Podcast: The High Performance
Published Date:
Wed, 07 Apr 2021 00:00:12 GMT
Duration:
51:17
Explicit:
False
Guests:
MP3 Audio:
Please note that the summary is generated based on the transcript and may not capture all the nuances or details discussed in the podcast episode.
Steve Sallis is a former academy footballer, vice-principal teacher and author of the successful book ‘Educating Football’, a book that challenges thinking on teaching, learning, leadership and elite sport.
Steve is currently working with the England Under 15 National Squad and also supports Premier League and Football League Players with mental conditioning support.
For more information check out www.solutionsmindset.com or www.educatingfootball.com
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**I. Introduction**
- Steve Sallis is a former academy footballer, vice-principal teacher, and author of the book "Educating Football," which challenges thinking on teaching, learning, leadership, and elite sport.
- He currently works with the England Under 15 National Squad and supports Premier League and Football League Players with mental conditioning support.
**II. Steve Sallis' Educational Journey and Experiences**
- Sallis faced challenges in his educational journey, including failing all his GCSEs and experiencing family separation.
- He was labeled as "thick" and "stupid" by teachers, which negatively impacted his self-esteem.
- Despite the challenges, Sallis found a love for learning when he started university at the age of 19.
- He criticizes the traditional education system for being prehistoric and exam-focused, leading to a lack of love for learning among students.
**III. The Importance of Love and Empathy in Education and Coaching**
- Sallis emphasizes the significance of injecting love and empathy back into the education and coaching process.
- He believes that traditional coaching methods often lack the soft skills of care, attention, kindness, and love, which are crucial for fostering a positive learning environment.
- Sallis draws a distinction between education and coaching, highlighting that assessment methodology and feedback are key elements in effective teaching and coaching.
**IV. Common Ground Between Effective Educators and Coaches**
- Sallis identifies assessment methodology, feedback techniques, and self-awareness as common ground between effective educators and coaches.
- He emphasizes the importance of self-assessment, peer assessment, and summative assessment in measuring learning and providing feedback.
- Sallis also stresses the significance of self-awareness in both educators and coaches, enabling them to recognize their strengths and weaknesses and continuously improve.
**V. The Role of Soft Skills and Leadership in Football**
- Sallis discusses the importance of soft skills, such as leadership, strategy, and communication, in football management.
- He praises managers like Jürgen Klopp for their ability to create a positive culture, show vulnerability, and genuinely care for their players and staff.
- Sallis believes that the game of football is changing, with managers increasingly recognizing the value of soft skills and adopting a more empathetic and inclusive leadership style.
**VI. Challenges Faced by Maverick Teachers and Coaches**
- Sallis acknowledges that maverick teachers and coaches who bring new ideas and approaches often face resistance and suspicion from their peers.
- He suggests that this may be particularly true in the men's football industry, where there is a lack of experience working with women, who are generally more receptive to soft skills and emotional intelligence.
**VII. Sallis' Approach to Helping Teams Develop Self-Awareness**
- Sallis explains that when working with teams, he focuses on helping them develop self-awareness through various activities and exercises.
- He emphasizes the importance of creating a safe and supportive environment where players feel comfortable sharing their thoughts and feelings.
- Sallis also utilizes video analysis and feedback to help players identify areas for improvement and develop strategies for personal growth.
**VIII. The Importance of Vulnerability and Authenticity in Leadership**
- Sallis stresses the significance of vulnerability and authenticity in leadership, particularly in the context of football management.
- He believes that leaders who are willing to show vulnerability and be themselves create a more genuine connection with their players and staff, fostering trust and respect.
- Sallis emphasizes that vulnerability is not about weakness but rather about strength and courage, as it allows leaders to be more open and receptive to feedback and new ideas.
**IX. Conclusion**
- Sallis reiterates the importance of love, empathy, and soft skills in education, coaching, and leadership.
- He encourages listeners to challenge the status quo and embrace new approaches that prioritize the well-being and development of individuals.
**Summary of the Podcast Episode**
The podcast episode features Steve Sallis, a former academy footballer, vice-principal teacher, and author of the successful book, "Educating Football." Sallis, who currently works with the England Under 15 National Squad and supports Premier League and Football League Players with mental conditioning support, shares his unique insights on improving the teaching, learning, leadership, and elite sport sectors.
**Key Points:**
1. **Common Sense Approach:** Sallis emphasizes the need for a common-sense approach in revolutionizing the teaching and learning process. He believes that by focusing on self-awareness, strategy, and alignment between staff, significant improvements can be made.
2. **Metacognition:** Sallis introduces the concept of metacognition, which involves reflecting on one's own thinking, knowing, and doing. He highlights the importance of understanding the limitations of one's knowledge and the potential consequences of acting on inaccurate information.
