So it's been almost a year since I started working with The Climbing Academy (TCA) youth squad. Time to sit down and type up some much needed reflection on my TCA work so far.
Feb 2014 Term 2
I joined in March 2014 towards the end of the squads second term. My aim for this term was to set the foundations for good working relationships to form between myself and the squad. This involved getting to know each of the squad members as well as getting to know the well respected climbing coaches, Alan Cassidy and Stuart Lyall, recognising what sort of influences the coaches held over the squad, building respect and trust with both the squad and the coaches, becoming a familiar face at TCA, being aware of the dynamics within the squad and building relationships with some of the parents of the squad members. This type of foundation setting is important in any client work I pursue. This is especially so in a team environment as large as TCA squad. It pretty much determines the type and strength of bond I form with any individual. It is also the slowest (and most frustrating) part of what I do. I am merely an observer at this stage. However, if they can see that I was making an effort with them, then they will make an effort with me, eventually.
May 2014 Term 3
Over the Easter holidays, Alan, Stu and myself managed to meet up one evening and discuss plans. Three main pivotal points came out of this meeting. First, that there was a lot to talk about. Second, the individual personalities of the squad members with respect to behaviour and actions within the squad and with their training. And lastly, the much needed requirement of a training journal/plan for the squad. Although the sessions were structured for the day, it was not so structured as a whole. Therefore, there was no way of evaluating the process of a particular squad member. This introduced the first squads goal setting journal for TCA Glasgow. I introduced the basics of goal setting to the squad by using SMART goals. My aim for this term was to make sure that each member got to grips with the journal and that maintenance was kept by all 22 or so members. This was a lot more challenging than what I had anticipated. As the squad ranged in ages from as young as 10 to as old as 17, different cognitive levels had to be taken into account when introducing the psychology behind the goal setting. There were also plenty of strong personalities within the squad. Additionally, absences meant keeping track of each individuals goals setting journal much more difficult. So as you can imagine, catching up with each squad member can be rather taxing at times. Naturally, some of the squad took to the goal setting process and progressed with it very well. Whereas, others did not take to the process at all. This was expected of course. From my experience, not every case can be won. There is no benefit in forcing anything on anyone. It automatically fosters resentment and lack of ownership. Towards the end of this term I had a pretty good idea of who was happy to continue the goal setting with me.
September 2014 Term 1
Goal setting journals were kept into the following term. The layout of the journals were slightly adapted to keep them user friendly but the SMART concept and short, medium and long term goals were kept. This term, the climbing coaches were assigned a goal setting journal. I even got one. This term round, squad members were given a choice of participating in goal setting sessions with me. I believed that it was more beneficial for me to work with a smaller group of members that were open to my sessions, rather than spread my resources thinly between all squad members. I also wanted to stop annoying the members that were comfortable with continuing their climbing sessions at their own pace. However, as it turned out, every member wanted to continue their sessions with me.
From the previous term, it was evident that some members took to goal setting more than others. Some members needed more help with their goal setting than others. It was also clear that some needed individual attention with their goal setting. For these reasons, this term was busy and packed. I worked with several members covering a number of different matters: motivation, confidence, injury, commitment, anxiety and fear.
During sessions, many different concepts were introduced and the squad were welcome to integrate any into their training journal. For example, I worked with one squad member who was having problems with big powerful moves like dyno's. We used video to record their particular actions and analysed this video to break down movements and to see where they felt they could improve. By doing this and incorporating it into their journal, the member had more chance to practice the individual moves of the dyno action in order to get the whole dyno move complete.
Motivation was also a key concept worked on during this term as well. For this, the goal setting journal really helped. By setting a number of goals (short, mid and long term), members really pushed themselves to keep in line with their goals for this term. This subconsciously had an immediate effect on their motivation for climbing. Goals did not have to be entirely focused on climbing. A couple of members did really well with core workouts and 'krafting', exercises which they had continually pushed themselves on. This, of course, impacted on their climbing ability in general and also worked wonders on them mentally.
Feb 2014 Term 2
I joined in March 2014 towards the end of the squads second term. My aim for this term was to set the foundations for good working relationships to form between myself and the squad. This involved getting to know each of the squad members as well as getting to know the well respected climbing coaches, Alan Cassidy and Stuart Lyall, recognising what sort of influences the coaches held over the squad, building respect and trust with both the squad and the coaches, becoming a familiar face at TCA, being aware of the dynamics within the squad and building relationships with some of the parents of the squad members. This type of foundation setting is important in any client work I pursue. This is especially so in a team environment as large as TCA squad. It pretty much determines the type and strength of bond I form with any individual. It is also the slowest (and most frustrating) part of what I do. I am merely an observer at this stage. However, if they can see that I was making an effort with them, then they will make an effort with me, eventually.
