Equestrian Resources

I hope you will find these ideas for ‘self-coaching’ exercises helpful. Please get in touch if you need a hand with any of them.

Understanding our values in real time

By | Coaching and Mentoring, Leadership Toolbox, Personal Development

How often are we asked what our values are?  It is a common leadership and organisational question.  The trouble is, if we are caught on the spot, we are unlikely to identify our values clearly.

Recently I was invited to run a workshop where we planned to look at the personal values of the leadership team and see how closely they matched the organisational values. As always, I did some research and came up with no fewer than 150 words which might be used to describe ‘values’.  Unsurprisingly there is plenty of cross-over in the list, but this highlighted the fact  that we just don’t define our values closely enough.

So why do we need to see this detail?

If we can agree that the best teams and organisations have matching values, then we are likely to see a more cohesive and easily developed culture.  When we have to keep adjusting our values to fit in with an organisation that has a different world-view, we can probably cope for a while, but there will inevitably be friction or stress further down the line – and this isn’t helpful for anyone.

In coaching conversations, my question, ‘What are your top three personal values?’, generally elicits some version of ‘honesty’, ‘fairness’ and ‘respect’.  We need to be much clearer on our own values and there are a number of ways in which this can be achieved.

As a coach, I’ll take a Socratic approach here and challenge the person being questioned with open-ended questions that are going to encourage them to reflect.  We will explore the ideas of their first-stated values with questions that clarify and challenge their statement. We’ll seek the reasons and evidence for their choice and look for other ideas.  It isn’t about being ‘Devil’s Advocate’,  more about looking for alternative perspectives and conditions.

It is important, in this conversation, to bring the values to life, remove them from the esoteric world and put them firmly into day to day situations. For example, what did ‘honesty’ look like at work yesterday?    How did it relate to truth or justice, or maybe to quality or empathy. How was it different from integrity?  How does it link with fairness? Once this starts to be unpicked, we gain glimpses into those other 149 words that describe values and we can use this filter to create a much more refined definition of honesty.

Another way to unpick values is to consider what really upsets you (what makes you shout at the TV, or inwardly growl when you see particular events), or, what makes you shout with joy and excitement.

I had a slightly unnerving experience of this just yesterday and it has really made me stop and think.

Every year, I have planted a few more daffodil bulbs along the hedge near our horse’s paddock. I planted them because I absolutely adore these wonderful bright, yellow, heralds of spring and we are lucky in Wales to have so many that blossom as we head out of grey Winter days.  I also think it’s nice for other people to see them, so it’s a shared thing and that is why they are in the hedgerow visible to anyone passing. If I didn’t want to share the joy, I could put them where other people won’t see them. But I love doing it. It’s a bit of work, a bit of money, but the reward is huge.  Yesterday I arrived to see someone picking some of these daffodils, and my immediate thoughts were dreadful.  How dare you pick these daffodils? How dare you take them when I put something there for everyone to enjoy?  How dare you……. The more reasonable reaction is to want to explain why it’s a bad idea to go around picking flowers, not to accuse someone of doing something terrible.   So what has this to do with values?

I was cross because I had created something that not only can I enjoy, but also other people, and that had been violated.  Clearly, I feel that it is important to share, be generous in heart and practice.  Nature can be beautiful in a sometimes horrible World, so there there is a spiritual tale to be told here too.  I would probably have upset the woman terribly by simply shouting at her, and what does that achieve?  So maybe, just maybe I have another value which shows through here and that is that I like people. I hate upsetting people.  I want to be kind. All these thoughts jumbling in my head and screaming that my values are actually very clear.

So if you’re thinking about values, if somebody comes to you in a leadership workshop and asks, ‘What are your values?’, don’t just say, honesty, integrity and fairness. Give it some thought, think about what might make you cross, what gets you so viscerally moved that you can feel your emotion,  feel your values.

This is how you identify the things that really really matter to you.