3. **Normalizing Failure:** Sallis advocates for normalizing failure as a crucial aspect of learning and growth. He encourages parents to allow their children to experience failure as a natural part of the learning process, rather than shielding them from it.
4. **Empathy and Vulnerability:** Sallis emphasizes the importance of empathy and vulnerability in fostering a positive learning environment. He suggests that children be taught to understand the impact of their words and actions on others and to develop a sense of responsibility towards their peers.
5. **Strategic Conversations:** Sallis stresses the need for strategic conversations about the learning journey, focusing on how individuals can progress from one level to another and consolidate their knowledge and skills.
6. **Soft Skills and Influence:** Sallis highlights the significance of soft skills, such as emotional intelligence and communication skills, in influencing and motivating individuals. He emphasizes the importance of understanding the needs of others and differentiating teaching and coaching approaches accordingly.
7. **Learning to Learn:** Sallis introduces the concept of "learning to learn," which involves understanding how we learn and breaking down the learning cycle into detail. He emphasizes the importance of equipping individuals with the tools to learn effectively and efficiently.
8. **Empowering Staff:** Sallis advocates for empowering staff members by providing them with the necessary tools and resources to develop players and improve their performance. He believes that this approach leads to sustainable and long-term improvements.
9. **Rejection and Resilience:** Sallis discusses the challenges of facing criticism and rejection when introducing new ideas. He emphasizes the importance of self-awareness and being open to feedback, while maintaining resilience and perseverance in pursuing positive change.
10. **Rethinking Education:** Sallis critiques the traditional education system, arguing that it often fails to foster happiness and fulfillment in individuals. He calls for a broader definition of education that encompasses character development, leadership skills, and a focus on personal growth.
**Overall Message:**
Steve Sallis promotes a holistic approach to teaching, learning, and leadership, emphasizing the importance of self-awareness, empathy, and strategic thinking. He challenges conventional approaches to education and encourages individuals to embrace failure, vulnerability, and lifelong learning as essential elements for personal and professional growth.
In this episode of the High Performance podcast, Steve Sallis, a former professional footballer, vice-school principal, and author of the book "Educating Football," engages in a thought-provoking conversation with Damien and James about the importance of mindset, resilience, and emotional intelligence in the development of young people.
Sallis emphasizes the need for educators and mentors to help young people develop a growth mindset, embracing challenges and learning from setbacks. He highlights the importance of fostering a positive and nurturing environment, where young people feel supported and empowered to take risks and try new things.
Sallis also emphasizes the significance of teaching young people how to think critically and metacognitively, encouraging them to reflect on their own thinking processes and develop strategies for continuous improvement. He believes that by teaching young people to be resilient and adaptable, they can overcome challenges and setbacks, and ultimately achieve their full potential.
The conversation delves into various topics related to youth development, including the impact of poverty and disadvantage, the role of parents and guardians, and the importance of creating opportunities for young people to develop their passions and interests. Sallis emphasizes the need for a holistic approach to education, one that focuses not only on academic achievement but also on developing young people's social, emotional, and physical well-being.
Sallis's insights are particularly relevant in today's world, where young people face numerous challenges, including the pressure to succeed, the rise of social media, and the impact of the COVID-19 pandemic. His message of hope and resilience is a powerful reminder that with the right support and guidance, young people can overcome adversity and thrive.
Overall, this episode provides valuable insights into the importance of mindset, resilience, and emotional intelligence in the development of young people. Sallis's passion for education and his commitment to helping young people reach their full potential shine through in this engaging and thought-provoking conversation.
[00:00.000 -> 00:05.320] Hello there, welcome along to another episode of the High Performance Podcast. It's our
[00:05.320 -> 00:10.320] second episode of the week. We do these bonus episodes, these extra episodes, because basically
[00:10.320 -> 00:15.440] people were asking us for a little bit more. And so you can now expect a High Performance
[00:15.440 -> 00:19.600] Podcast every Monday. And then sometimes on a Wednesday, we just drop you an extra little
[00:19.600 -> 00:23.760] treat like today. And I think you may well, in fact, you probably haven't heard of the
[00:23.760 -> 00:28.960] guest today, Steve Salas, but I think it's just worth you giving it 45 minutes of your time just to
[00:28.960 -> 00:33.600] sit back, listen to someone's point of view, listen to the experience that they've had
[00:33.600 -> 00:38.160] in various different roles, and just seeing what it does for you, which is what this podcast
[00:38.160 -> 00:42.160] is all about, really. The biggest thanks as always goes to you for the continued support
[00:42.160 -> 00:48.960] of this podcast, still getting hundreds of thousands of listens every week and the reaction to the Toto Wolf pod that we released
[00:48.960 -> 00:54.200] just a couple of days ago has probably been the most intense I've known since we started
[00:54.200 -> 00:55.200] doing these podcasts.
