills would not stretch to conversations about current accounts, variable interest rates and regulations about money laundering. 

Anxiety of this sort has been a recurring experience since I moved to Berlin a couple of months ago, and every time I walk into a shop planning to buy some bread only to leave with 10 metres of garden hose and a box of Tampons, I find myself jolted into an awareness that I am a novice with regard to an endless list of activities.

My banking adventure brings to mind a comment from the Russian writer, Viktor Shklovsky:



“Art makes the familiar strange so that it can be freshly perceived. To do this it presents its material in unexpected, even outlandish ways: the shock of the new.”

That pretty much captures my outlook since moving to Germany: the familiar has become strange (and this is not including the genuinely strange aspects of German life!).

Zen Buddhists talk about 'Beginner's Mind' (Shoshin, 初心), which is characterised by an openness to new challenges and the absence of prejudgement.  For the beginner, even the most rudimentary task is thrilling or scary and new.  For a bewildered foreigner, Beginner's Mind is not so much a spiritual goal as a lived experience.

The Beginner's Mind is the learner's mind, and it is very difficult to artificially generate, because it is so difficult to shut up the continual audio-commentary produced by previous experience.  It is an usual teacher or coach who, when attending a course on a subject they know well, doesn't find the mind forcing the information provided through the filter of their own presuppositions and prejudgements: I agree, therefore it is right; I disagree, so it is wrong; this is similar to how I teach; I wouldn't do it that way!

This sort of dialogue seems to be the default way the human mind makes sense of the world, by seeing how new experiences fit in the pre-existing patterns that allow it to operate. But there are clearly consequences.  The Zen monk Shunryu Suzuki wrote:



If we genuinely wish to experience the Beginner's Mind, we need to learn how to suspend judgement and just experience things fresh and shiny new.

This creates something of a problem for the expert or experienced teacher or coach, those purpose and function are premised on the absence of beginner-ness.  The novice approaches the expert precisely because the expert is more familiar with the activity than they are.  But even the most traditional and didactic teacher or coach needs to react and adapt to some extent to the idiosyncratic needs and responses of the students in front of them.  So the expert's strength can also easily become their weakness, as the challenges facing the novice become progressively more alien.  The coach who think they understand the experiences of their most inexperienced students is almost certainly wrong!

How can a coach of twenty years possibly understand the fears and challenges of someone taking their very first lesson?  Or deal with a lack of comprehension of the most basic ideas?  And if they can't do this, how can they communicate in a way that truly connects with the novice?

After years of trying and failing, I have concluded that it is probably impossible to do this through a feat of imagination.  I cannot forgot what I have learned though years of practice, and I cannot shed the sense of familiarity and expertise that accompanies it.

So I am left with just one alternative: to become a beginner again.  As far as I can tell, the only way a coach can understand the Beginner's Mind is to become a beginner again.  Learning something that is new-alien, unfamiliar-disorientating, and exciting-nerve-wracking offers an unparalleled first-hand appreciation of the challenges that the students' experience everyday, and of which most coaches are more-or-less unaware.

Most coaches and teachers would accept, I think, the need to attend courses related to their sport or subject.  Continued professional development is self-evidently necessary in order to keep in touch with new ideas and extend skill-sets.  But I do not think any of this is as important as learning something completely new.

Stepping outside of the comfort zone means stepping into an area that is unfamiliar and uncertain, and in which possibilities are still endless.  Beginner's Mind cannot be imagined; it can only be lived.

Sunday, 15 June 2014

New Column with Psychology Today

I am delighted to report that I have recently started a: with the hugely popular psychology today magazine!

The focus of the column is the relationship between sport, physical activity and learning.

I will continue to publish entries to Talking Education and Sport.  And in the meantime, please do check out my new venture!



Saturday, 17 May 2014

Cricket versus Barbarism

Having just returned from watching the German Cup Final, with all of the diving, playing for fouls, and general gamesmanship that are often just accepted as part of the modern game, I find myself drifting towards one of my perennial ruminations about the place of "sport" in professional sport.  

Then I found an short earlier post about another game.  And it seemed pertinent, somehow.


_________________




I'd like to start with a quiz. Who said this
“Cricket civilises people and creates good gentlemen. I want everyone to play cricket ..; I want ours to be a nation of gentlemen.”
I will reveal the answer at the end of this entry.

The stimulus for my mention of cricket is an interesting article in the magazine All About Cricket. The author, Safi Thind, reports on the emergence of a number of initiatives that have used cricket as a vehicle to combat problems like misbehaviour at school and youth delinquency.