 

Coaching – getting started

By | Coaching and Mentoring, Education, Leadership Toolbox, Personal Development

I’m part way through running a Coaching Skills for Leaders in Education’ and, as always when I have to deliver or share information, it makes me think and review my own practice.  The group that I am working with are wonderfully engaged and curious and this means that when we reflect together we are coming up with some processes and ideas around coaching that are bespoke for their working world. We made some notes on contracting as well as how we use coaching, so I thought it might be interesting for other people who are considering how coaching fits into daily work.

First: The introduction
We discussed how the coachee was going to come to you. Being offered the opportunity to have some coaching is one thing, to be sent for coaching might feel completely different. We need to remember that coaching is fundamentally a supportive intervention and must not be remedial or punitive. It is, however, developmental – there is a subtle difference.

Next: Setting up the meeting
The first meeting needs to be a ‘chemistry conversation’. This is an opportunity for
you and your (potential) coachee to see if you can get on easily and to decide whether it will be a fruitful match. Covering basic facts at this stage means that you can start your first ‘real’ coaching conversation swiftly and get going on meaningful work without any hindrance.

This group also wanted to discuss how we use a coaching approach without formal meetings: in essence how we are able to support individuals to find their own route through specific problems that might arise on a day to day basis. The beauty of this is that we can encourage people to stand on their own feet, find answers and explore safely to implement their own solutions.

Third: A few general tips
✓ Remember to set up the room (tables, chairs, lighting) so that you can work with good body language.
✓ Remember not to ‘collude’, show empathy rather than sympathy.
✓ Remember to let the coachee lead the conversation: if it is difficult to get started, then use a narrative approach and build rapport. Maybe ask them to talk about their week? Their weekend?
✓ Make sure that you have prepared beforehand and that you both have time. There is little worse than having to stop the conversation at a crucial point!

Finally: Coaching contract – the ground rules
Ideally these should be set by both coach and coachee together, but experience tells me that it isn’t always that easy. To start with, it is important to identify any assumptions (it’s confidential isn’t it?) and to make sure that you both have the same, clear understanding of how your conversations will go. You may need to prompt your coachee with some possibilities to get started.

 

Remember – you need to build a comfortable environment of trust, rapport and ease. Here are a few things that you may want to cover:
Confidentiality
Safe-space, what ‘confidential’ means to each of you, elements which may not be confidential or which you may need to share (serious issues, safeguarding, immoral or illegal behaviour. Decide and state how you will deal with this if it should arise).
Booking and planning meetings
Contact details, missed appointments, emergencies, where and how you will meet, length of meetings, making changes.
Note-taking
Notes that you take, what you will share, how you will safeguard privacy
Interruptions
Creating the quiet time and space for a high-quality, focussed conversation.
Openness, frankness and boundaries of comfortable conversation
What will you ask? What won’t you ask? What are you both comfortable with? Stopping the conversation. Postponements. Emotions.
Declaration of interest
Are there any conflicts? Family, friends or professional relationships which might affect the openness and psychological safety’ that you need to develop?
Being non-judgemental
Not there to give advice, judge or provide the answers. Essentially we are facilitating the coachee to find answers for themselves.
Holding to account, telling, shifting boundaries
You may want to discuss how you’ll help your coachee to keep their commitment to action, or to share your own experience. Be clear on how you’ll do this.

It would be great to hear what you would add to this brief ‘get started’ list.

Never, ever leave your comfort zone

By | Coaching and Mentoring, Personal Development

Poor Goldfish – who knows what’s coming?

This poor freshwater goldfish is about to leap into the sea and although the water might look similar to his current environment, it will be fatal for him.

I was privileged to speak at the inaugural South Wales DisruptHR event last night, beautifully organised by Insight.  Preparing for the presentation caused me to make a serious pause and consider how taking a new perspective can challenge our thinking.

This is how it goes….

We are constantly told to ‘push the envelope’, ‘step outside our comfort zone’, ‘define stretch objectives’.  We exist in working and living environments that are constantly challenging us to do more, work smarter, be more productive, change, take on new responsibilities, grow and develop on a personal as well as professional level.  This can be exhausting and it can be stressful.