[00:55.200 -> 01:01.200] The only reason we do these, trust me, isn't to make money, it is to impact people's lives
[01:01.200 -> 01:05.760] and so the messages that we get, the reviews, the ratings, the conversations
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[01:33.600 -> 01:38.220] But for now, sit back, relax, enjoy. I hope you've got a smile on your face, and I hope
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[03:58.660 -> 04:00.300] Hi there, I'm Jake Humphrey
[04:00.300 -> 04:26.320] You're listening to high performance the podcast that delves into the minds of some of the most successful athletes visionaries Mae'n rhaid i bawb ddod o'r ffordd i'w gwrthdro yn eu bywydau, ac mae'n rhaid i bawb ddod o'r ffordd i'w bywydau, y podcast sy'n dod i'r gofynion o rai o'r athletau mwyaf cyflogwyr, y podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast yw'r podcast y eich bod yn bwysig iawn i gwrdd â'r gwestiwn ddiweddaraf. Rwy'n mwynhau'r cyfrifiad hwn, Jake.
[04:26.320 -> 04:29.360] Rwy'n credu y bydd e'n mynd i ddod allan i ni,
[04:29.360 -> 04:31.280] a byddwn i'n hoffi ymdrechu,
[04:31.280 -> 04:35.680] yw'r thema o gêm yn y ddyn sy'n gallu cael ei weld yn ddifrifol ac yn ddiddorol.
[04:35.680 -> 04:39.760] Dyma rhywun sy'n siarad am y deunydd o'r ddiddorol a'r deithiog
[04:39.760 -> 04:41.120] a'r peth cywir.
[04:41.120 -> 04:43.760] Ac rwy'n credu y byddwn i'n cael llawer o hynny.
[04:43.760 -> 04:44.880] Iawn, gadewch i ni.
[04:44.880 -> 04:48.000] Gadewch i ni gydnabod unrhywynion sy'n dechrau byw fel chwaraewyr.
[04:48.000 -> 04:50.000] Fe wnaeth i ni ddweud sut mae hynny wedi digwydd i'w gilydd.
[04:50.000 -> 04:54.000] Ond yna, ar ôl gweithio gyda chwaraewyr hard i ddod i mewn a byddant yn ymwneud â'r amgylcheddau,
[04:54.000 -> 04:57.000] mae hefyd ar ôl gweithio ar ôl gyda chwaraewyr, yn ymwneud â'r gwybodaeth i'w helpu.
[04:57.000 -> 05:00.000] Mae hefyd wedi ysgrifennu llyfr o'r enw edrych ar chwaraewyr.
[05:00.000 -> 05:05.520] Steve Sallis, welcome to the High Performance Podcast. Diolch having me, Gents. It's a genuine honour to be here.
[05:05.520 -> 05:06.360] I'm well chuffed.
[05:06.360 -> 05:07.800] Great. Well, let's talk about that then.
[05:07.800 -> 05:11.520] The love that perhaps is lacking sometimes
[05:11.520 -> 05:15.120] when you get to the elite levels in any sporting context,
[05:15.120 -> 05:18.440] and in fact, probably in any context on the planet,
[05:18.440 -> 05:20.960] whether it's business or sport or anywhere else.
[05:20.960 -> 05:24.600] How important is it to inject that love for people back in?
[05:24.600 -> 05:26.720] I think because the game of football
[05:26.720 -> 05:29.280] and elite sport is so challenging,
[05:29.280 -> 05:33.400] I often find that the difference between education
[05:33.400 -> 05:35.400] and coaching, so teaching and coaching,
[05:35.400 -> 05:37.840] why I've always said they're significantly different,
[05:37.840 -> 05:40.720] is that a lot of coaches, from my experience, again,
[05:40.720 -> 05:43.360] have found it really difficult to give love,
[05:43.360 -> 05:46.880] maybe because they're in charge of people's careers at a much more ruthless level having to
[05:46.880 -> 05:51.320] release but I think traditionally again I'm only going from my experiences of
[05:51.320 -> 05:55.080] education but the soft skills of teachers the care the attention the
[05:55.080 -> 06:00.200] kindness the love just from my lens again and my lens means how I see the
[06:00.200 -> 06:08.200] world significantly ahead of coaching but it is changing in a good way. And how important is what you do
[06:08.200 -> 06:10.920] from your own experiences of playing
[06:10.920 -> 06:12.040] and not having the career
[06:12.040 -> 06:13.960] that perhaps you hoped you would have?
[06:15.040 -> 06:16.840] I get a bit of stick in the football industry
[06:16.840 -> 06:18.880] because I didn't play 500 league games.
[06:18.880 -> 06:19.800] That's a challenge for me
[06:19.800 -> 06:21.120] and that's something I have to overcome.
