Challenging players of differing abilities

Reframing ’failures’ as ’learning opportunities’

• Context: Less experienced players may feel demotivated if they struggle with tasks or make mistakes.
• Using attribution theory: Help players see mistakes as temporary and part of the learning process. Encourage players to attribute errors to factors they can change, like practice and focus, rather than to inherent lack of skill – for example: "I need more practice to perfect this pass", instead of "I’ll never be able to do this".

Setting realistic goals and reinforcing effort

• Context: When tasks are differentiated, some players may perceive this as creating a hierarchy within the team.
• Using attribution theory: Set personal goals for each player, and celebrate progress based on effort rather than outcomes. For instance, praise a player for consistently attempting a new skill, rather than only succeeding at it. This reinforces that improvement is within their control and motivates continued effort.

Promoting a growth mindset through team language

• Context: Differentiated tasks can lead to divisiveness, with some players feeling belittled.
• Using attribution theory: Model positive language that focuses on development. Encourage players to attribute their roles and tasks as essential contributions to team success. Use language that reinforces a growth mindset, such as: "We’re all improving different skills that, together, will make us a stronger team".

Conclusion

By fostering a mindset where players of all skill levels see each task as a development opportunity, we empower them to set realistic goals and view challenges as building blocks. 

This approach reduces feelings of division and inequality, shifting the focus to personal growth. 

While designing training for varied abilities is relatively straightforward, the real challenge lies in shaping positive perceptions.

This is a hurdle that can be overcome with a smarter, psychologically-aware approach to coaching.

KEY TAKEAWAYS

Focus on effort and improvement: Emphasise factors like hard work, experience, fitness and skill development. This shows less experienced players that progress is achievable.

• Example: Instead of blaming a loss on their performance, a player commits to watching elite games and improving fitness to offset fatigue.

Limit references to talent: Avoid emphasising talent alone, as it can lead to complacency and a lack of effort.

• Example: Elite coaches highlight workrate and commitment, not just ability, as the key to success.

Reference elite role models: Share stories of top athletes who developed through sustained effort over time, fostering a ’marathon, not a sprint’ mindset.

• Example: A coach references players who struggled early in their careers but succeeded through persistence.

Encourage leadership for growth: Show top players that they can continue improving by taking on leadership roles and helping others.

• Example: Discuss players who became captains or coaches as they matured, despite not being natural leaders initially.

Discourage cliques: Stress importance of team unity and avoid sub-groups, which can cause division.

• Example: Wales’ 2006 struggles amid internal conflicts and cliques.

Highlight elite language and mindset: Note how elite players and coaches focus on learning and effort in post-game reflections, emphasising hard work as a constant.