Let me rewind for a moment and put this to you: the commonest requests for help through my coaching conversations revolve around confidence and self-belief.

You can NOT hand out confidence and self-belief to people, but you CAN take it away.

I could talk or write for ages on why this is so and draw on examples from sport as well as from organisations and work.  Perhaps more helpfully, here I will offer some ideas that’ll help you to make a start in understanding how you can develop confidence and self-belief. (And let’s be honest, if we have those two amazing attributes, then the world is our oyster isn’t it?)

So, why stay in your comfort zone?

First – it is safe. You know what you are doing, you can run on auto-pilot and life is relatively predictable.

Second – if you can run on auto, this will give you space and time to think and reflect on what is good, what you enjoy, what you are good at, and to see what opportunities are available.

Third – you can be the expert. You can do what you do well and continue to be good at it.  The trick here is to use the space you have created from familiarity and ease to recognise that you are good at certain things.

Fourth – ask yourself how you came to be expert.  Did you plan this from the outset? Did you take opportunities that arose?  How far have you come? Did you expect to be at this point now?

Standing on the Cantilever Stone

Fifth – which are  the things that make you happiest? What are the things that bring you joy?

Sixth – is this YOUR choice? If not, then whose is it and why? What more do YOU want?

If you can answer all those questions and truly reflect on all the things you do well, then you might start to look at opportunities that aren’t available to you yet. You have confidence in what you are already doing and if you decide to move onto new plans then you can take that with you and build on it at your own pace. (Just as you have done in the past to get to today).

So, don’t hurry out of your comfort zone – use it to embrace all that you are now.  Enjoy and celebrate what you can do and how far you have already come.  Then and only then, you (and only you) can decide on what you want to do next.  You are prepared to take steps outside your comfort zone.

Only leave your comfort zone when You want to

 

 

So let’s suggest to the gold fish that he leaps from a small bowl to a larger one – not out into the sea.

What’s on with ARP Equestrian Coaching this Spring?

By | Equestrian, Sports coaching

After two years of struggle (and no clear end in sight) Covid has made life difficult, sad, frustrating and exhausting for just about everyone.  In a spirit of New Year Optimism and in line with the energy with which I see people getting out and about with their horses, I have put together a comprehensive programme of equestrian events for Spring 2022.

We will have:

  • Dressage test riding (how do I get an extra few percent in my test);
  • Polework to develop strength, suppleness and horse-rider coordination;
  • Coaching focus on the rider (how you can ride to get the best ‘conversation with your horse);
  • Coachng focus on the horse (what sort of exercises will most help my horse in his work?);
  • Jumping for nervous or novice horses / riders and a progressive session working on jumping technique.
  • Zoom chats

My aim throughout is for you to be enjoying what you are doing with your horse and helping you to see how you can keep improving even if you have nobody on the ground watching.

Jan 19thFeb 2ndFeb 16thMar 2ndMar 16thMar 30th
Polework
Ground poles for suppleness, strength,coordination5pm7pm5pm7pm5pm5pm
Building confidence over fences
Ground poles  building to small fences focusing on confidence and technique for horse and rider6pm6pm6pm6pm6pm6pm
Jumping gym
Small courses, grids and other exercises (up to about 90cm)7pm5pm7pm5pm7pm7pm

 

Monday Mojos – informal equestrian conversations over Zoom

By | Coaching and Mentoring, Equestrian

In lockdown last year we started up a ‘Mojo Monday’ get together over Zoom.  We discovered quite a few interesting things including:

  • We have quite many equestrian acquaintances but not so many people that we felt we could pick up the phone and talk to.
  • As a group we had a lot of experience, knowledge and equestrian understanding that was well worth sharing.
  • We had a variety of reasons for going out to competitions, but one of this top ones was the social effect.
  • Pivo cameras aren’t an easy ‘self-schooling’ option!
  • Having a coach with you helps with confidence and focus (even when we actually have a good idea of what we are doing).
  • Zoom means we are not restricted by geography!