[06:21.120 -> 06:24.280] But again, I think knowledge is key.
[06:24.280 -> 06:26.600] Going in with a toolbox of skillset
[06:26.600 -> 06:28.080] to add value to people and performance
[06:28.080 -> 06:29.440] massively important in my journey.
[06:29.440 -> 06:33.600] If I can't add value to performance, then I'm a fraud.
[06:33.600 -> 06:35.240] So that's been really interesting.
[06:35.240 -> 06:36.640] I think again, the journey of,
[06:36.640 -> 06:39.360] you know, I said this to you pre going on air,
[06:39.360 -> 06:41.960] without the education experiences that I've had,
[06:41.960 -> 06:44.800] there is no way I could either go to professional football
[06:44.800 -> 06:48.040] and have an impact or have a reasonably successful
[06:48.040 -> 06:49.680] business on that journey.
[06:49.680 -> 06:50.840] Why is that?
[06:50.840 -> 06:54.560] Because education is just the most mental job ever.
[06:54.560 -> 06:56.840] I mean, obviously, the listeners won't know this,
[06:56.840 -> 06:58.760] but I worked in the London schools,
[06:58.760 -> 07:00.480] and I was involved in school improvement
[07:00.480 -> 07:01.960] pretty much my whole career.
[07:01.960 -> 07:06.080] So it's meant that we were off-steady, we were failed. So we're in special measures,
[07:06.080 -> 07:07.440] and special measures basically means
[07:07.440 -> 07:09.160] you're just constantly obsessed
[07:09.160 -> 07:11.520] with strategic and operational demands.
[07:11.520 -> 07:13.680] And it's just full on.
[07:13.680 -> 07:16.000] So I know we sort of touched again on this,
[07:16.000 -> 07:19.160] the education is still just massively underrated
[07:19.160 -> 07:20.000] in our society.
[07:20.000 -> 07:22.800] Like I'm sure parents in lockdown right now, right,
[07:22.800 -> 07:24.480] are really understanding how difficult it is
[07:24.480 -> 07:26.000] to educate their own children, right? So yeah, I have to say, Rwy'n siŵr bod myfyrwyr yn ystod y llwyddiant ar hyn o bryd, ac rwy'n deall beth mwy anodd yw edrych ar eu plant eu hunain.
[07:26.000 -> 07:30.000] Felly, mae'n rhaid i mi ddweud, mae'n gwneud i mi.
[07:30.000 -> 07:34.000] Gallaf i chi ddod yn ôl i ddechrau'r ffordd, Steve?
[07:34.000 -> 07:37.000] Fe wnaethwch chi ddweud eich bod chi'n grwpio yn y maes Bryton
[07:37.000 -> 07:39.000] a oeddech chi'r son o'r plwmer.
[07:39.000 -> 07:41.000] Pa oedd eich profiad eich hun o ddysgu?
[07:41.000 -> 07:44.000] Mae'n bwysig i mi ddweud hyn, mae'n bwysig i mi ddweud hyn,
[07:44.000 -> 07:45.160] mae'n bwysig i mi ddweud hyn, mae'n bwysig i mi ddweud hyn, mae'n bwysig i mi ddweud hyn, mae'n bwysig i mi ddweud hyn, of education like? Well, my brother, it's important to sort of mention this. My brother's a head teacher now,
[07:45.160 -> 07:48.200] and he was the first person in our family to go to uni.
[07:48.200 -> 07:49.400] My mum was a housewife.
[07:49.400 -> 07:51.960] Dad was from a poor estate in East Brighton
[07:51.960 -> 07:53.160] called Whitehawk.
[07:53.160 -> 07:55.000] And I'm sure a lot of people listening to this
[07:55.000 -> 07:56.800] will be proud, because there's a lot of people in that area
[07:56.800 -> 07:58.860] that have got some really deprived lives.
[07:58.860 -> 08:02.400] And dad always just said to us, don't do what I do.
[08:02.400 -> 08:04.720] You know, he always called work grief.
[08:04.720 -> 08:06.840] You know, that's how he described work, so he-
[08:06.840 -> 08:08.360] Which is sad in many ways, isn't it?
[08:08.360 -> 08:09.320] Because that's your life.
[08:09.320 -> 08:11.480] Of course, but this is that mentality of that era,
[08:11.480 -> 08:12.920] isn't it, that generation.
[08:12.920 -> 08:15.760] So we were always brought up with whatever
[08:15.760 -> 08:17.320] he didn't have, we had.