For example,

"StreetChance "aims to increase aspiration, promote mutual respect, and enhance relationships with others, including schools, police and the wider community by providing structured coaching and competitive opportunities for young people."

Another charity - Cricket for Change - gives some clues about the selection of cricket as the means to these ends:

"We see cricket, because of its history throughout the world, as being uniquely able to transcend the major urban racial groups, black, white and Asian and because it's a non-contact game, is also uniquely able to help young people with a disability share in the benefits of competitive team sport.

We believe that cricket can be used to make a positive impact on the lives of individuals and communities and for the last 30 years we have used our unique cricket programmes to help young people, in particular, make positive choices about their lives and to help them feel good about themselves."





Cricket, above all other sports that emerged from Victorian Britain (which is, let's face it, almost all sports) has the reputation for developing decent behaviour.

This was the view of the philosopher David Stove. Cricket, he wrote, “requires gentlemanliness, and teaches it”. And such gentlemanliness is expressed both in the nature of the game (and its often extreme delays of gratification) and its spirit. In other words, cricket teaches decent behaviour by providing an environment in which such behaviour is practiced.

Of course, it is not difficult to undermine a simple equation between cricket and civility: bodyline, ball-tampering, match fixing, and so on. But that the vast majority of cricket matches manage to maintain an over-riding air of good manners and good spirits - even at the very highest levels - does suggest that these schemes are on to something.





And the source of the claim that cricket civilises people that I quoted at the start of this entry? It was that great humanitarian Robert Mugabe.



_________________


And if Mugabe cannot persuade you of the virtues of cricket, take a look at the story of a truly remarkable Cricket club: the Compton Cricket club in California, USA ...


Tuesday, 13 May 2014

Five Books (not about Coaching) that can Transform your Coaching

STOP PRESS: I am delighted to announce that Arton 'Float Sting ' Baleci and I are running a new course on learning - for coaches, teachers and other learners!For more information, and the register, please go to: http://t.co/hqdr4ksJPq


It seems to me that coaching, and teaching in general, are basically thinking activities. Thought is required in planning, throughout delivery of sessions, and during the reflective phase that necessarily follows it (at least, it is a necessary element  

All of the good and great coaches and teachers I have known have had ceaselessly enquiring minds. And most of them have repeatedly stepped away from the cosy certainties offered by their areas of specialism, and have looked elsewhere in the pursuit of new insights and new ways of thinking.

I certainly do not regard myself as a great coach or teacher, but I have benefited enormously, both professionally and personally, from the books I list here have inspired me, others have infuriated or disorientated me. But all of them have left their mark on my thinking about thinking about sport. 


Robert Pirsig, Zen and the Art of Motorcycle MaintenanceDon't be put off by the title: it is not really about motorcycles, or about Zen.  This is an engaging, thought-provoking book, probably best described as 'philosophical fiction'. The discussion about the nature and development of Quality, in particular, should be of great interest and relevance to coaches and teachers.

"We take a handful of sand from the endless landscape of awareness around us and call that handful of sand the world."



Richard Bach, Jonathan Livingston Seagull
Sometimes mistaken for a story about a seagull. OK, it is a story about a seagull. But is also a parable about skill, perfection, and the meaning of a life worth living.  And it is very short.

"Don’t believe what your eyes are telling you. All they show is limitation. Look with your understanding. Find out what you already know and you will see the way to fly.”



Ben Goldacre, Bad Science
Sports coaching is awash with bullshit.  Gimmicks, fads, and magical nonsense rob us all of time, money, and professional integrity.  Read this funny and shocking book, and see the light!


"Repeat after me: pharma being shit does not mean magic beans cure cancer."



Gary Marcus, Guitar ZeroA cognitive scientist tries to learn to play the guitar. This is probably the best book, to date, that tries to bridge the gap between what is known about how people learn complicated skills and what this can mean in practice.  However, just as important is the author's account of the joys and frustrations of learning and then mastering a new skill.  A great book.


"To dismiss talent is to ignore all evidence from biology.”



Victor Frankl, Man's Search for Meaning
A psychiatrist chronicles is experiences as an inmate at the Auschwitz concentration camp during the Second World War. Frankl's story is remarkable, and it is beautifully told. The lessons he learned and shares from this nightmare are, for many people, life changing. His discussion of the importance of meaning in one's life has enormous implications for education and sport.

"Those who have a 'why' to live, can bear with almost any 'how'."