…and that’s just for starters.

I was recently asked if we were going to do the Monday Mojos again to help each other to get through these miserable dark evenings.  It seems like a good idea: I don’t know about you, but once we pass the shortest day, get through Christmas and emerge into a new year, it always feels as if things should improve.  Our New Year resolutions, the lighter evenings, the weather…. And, as I sit here writing this at 4pm on 6th January 2022 it is almost dark, the rain is hammering against the window and I’ve had to warm up a bean bag to keep my toes from getting frostbite.  The horses will be out in the rain with their backs to the wind and probably sulking even when I head down to see them in the next hour. So, the disappointment of the new year hits soon and it hits hard (So here is a nice warm looking picture!)

We will be getting together for some more informal chats over Zoom on Monday 24th January at 7pm (BD rules and regs and when is a dressage 7 not a 7?!); Monday 21st February (7pm again, ‘Why is suppleness so important and how do we get it?) and finally Monday 21st March when we’ll have a quiz.  Everyone submits a couple of questions and then we all answer all but our own!

I am there to be admin and facilitator but I’m not going to provide lectures!  It would be lovely to see what everyone brings to the table this time.

See you there!

 

Dressage test riding

By | Equestrian, Sports coaching

It can be easy to up your marks in dressage by doing a few straightforward things.

For example, in Prelim 19 each mark is worth 0.34% so just adding half a mark for the test movements could shift you from 61% to a super-looking 67%.  Simply riding

Long Arena Test riding flier

Long Arena Test riding dates

round circles in the right place with an even rhythm could add between 2.5 and 5 marks (or 1-2%).  In elementary 59 we are still looking at about 0.3% so an extra half mark on even only half the movements and the collectives will bring you an added 2%.  (Doesn’t sound much but compare how pleased you be with 66% over 63.9 or 64%.

We all know that things are usually easier in practice but a trip inside the white boards can change all that in an instant. Suddenly everything has to happen at a marker (unlike the warm-up); there are flower pots in odd places (or so your horse thinks); the judge’s car has the windscreen wipers going; there might be a banner that could flap at the edge of the arena.

You know only too well that the instant you feel any nerves your horse is going to pick up on it and think ‘ uh oh, my rider is worried about something.  There must be something I need be looking out for….what is it?…Is this a dangerous place?’

And then you, the rider, think ‘uh oh, horse is upset about something.  Wonder what he’s seen?… Is he going to spook?’

This is when getting the basic things right in the test can help because you can automatically ride a round circle, you know how far ahead of E you need to start preparing for a transition, you know that you can focus on keeping the right rhythm.

Our test riding sessions help to identify the

Short test flier

Short arena test riding

things that you can do well to gain extra marks, so you can go into the arena with something positive to work on.  We’ll look at what the judge is seeing that can make a 6 into a 7 or a 7 into an 8.  We can look at why centrelines are so important and why the underlying training is so crucial to get a good ‘way of going’.

I don’t have stats for it, but the most likely place that you’ll get a 10 is probably your halt.  How can you do that? How do we decide on that all important doubled mark for a free or extended walk?

This Spring I’m running Zoom chat sessions as well as test-riding in both long and short arenas so why not come and see for yourself where all those dressage marks are currently hiding?

Courageous Conversations for Senior Leaders in Schools

By | Coaching and Mentoring, Education, Leadership Toolbox

Difficult conversations, challenging conversations, courageous conversations

We all have to have them at work (and sometimes at home!), and it must be one of the most common themes that raises its head in my leadership coaching sessions.

I’ve been back to school, (well working in schools) and goodness have I been learning a lot recently. As well as being a coaching topic of conversation, I run workshops on courageous conversations, and not only am I discovering the true meaning of coaching, (in another article you’ll find me talking about ‘how to coach through sharing’) but I am seeing more examples of tough conversations and more ways to handle them.

