Here are two great examples of the Inner Game in practice. The story comes from the Grapevine Blog. You can read the entire post there.

Helping You To Work It Out
In preparation for my skiing holiday I bought Timothy Gallwey’s book, ‘Inner Skiing’. I have long admired his approach to learning and coaching. He tackles this topic with great skill. He explains that the coach needs to help the learner focus their attention in the right area (or shine the light on the right area as he puts it) so that the individual can learn.

This narrows down the field but does not rob you of the experience of working it out for yourself. What it does is make learning easier and more fun.

On a personal note, if you are a skier of any level of skill I would highly recommend this book. My friends noticed quite a leap in my skiing skills this year and it was purely as a result of reading this book. (When I say ‘leap’ I don’t mean to say I was making jumps or anything like that….). More on that next week.

The neuroscience I am familiar with (and you will have read about here on many occasions if you have been getting this for a while) backs up his approach completely.

By saying that the report must be more ‘academic’ the tutor has not narrowed the field enough for my friend. (Or for me – I don’t really know what she means.) She needs to give my friend a piece of text, it can be on any subject at all, but needs to be in the correct style (whatever she thinks it is) and then ask my friend a question that will focus her attention in the right direction.

It’s Not That Easy
Of course I’m making it sound easy, but helping others to learn is a great skill. It’s very much about asking the right question. This takes a lot of thought and practice.

But It Works
I once met Timothy Gallwey. I asked him for some advice with a client we’ll call Mike. He had a student working with him for a while. The student had a very poor level of meetings skills and was also very shy. Mike wanted to help him improve his skills, but was concerned about upsetting him.

Tim suggested that Mike ask the student to identify what he thought were effective and ineffective meetings behaviours over the following two weeks.

Two week’s later Mike gave me a ring. ‘You’ll never believe this,’ He said. ‘That student came to see me this morning and said ‘My meetings skills are really bad, can you help me?”

With not much help the student improved drastically.

As Tim explained to me, all the student needed was for his awareness in the right area to be raised. From the neuroscience we know that this means he was then getting the correct feedback in order to learn.

Keep your eye on the ball
Revitalize Your Work - What to Do When You're Stuck

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