STOP PRESS: I am delighted to announce that Arton 'Float Sting ' Baleci and I are running a new course on learning - for coaches, teachers and other learners!For more information, and the register, please go to: http://t.co/hqdr4ksJPq



Saturday, 19 April 2014

EMBRACING WRONG

STOP PRESS: I am delighted to announce that Arton 'Float Sting ' Baleci and I are running a new course on learning - for coaches, teachers and other learners!For more information, and the register, please go to: http://t.co/hqdr4ksJPq



From an early age, we are conditioned to want to be right. We learn to need to be right.

Parents applaud their children when they do something well, or answer a question correctly. At school, we are rewarded and celebrated for passing tests, and can suffer in any number of ways for failing them.

The lesson is continually reinforced as we grow older. Promotions, reputations, careers are built on our capacity for right thinking. Or, at least, the appearance of right thinking. To be right is to succeed.

This is fine. It is entirely understandable. But this all-encompassing valuing of being correct comes with a risk. It can make us feel being wrong is always a bad thing, and so etching to be avoided always.

Right equates to success, wrong means failure. Newspapers are filled with stories of mistakes made by experts and public figures, often followed by the demand that they be punished or sacked or in some way called to account for their errors. 

If something goes wrong we seem compelled to look for blame, even if it is difficult to figure out where the fault really lies.

Whatever the wisdom or justice of this mindset in public life, it carries with it an implicit assumption that there is in some way a break from the norm of rightness.  Being wrong is understood as an aberration or a glitch.

And this is obviously not true.




We are all wrong. A lot.  We are wrong about small, inconsequential things, and we are wrong about big, important matters.  We might not want to accept them, we might even try to hide them (from ourselves as well as others). A moment's reflection will remind us that our lives are full of mistakes.

This is the terrain of behavioural economics and the psychology of decision-making. Daniel Kahneman's 'Thinking Fast and Slow' is possibly the best known of a series of recent books that have highlighted that our evolved human mind is not, as we might like to believe, a rational computer.  It is more accurately conceived as a veneer of reason on top of a collection of bias, hunches, and prejudices.  So, to borrow Kahneman's terms, we assume that we live our lives laid mainly by slow, rational thinking.  However, reason actually plays a relatively minor role in much of our day-to-day decision-making. Instead, we rely on fast, intuitive thinking, which is often below the level of consciousness. In other words, we believe (and want to believe) that we reason, when we usually just react. Reason occasionally steps in, in times of difficulty, but by then we may have long since acted.

This presents something of a problem for us, and especially those of us who would like to live lives in which reason and evidence have a say, because our minds have evolved over millions of years for survival and reproduction. And they evolved in environments very different than the ones in which the vast majority of us now live.

So, we tend to be extremely good at tasks that require quite quick judgements and actions, but not so good in those situations where reflection is needed. For example, evidence from research over the last 20 years also shows that the biases, hunches and prejudices that come pre-installed in the human mind can lead to a wide range of quirks:

Confirmation Bias - the tendency to accept evidence that confirms our beliefs and to reject evidence that contradicts them.
The Gambler's Fallacy - the sense that the odds of something with a fixed probability increasing or decreasing depends on what has recently happened.
Probability Neglect - our inability to properly grasp a proper sense of risk, which often leads us to overstate the risks of relatively harmless activities, while forcing us to overrate more dangerous ones.
Attribution Asymmetry - the tendency to attribute success to internal characteristics (such as talent and innate abilities) and to attribute failures to external factors (like simple bad luck). 
Repetition Bias - the willingness to believe what one has been told most often and by the greatest number of different sources.
Cognitive Inertia - the unwillingness to change thought patterns in light of new circumstances.

And there are numerous other biases and intuitions that 'feel' right, even if they are leading us astray.

So, we better think again about our attitude to being wrong, because to err really is human. It is scientifically, measurably human.

The philosopher Karl Popper argued that learning could be best characterised as a process of trial and error-elimination.  It begins with guesses that are, to all intents and purposes blind to their outcomes.  We cannot discover if they are right or wrong, or if they work do not work, until we test them with experience or criticism.   So, for Popper, error is an integral feature of learning.  If we shy away from the possibility of being mistaken, we dramatically limit our guesses, and consequently block learning.


With this in mind, I recommend an excellent TED Talk by the journalist Kathryn Schulz.  She takes a different focus than I have here, but the take-home message is the same: we had better start embracing wrong, because - for much more of our lives than we might wish to admit - wrong is what we usually are!


___________________________________

STOP PRESS: I am delighted to announce that Arton 'Float Sting ' Baleci and I are running a new course on learning - for coaches, teachers and other learners!
For more information, and the register, please go to: http://t.co/hqdr4ksJPq