I will give you some tips on how to have your courageous conversations, but first it might be more help to highlight ways in which you can  discover how to plan them for yourselves.  After all, it is you who will be in the room, not me!

There are any number of resources on how to have difficult conversations and over the past 18 months I seem to have been doing a lot of reading (as well as listening!) around the subject, so I will be distilling some of the points which seem to shine through most often.

We worry about conflict

Not all conflict is bad.  It’s just that the word itself has negative connotations.  Consider ‘challenge’, or ‘competition’ or ‘different perspectives’.  Quite often what we see at first to be conflict can actually be questioning, challenging or re-framing.

Let’s face it, healthy challenge broadens the mind and promotes new understandings and perspectives.  It keeps us all awake to new or alternative views, different ideas or alternative beliefs and values.  In our communities, this social element is crucial and whilst we don’t have to agree with opposing views, if we avoid being judgmental then things can immediately start to ease up: once we start to understand someone else’s view we can start to walk in their shoes.

Think about sport perhaps?  Living in Wales we see the fierce competition and battles of words every Six Nations when the Welsh/English match comes up.  The strength of feeling is almost tangible, but it is sport and the effect of disagreements is limited.  Everyone (pretty much) moves on. (And then we have the same next time!) The competition is healthy and stimulating.

Oh, and just a thought; if you never need to have a ‘difficult’ conversation, if you never have any opposing views, then it is worth asking yourself if you are looking straight past it and giving it a wide berth.  (You won’t be the first person to do this!)

What sort of conversation is it?

So, having taken some of the sting out of the idea of conflict or disagreement, it’s worth stepping back and thinking about what kind of ‘difficult’ conversation it needs to be.  There is merit in picking your battles, nobody likes a nit-picker.  Look for the things which really matter.

Let’s start with the toughest:  these are issues which are around serious misconduct, behaviour  or ongoing performance issues.  They may have already escalated to include HR and could have implications for long term employment.  Someone has to have these conversations, but – apart from gross misconduct – they should have been picked up and managed over a period of time.

Next in line are the issues that affect the day to day: in schools it might be a failure to create an effective learning environment, marking books or drifting away from the curriculum.

The least tricky might be about dealing with lateness, forgetfulness or a change in someone’s way of working.

A small aside here; performance reviews and appraisals are not the place for dealing with these problems.  Remember a golden rule – no shocks or surprises in appraisals. They are there to develop good performance and although they need to allow for review of past work, having a ‘difficult conversation’ within that forum is going to damage chances of a positive meeting to look to the future.

Doorstepping and corridor conversations

Let’s be clear: if you need to deal with something that is going wrong it needs to be given the time, consideration and respect that it warrants.  Creating a formal meeting means that you and the other individual can focus on what needs to be discussed. Imagine a box and put the conversation into it, take it somewhere safe to open it where you can both explore the contents in a safe space.  As you take the issues out of the box in that space you can look at them carefully and without interruption.  They will show their importance much better than a quick, ‘..oh, by the way….’

Tips

The great thing is that these are not my tips, they are not taken from a book, they are not generic rules. They are taken from Senior Leaders in Education who worked closely together and attended our workshop.  I love this and it is what really got me to thinking about how effective coaching comes from sharing.  Certainly, there will not be any great surprises in these top tips if you are used to having difficult conversations, but the wonderful thing about these in particular is that they are drawn up by the very people who will be using them, so they can be taken back to the real world in a ready to use form.