[08:17.320 -> 08:19.200] And it's really interesting, I've got a friend
[08:19.200 -> 08:21.320] who's an academic, who's doing his PhD at the moment,
[08:21.320 -> 08:22.960] and he's talking about the journey,
[08:22.960 -> 08:25.100] and I have to say, one of the biggest influences
[08:25.100 -> 08:27.500] in my life is that as a kid,
[08:27.500 -> 08:31.440] we went from like a Cortina to an Escort to a Sierra,
[08:31.440 -> 08:33.000] and we were like that family upgrade,
[08:33.000 -> 08:36.280] where I saw it and I felt growth as a family.
[08:36.280 -> 08:38.120] So that's a big part of my life.
[08:38.120 -> 08:41.440] But what about your experience in education?
[08:41.440 -> 08:43.320] What were you like as a student?
[08:43.320 -> 08:45.000] Well, I failed all my GCSEs.
[08:45.000 -> 08:48.000] And my parents separated when I was 14
[08:48.000 -> 08:52.000] and blew me away, like, real challenging time.
[08:52.000 -> 08:55.000] And then my brother went to uni a year later.
[08:55.000 -> 08:57.000] He's three years older.
[08:57.000 -> 08:59.000] And then my mum went to uni at 40,
[08:59.000 -> 09:02.000] so then she was, like, going to, you know, change her career.
[09:02.000 -> 09:05.840] So without stating the obvious, I pretty much brought myself up from about 15 to 19 before I went to uni. nid oedd yn mynd i newid y carrer. Felly, heb ddweud yn awgrym, rydw i'n cymryd fy nghyfraith o 15-19
[09:05.840 -> 09:07.040] cyn i fynd i'r brifysgol.
[09:07.040 -> 09:08.320] Ac yna, ie,
[09:08.320 -> 09:09.640] roedd hynny'n un o'r pethau
[09:09.640 -> 09:10.760] rydw i'n arbenigol ar hyn o bryd, i'n ddiogel.
[09:10.760 -> 09:12.760] Felly, a oedd eich bod chi'n teimlo
[09:12.760 -> 09:14.120] wedi gael amddiffyn gan y system,
[09:14.120 -> 09:15.640] neu roedd gennych chi ddim mwy o ddiddordeb
[09:15.640 -> 09:16.960] o ran addysg,
[09:16.960 -> 09:18.560] o'r cyfansod hwnnw?
[09:18.560 -> 09:19.720] Mae'n cwestiwn da,
[09:19.720 -> 09:21.480] rydw i'n rhaid i mi fod yn fy nghyfarch ymlaen am hyn.
[09:21.480 -> 09:22.760] Roeddwn i'n cael fy nghyfarch
[09:22.760 -> 09:24.040] fel gynhyrchwyr 11 oed.
[09:24.040 -> 09:26.240] Ac roeddwn i'n mynd i'w home ac roeddwn i'n crio i fy mam. Ac roeddwn i'n dweud, mam, ydw i'n ddifrifol? Ydw i'n ddifrifol? I've got to be in my bonnet about this. I was put in bottom set as an 11 year old. And I went home and I cried to my mum.
[09:26.240 -> 09:27.360] And I said, mum, am I thick?
[09:27.360 -> 09:28.440] Am I stupid?
[09:28.440 -> 09:30.560] And even my school timetable,
[09:30.560 -> 09:32.200] they sent me to,
[09:32.200 -> 09:34.280] on my timetable was printed old school print,
[09:34.280 -> 09:37.920] and they sent me to like the special needs department
[09:37.920 -> 09:39.760] in my first week of school.
[09:39.760 -> 09:41.040] And I'm walking with my mate Nick,
[09:41.040 -> 09:44.400] and I said, this is not us, like this must be a mistake.
[09:44.400 -> 09:46.320] And for three hours, my first week of school,
[09:46.320 -> 09:48.040] I got sent around the houses and teachers kept
[09:48.040 -> 09:49.440] pushing me away going, no, you're not with me,
[09:49.440 -> 09:50.680] you're not with me.
[09:50.680 -> 09:52.280] And I'm telling the story now, right?
[09:52.280 -> 09:54.520] But it was like, am I stupid?
[09:54.520 -> 09:56.080] And then my mum, bless her, so she does,
[09:56.080 -> 09:57.800] you know, with her son, she said, no, you're not.
[09:57.800 -> 10:00.400] And anyway, I just found school a struggle
[10:00.400 -> 10:02.560] and how I got where I am, I haven't got a clue,
[10:02.560 -> 10:03.760] but I've done it.
[10:03.760 -> 10:06.960] So difficult to accept that sort of sense of rejection almost
[10:06.960 -> 10:08.480] when you're at such a vulnerable age.
[10:08.480 -> 10:10.320] I know, Damon, there's been a lot of research done
[10:10.320 -> 10:12.440] where if you take young people and tell them,
[10:12.440 -> 10:14.480] you're going to be amazing, you're bright,
[10:14.480 -> 10:17.560] guess what, they'll be amazing and they turn out to be quite bright.