May 2014 Term 3
Over the Easter holidays, Alan, Stu and myself managed to meet up one evening and discuss plans. Three main pivotal points came out of this meeting. First, that there was a lot to talk about. Second, the individual personalities of the squad members with respect to behaviour and actions within the squad and with their training. And lastly, the much needed requirement of a training journal/plan for the squad. Although the sessions were structured for the day, it was not so structured as a whole. Therefore, there was no way of evaluating the process of a particular squad member. This introduced the first squads goal setting journal for TCA Glasgow. I introduced the basics of goal setting to the squad by using SMART goals. My aim for this term was to make sure that each member got to grips with the journal and that maintenance was kept by all 22 or so members. This was a lot more challenging than what I had anticipated. As the squad ranged in ages from as young as 10 to as old as 17, different cognitive levels had to be taken into account when introducing the psychology behind the goal setting. There were also plenty of strong personalities within the squad. Additionally, absences meant keeping track of each individuals goals setting journal much more difficult. So as you can imagine, catching up with each squad member can be rather taxing at times. Naturally, some of the squad took to the goal setting process and progressed with it very well. Whereas, others did not take to the process at all. This was expected of course. From my experience, not every case can be won. There is no benefit in forcing anything on anyone. It automatically fosters resentment and lack of ownership. Towards the end of this term I had a pretty good idea of who was happy to continue the goal setting with me.
September 2014 Term 1
Goal setting journals were kept into the following term. The layout of the journals were slightly adapted to keep them user friendly but the SMART concept and short, medium and long term goals were kept. This term, the climbing coaches were assigned a goal setting journal. I even got one. This term round, squad members were given a choice of participating in goal setting sessions with me. I believed that it was more beneficial for me to work with a smaller group of members that were open to my sessions, rather than spread my resources thinly between all squad members. I also wanted to stop annoying the members that were comfortable with continuing their climbing sessions at their own pace. However, as it turned out, every member wanted to continue their sessions with me.
From the previous term, it was evident that some members took to goal setting more than others. Some members needed more help with their goal setting than others. It was also clear that some needed individual attention with their goal setting. For these reasons, this term was busy and packed. I worked with several members covering a number of different matters: motivation, confidence, injury, commitment, anxiety and fear.
During sessions, many different concepts were introduced and the squad were welcome to integrate any into their training journal. For example, I worked with one squad member who was having problems with big powerful moves like dyno's. We used video to record their particular actions and analysed this video to break down movements and to see where they felt they could improve. By doing this and incorporating it into their journal, the member had more chance to practice the individual moves of the dyno action in order to get the whole dyno move complete.
Motivation was also a key concept worked on during this term as well. For this, the goal setting journal really helped. By setting a number of goals (short, mid and long term), members really pushed themselves to keep in line with their goals for this term. This subconsciously had an immediate effect on their motivation for climbing. Goals did not have to be entirely focused on climbing. A couple of members did really well with core workouts and 'krafting', exercises which they had continually pushed themselves on. This, of course, impacted on their climbing ability in general and also worked wonders on them mentally.
Jan 2015 Term 2
Moving into the current term, it was agreed that I would work with selected individuals. I felt that a lot of my energy and effort can then be funnelled towards these members and my focus would entirely be on them. The selected members were picked not necessary because they needed help or that they had a 'psychological issue', but because they had the potential of improvement and progress if they were accepting. Only two weeks in to this term and I am excited for the outcome.
This brief account should give readers an insight into the work I have done with TCA so far. It is not as simple or straightforward as it looks. To be an exceptional psychologist, a large part of this role is adaptability and creativity. The ability to sell a process, that you have thoroughly researched beforehand, so you know that they will love it can be challenging at times. Especially when you have 22 strong-minded adolescents to deal with. Until the next annual review...
Published 17 January 2015
Moving into the current term, it was agreed that I would work with selected individuals. I felt that a lot of my energy and effort can then be funnelled towards these members and my focus would entirely be on them. The selected members were picked not necessary because they needed help or that they had a 'psychological issue', but because they had the potential of improvement and progress if they were accepting. Only two weeks in to this term and I am excited for the outcome.
This brief account should give readers an insight into the work I have done with TCA so far. It is not as simple or straightforward as it looks. To be an exceptional psychologist, a large part of this role is adaptability and creativity. The ability to sell a process, that you have thoroughly researched beforehand, so you know that they will love it can be challenging at times. Especially when you have 22 strong-minded adolescents to deal with. Until the next annual review...
Published 17 January 2015