  • Plan what you are going to say. (Practice aloud, talk to the dog, go through it with a colleague – like role play).
  • Be empathetic rather than sympathetic (Don’t ‘collude’, but do build rapport).
  • Listen between the lines (Interpret, listen actively).
  • Allow the other person time to talk (let them think, LISTEN to their solutions, allow yourself time to think, hold the silence!).
  • Have a detailed and objective understanding of the issue. HAVE CLEAR EXPECTATIONS (outcome, tone of conversation, what can be achieved in one conversation)
  • Be clear from the very start of the conversation.
  • Be precise, be clear, be specific, be concise, use careful questioning
  • Stick to the message.
  • Be open-minded and non-judgmental (Listen to their views but be clear on the required outcome).
  • Consider how you use ‘we’, ‘I’, ‘you’. (We are a team, I will help you, you need to do this, we all want the same outcome – for the children ultimately).
  • Gain commitment and check understanding (Set deadlines, review times).
  • Work with the whole team for a solution (Don’t take it all on yourself).
  • Bounce things back, keep the ball in their court. They need to think of solutions, take responsibility)
  • Remember, you can do this.  YOU’VE GOT THIS!!

Finally…

There is no quick way to learn how to have these courageous conversations – I could run an entire programme on the different elements that come into consideration.  I’m not sure that they get any easier with experience, but what I am pretty certain about is that – with practice and experience) we can get braver about having them.

Developing leaders in Education: Why Coaching?

By | Coaching and Mentoring, Education, Leadership Toolbox, Personal Development

Overview

This article introduces us to the reasons why coaching can be a very successful intervention in supporting leaders and aspiring leaders on their leadership journey.  This particular offering is based around resilience, (tested greatly 2020-21), but could equally well focus on other leadership and personal development themes.  It includes face to face coaching with the option of virtual sessions and can be monitored using a mental toughness questionnaire at the outset and close to demonstrate areas of change.

THE PROGRAMME

The aims for the programme and coaching practice

The programme is designed to deliver specialist educational leadership coaching based around organisational leadership with a focus on strategy; delivery and accountability; people management; workload consideration and accountability; long-term development and divergent thinking to meet the needs of the future educational landscape (sustainability) and financial and partnership working for more effective leadership.

The coaches involved are experienced professional coaches who have worked for many years in education and who bring an objective perspective to their coaching in this particular environment.

The coaching programme offers a supportive framework for the team as well as individuals and is based around real-world challenges which ensures that the conversations have a practical impact on leadership capability in the setting of each individual’s role.

The coaching meetings always have an agenda driven by the participant, with the coach offering a facilitated conversation which allows the coachee to explore their own ideas and derive their own solutions with guidance as necessary.

In the context of educational organisations the expectation of coaching is often centred around mentoring from an experienced school leader who provides support through specific guidance and help, but with an encouragement to the coachee to explore and extend knowledge themselves.  As such, this falls between ‘pure’ mentoring and ‘pure or facilitative’ coaching. Coaching in other contexts – such as this programme – is more wide ranging, allowing the coachee to drive the conversations. A facilitative coach helps the client to develop the ability to grow knowledge and confidence through reflection and understanding of themselves which encourages deeper learning and a longer-lasting benefit.

Why coaching rather than formal training?

NPQs, tailored support programmes and other leadership development within Education have long used coaching to support the development of leadership skills introduced through formal training courses.

Coaching is accepted as the best long-term driver of change. As far back as the turn of the 20th Century, John Dewey (in his ‘Pedagogical Creed’) recognised that learning by doing was a powerful method for education. Both problem-based learning and project-based learning have elements that are relevant to coaching today, highlighting how we can learn in a practical, real-world environment and develop skills which will be valuable for long-term self-development and efficacy. This approach to learning helps us to develop flexible knowledge, effective problem-solving skills, self-directed learning skills, effective collaboration and intrinsic motivation.

Coaching facilitates the link between what is happening and how we can develop our skills to achieve goals not only now, but in future.

Research from Leeds Beckett University in January 2020 describes how coaching helps to build leadership capacity.*  This is a key report and highlights some important features which coaching addresses, including the ability to build resilience whist maintaining well-being. The reciprocal nature of the coaching relationship helps individuals to feel supported, build confidence and to deal more easily with the pressures of their role. The space away from daily work and time for them to reflect effectively with an impartial sounding board (as opposed to advisor or peer) provides an opportunity to ‘stand on the balcony’ and take a good look at what is happening in their school.