[10:17.560 -> 10:20.520] If you take another group of young children who are identical
[10:20.520 -> 10:23.080] and tell them, you're going to struggle, they'll struggle.
[10:23.080 -> 10:26.000] Yeah, those labels are huge, aren't they?. Yn ystod y cyfnod, mae'r cyfnod yn unig.
[10:26.000 -> 10:28.000] Yn ystod y cyfnod,
[10:28.000 -> 10:30.000] mae'r cyfnod yn unig.
[10:30.000 -> 10:32.000] Yn ystod y cyfnod,
[10:32.000 -> 10:34.000] mae'r cyfnod yn unig.
[10:34.000 -> 10:36.000] Yn ystod y cyfnod,
[10:36.000 -> 10:38.000] mae'r cyfnod yn unig.
[10:38.000 -> 10:40.000] Yn ystod y cyfnod,
[10:40.000 -> 10:42.000] mae'r cyfnod yn unig.
[10:42.000 -> 10:44.000] Yn ystod y cyfnod,
[10:44.000 -> 10:45.720] mae'r cyfith ysgol,
[10:45.720 -> 10:48.320] ac roedd yn ei ddweud pa mor ffyrdd oedd.
[10:48.320 -> 10:50.960] Ac roedd yn dweud, a oedd yn unig pan oedd yn 17,
[10:50.960 -> 10:53.120] roedd yn sylwi bod ei mam yn ddiddorol,
[10:53.120 -> 10:55.040] nad oedd wedi gallu ddysgu'r gwaith ysgol.
[10:55.040 -> 10:57.440] Roedd yn rhoi'r ddiddorol ymddangos
[10:57.440 -> 11:00.360] a'i gynhyrchu i fod yn ysgol ysgol,
[11:00.360 -> 11:01.800] cyn i mi fynd i'r wlad.
[11:01.800 -> 11:03.840] Ac mae'r llyfrau hynny'n fawr,
[11:03.840 -> 11:06.000] ac dyna pam roeddwn i' i ddiddorol o gofyn
[11:06.000 -> 11:08.000] i chi o gwmpas yna, Steve,
[11:08.000 -> 11:10.000] bod chi'n labellu'n gyntaf.
[11:10.000 -> 11:12.000] Felly pan wnaethon ni newid y labell?
[11:12.000 -> 11:14.000] Roeddwn i'n gwneud cymorth.
[11:14.000 -> 11:16.000] Roeddwn i'n ei gysylltu, roeddwn i wedi dweud hyn yn y ffacebook post yn y nos hwn.
[11:16.000 -> 11:18.000] Roeddwn i'n gwneud cymorth, cymorth y GCC,
[11:18.000 -> 11:20.000] cymorth y lefelau A.
[11:20.000 -> 11:22.000] Ac yna, lle ddod o'r hoff ddysgu
[11:22.000 -> 11:24.000] oedd y diwrnod cyntaf i'r uned
[11:24.000 -> 11:27.100] pan roedden ni'n cael swydd i'n athlethau gwahanol, i'w ddod o'r gwreiddiad. the love of learning came from was the first day of uni when we were given a task, are great athletes born or made?
[11:27.100 -> 11:28.880] And it was like a massive light bulb to me.
[11:28.880 -> 11:32.480] It was the first time that I'd ever loved learning.
[11:32.480 -> 11:33.320] And this is where the message-
[11:33.320 -> 11:35.000] And this is 19-
[11:35.000 -> 11:36.360] 1996.
[11:36.360 -> 11:39.080] But you were 19, 20 before you went into love learning.
[11:39.080 -> 11:41.640] Yeah, so I'd been released from Brighton at that stage.
[11:41.640 -> 11:43.120] And then, yeah, I was just,
[11:43.120 -> 11:44.440] I just fell in love with learning.
[11:44.440 -> 11:49.600] And really the message to this is that, I call schools in my book exam factories and I'm not here to bash
[11:49.600 -> 11:54.160] education it's not my job today but I'm just saying that the curriculums are prehistoric
[11:54.160 -> 11:58.160] we're doing things that we've always done the curriculum you know kids still sitting down for
[11:58.160 -> 12:02.960] six hours a day like why are we doing that because we've always done it and all I'm trying to say to
[12:02.960 -> 12:06.120] parents and schools is stop conforming to the norms.
[12:06.120 -> 12:09.600] In fairness to the headteachers, they're under more pressure than they've ever been.
[12:09.600 -> 12:13.880] And a lot of headteachers that I know, good friends, you know, uni crew,
[12:13.880 -> 12:17.160] they're working class, down to earth people, or any class is irrelevant,
[12:17.160 -> 12:18.760] but they don't want the curriculum to be like that,
[12:18.760 -> 12:20.480] but they're told to because of government measures.
