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What do students need? - Page 2

post #31 of 32
Nice topic nolo.

I am reading a book called "Body, Mind, Mastery" which communicates some interesting perspectives on performance & learning. For example, the fundamentals that underly successful performance lie in the mind & emotions. It is building these mental & emo fundamentals that enable/allow physical success in sports. Coaches who understand this (conciously or not) are the people who can coach athletes far beyond their own (the coaches') skills.

Of specific interest is a representation of two learning curves, one being steep at the beginning; characterised by quick physical aquisition early on, but resulting in inconsistent results over time and ultimately in the total decline of invovlement in the sport at all, unless one re-embarks on the other learning curve;

represented by a flatter early-curve in which the learner focuses on developing the mind & emotions as fundamentals but shows little or slow physical progress in the sport itself. This learning curve ultimately results in a much steeper learning curve later that may flatten some over time, but does not generally result in inconsistency or decline because it is supported by, or emanates from the developed fundamentals.

Think of how these two curves are normally viewed in our society. Quick learners are lauded, held up as geniuses or the like, while the "slow learners" are treated as "late bloomers" at best.

So many people have no patience with themselves or others. If they cannot pick it up quickly they believe they "can't" or "it's not for them" when in reality they really are capable of anything they choose to be successful at.

So I agree with the "kids need models" thing, but as kids grow into teens & adults, they need help to tune their minds, emotions and bodies to work together in ways thay kids aren't developed enough to need yet. Leading by example here is still powerful, but people that didn't or don't have an example of mental & emotional fundamentals can still learn them.

Far too many teachers measure their own success on a rapid aquisition of skills on the part of their student(s). They are far more oriented on themselves than what they are really there (or should be) for.
post #32 of 32
Thread Starter 
Thanks for stopping in to contribute to this topic, Roto. What you write also applies to my thread on achieving your potential, which I believe ultimately depends on a person's mental and emotional (affective) investment to pay for the effort that will be required to reach it.
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