*Report authors: Professor Rachel Lofthouse & Ruth Whiteside CollectivED at Leeds Beckett University. (Published by Leeds Beckett University, January 2020). https://www.integritycoaching.co.uk/wp-content/uploads/Sustaining-a-Vital-Profession-Final-Report.pdf

MENTAL TOUGHNESS AND MEASURING IMPACT

Benchmarking and measuring success

As a relatively new concept in leadership development contexts, there is a fairly small amount of information on monitoring success.  Coaching, by definition, is intangible and it can be difficult to demonstrate clear change which is attributable to coaching.  Businesses use ‘Return on Capital Employed’ (ROCE) which can show hard indicators like spend related to profit, but in recent years psychologists and leaders have brought in the idea of using cultural, social or human capital as measures for the more intangible interventions in organisations.  More recently we have become aware of the importance of emotional intelligence and the clear link here to emotional capital provides us with the means to look more objectively at the effect that coaching is having.

For this programme we benchmark Mental Toughness (resilience) by using a well- researched psychometric – MTQ Plus – and comparing results at the start of the programme with those seen at the close.

Emotional Capital and Mental Toughness

Daniel Goleman, a leading thinker on emotional intelligence, is a psychologist whose book ‘Emotional Intelligence: Why it can Matter More than IQ’, brings this theme to the mainstream.

He describes five attributes of emotional intelligence which include:

– self-awareness (recognising our own emotions and their effects)

– self-regulation (emotional control, adaptation)

– social skill (interpersonal relationships)

– empathy (understanding others and decision-making)

– self-motivation (drive and enthusiasm)

These attributes relate very closely to the work on mental toughness and resilience that we are using as a framework for this coaching programme. In particular, the links to life and emotional control and to self-confidence (esteem) are clear.

The MTQ Plus questionnaire focusses on these themes (see section on MTQ Plus) and therefore help us to develop a relevant benchmark and exit point to see how the team develops over the period of the coaching programme.

Whilst it would be rewarding to think that any change is down to coaching, we need to take a realistic view and weave this in with the external factors which are particularly potent this year, (2020/21).  In particular we need to consider:

  • The shock of the pandemic
  • The loss of school-year milestones
  • The requirement to change all practices quickly
  • The use of technology
  • Individual flexibility and role changes
  • Managing the unknown
  • Planning for the unknown
  • Loss of local control

The coaching conversations focus on day to day challenges, but each coachee creates specific actions or elements of learning from each session and identifies how that will move into real impact for their work and therefore for the children in the school.

Summary

Coaching as a development tool is focussed on individual needs (bespoke), facilitative (develops an ability to self-motivate and improve accountability), and it encourages reflection.  It also provides a ‘safe space’ in a busy and fast-changing environment, allowing individuals to stand back and take a more objective and strategic view of their working world.

Equestrians: Schooling – how can we stay motivated?

By | Coaching and Mentoring, Sports coaching

Where:  Zoom chat

When: Monday 22nd February 2021, 7pm

Join us to get with some tips on how to regain your mojo for schooling

  • Are you feeling aimless in your schooling?
  • Always thinking of reasons to go and hack or do something other than ride in the school?
  • Feeling guilty that you aren’t doing more in lockdown?
  • Wondering if keeping horses is just about mud and mucking out?

If so, the good news is…You are not alone!

First things first: this session is FREE!  – £0.00

We are all having a tough time and I’ve had lots of people supporting me, so I’m trying to ‘pay this forward’.

Second, it isn’t a lecture!

Grab a coffee/wine/gin/cookies/chips/chocolate and join us to share your tips on how to keep schooling interesting when we have so little that we can plan on doing with our horses at the moment.

HOW DO YOU BOOK?

Please register by e-mailing [email protected].  I’ll send you a link, but please don’t share it with anyone: first come first served and I’m limiting places to 15 so that we can have a useful conversation.  Thank you.