[12:20.480 -> 12:24.300] So it's very, very challenging. Very challenging.
[12:24.300 -> 12:25.360] So you were struggling at school and you had to do ret very very challenging very challenging so you were
[12:25.360 -> 12:28.960] struggling at school and yet to do retakes yeah at the same time you were
[12:28.960 -> 12:32.900] playing football right were you then a player at Brighton yeah yeah a very bad
[12:32.900 -> 12:38.300] one right so you got released at what age 19 so let's say by the time you're
[12:38.300 -> 12:43.280] 19 you've had to do retakes for exams you've been told oh you're you're a you
[12:43.280 -> 12:46.000] need to be in the special needs class you You've been passed around from parent to parent.
[12:46.000 -> 12:47.000] Your football club has said,
[12:47.000 -> 12:50.000] listen, you haven't got the talent to make it as a footballer.
[12:50.000 -> 12:53.000] Yet you still sit here today and you're working with footballers,
[12:53.000 -> 12:58.000] you're working in the education system, you're giving back all the time.
[12:58.000 -> 13:01.000] How much of you sitting here today talking to us
[13:01.000 -> 13:03.000] is because of those early rejections?
[13:03.000 -> 13:06.800] A lot of it, we said off air, didn't we?
[13:06.800 -> 13:08.360] Normalizing rejection.
[13:08.360 -> 13:10.040] We've got to start doing that in society.
[13:10.040 -> 13:11.720] In my book, again, it's not book bashing,
[13:11.720 -> 13:14.480] but I talk about prove or improve.
[13:14.480 -> 13:16.680] And there's a lot of proving going on.
[13:16.680 -> 13:18.240] Carol Dweck's stuff, really, growth mindset.
[13:18.240 -> 13:20.200] I know you've spoken about it before.
[13:20.200 -> 13:22.200] And there's a lot of proving going on in society,
[13:22.200 -> 13:24.920] but we've got to normalize failure a lot earlier.
[13:24.920 -> 13:26.520] How?
[13:26.520 -> 13:29.060] Education, stop testing as an example,
[13:29.060 -> 13:31.080] stop testing so early, we've got 11 plus,
[13:31.080 -> 13:32.600] we've got kids under stress, under pressure,
[13:32.600 -> 13:34.600] we've got kids having panic attacks.
[13:34.600 -> 13:36.960] And, you know, again, there's a university in England,
[13:36.960 -> 13:37.780] which I won't mention,
[13:37.780 -> 13:41.420] but they've had 13 suicides in three years.
[13:41.420 -> 13:44.060] So, you know, what are we doing in this society
[13:44.060 -> 13:45.300] where we've got stressed out
[13:45.300 -> 13:48.920] academic young people that are getting to uni and again I don't I don't want to
[13:48.920 -> 13:53.240] live anymore. So I just think there's there's a realignment required. Education
[13:53.240 -> 13:57.060] has got me where I am today but the key to education is actually having
[13:57.060 -> 14:00.680] knowledge and imparting that knowledge and I suppose you know this is gonna be
[14:00.680 -> 14:06.880] me teacher bashing. How is it in education that you've got people from the best unis in the world
[14:06.880 -> 14:08.160] that are working in one corridor
[14:08.160 -> 14:09.680] and you've got someone from the same corridor
[14:09.680 -> 14:11.800] and then one teacher's unbelievable, right?
[14:11.800 -> 14:12.760] Unbelievable.
[14:12.760 -> 14:14.880] And the next teacher down the corridor is rubbish
[14:14.880 -> 14:16.880] and they get paid exact the same amount of money
[14:16.880 -> 14:18.620] and they've got exact the same qualifications.
[14:18.620 -> 14:20.720] Which is why I've always said, you know,
[14:20.720 -> 14:23.000] intelligence is about how we behave.
[14:23.000 -> 14:25.420] And I've stolen that from my mate, Dr. Jake Nash, who works in NFC, Northerland in Denmark. But it's about how we behave. And I've stolen that from my mate, Dr. Jake Nash,
[14:25.420 -> 14:28.360] who works in FC Norderland in Denmark.
[14:28.360 -> 14:30.080] But it's about how we behave.
[14:30.080 -> 14:33.340] And we've got all this obsession with education,
[14:33.340 -> 14:35.940] but what's education if you don't apply it?
[14:35.940 -> 14:36.780] Very interesting.
[14:36.780 -> 14:38.360] So with young people now,
[14:38.360 -> 14:41.020] when you talk about failure and things,
[14:41.020 -> 14:43.440] are we not teaching them early enough to cope with failure,
[14:43.440 -> 14:47.200] or are we making them fail unnecessarily too often?
[14:47.200 -> 14:49.160] Well, Ant Middleton, I listened to his podcast
[14:49.160 -> 14:52.880] with you guys, he talked about we're making life too easy.
[14:52.880 -> 14:55.960] I wouldn't be probably as extreme as that view.
[14:55.960 -> 14:58.680] I say in my book again about we need to make things
[14:58.680 -> 15:00.300] strategically difficult.
[15:00.300 -> 15:01.480] Let me apply this for you.
[15:01.480 -> 15:02.840] Kid comes into your house and goes,
[15:02.840 -> 15:05.680] dad, I'm not really sure I've got a problem.
[15:05.680 -> 15:07.440] And parents want to help their kids so much
[15:07.440 -> 15:09.680] and they want to desperate because they love their kid.
[15:09.680 -> 15:10.840] But wouldn't it be brilliant, brilliant
[15:10.840 -> 15:12.880] if every parent said, well, Jamie,
[15:12.880 -> 15:15.680] have 24 hours to think about it.
[15:15.680 -> 15:17.160] Give yourself some thinking time,
[15:17.160 -> 15:19.760] come back to me tomorrow with three solutions,
[15:19.760 -> 15:22.320] potential solutions, and then we'll see if we can align that
[15:22.320 -> 15:23.840] and I'll work with and help with you.
[15:23.840 -> 15:27.080] But that doesn't happen, does it? So when you make this distinction then
[15:27.080 -> 15:31.040] because that's a key distinction between education and coaching how would you
[15:31.040 -> 15:36.520] define the best educators and coaches what common ground do they have?
[15:36.520 -> 15:42.160] Common ground they're all brilliant under that brilliant umbrella assessment
[15:42.160 -> 15:45.520] methodology meaning how we measure learning, unbelievable.
[15:45.520 -> 15:47.520] So give me an example of what that is.
[15:47.520 -> 15:50.680] Assessment for learning in a failing school, so there's a term for the people, assessment
[15:50.680 -> 15:54.920] for learning is how assessment impacts learning. So self-assessment, does the person, the
[15:54.920 -> 15:58.480] human being know where they're at themselves? Can we get peer assessment? What types of
[15:58.480 -> 16:03.240] feedback methodology have we got? Can we look at summative assessment, which is data and
[16:03.240 -> 16:05.000] numbers? So anyone that's listening to this,
[16:05.000 -> 16:06.480] loads of people work with numbers.
[16:06.480 -> 16:09.180] And then how do the numbers measure what we're doing
[16:09.180 -> 16:10.260] and do they impact learning?
[16:10.260 -> 16:12.980] And if they don't, what types of feedback can we give?
[16:12.980 -> 16:16.740] And so really, in football, miles off.
[16:16.740 -> 16:18.860] Like, but I mean, football's now becoming ironically,
[16:18.860 -> 16:20.060] data overkill, isn't it?
[16:20.060 -> 16:23.160] So I say this in the book, data rich, system poor.
[16:23.160 -> 16:24.860] There's loads of schools, there's loads of businesses,
[16:24.860 -> 16:27.000] they've got loads of data, but they're not doing anythingŵr. Mae llawer o ysgolion, lawer o busnesau, maen nhw wedi cael lawer o ddata ond nad ydyn nhw'n gwneud unrhyw beth gyda'r data.
[16:27.000 -> 16:30.000] Felly rwy'n credu y pwysig i'r gwych cofnodwyr yw gwybod i'r chwaraewr
[16:30.000 -> 16:35.000] o wahanol fforddau asesu, sut maen nhw'n cael eu well, beth maen nhw'n ei wneud i wella, beth maen nhw'n dweud o'u hun,
[16:35.000 -> 16:38.000] ond gwneud e'n hawdd i gael eu gweithio i'w gynhalu. Dyna'r pwysig.
[16:38.000 -> 16:41.000] Iawn. A beth eraill? Beth dwi'n ei ddweud yw'r cyhoedd?
[16:41.000 -> 17:06.480] Sgiliau ffyrdd. Sgiliau ffyrdd yw'n ffyrdd. Rwy'n, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae'n dweud o'r ffordd, mae No, not at all. It was minimum. I think education enabled me to learn it.
[17:06.480 -> 17:07.320] I'll give you an example.
[17:07.320 -> 17:09.160] In South London schools we worked at,
[17:09.160 -> 17:10.960] if you're rubbish at your job, right,
[17:10.960 -> 17:13.240] the kids just go, sir, you're rubbish.
[17:13.240 -> 17:15.180] Right, you're rubbish.
[17:15.180 -> 17:17.180] And then the reason I start at the start of my book
[17:17.180 -> 17:18.840] about self-awareness is because I'm obsessed
[17:18.840 -> 17:22.480] with self-awareness because if you're not as good
[17:22.480 -> 17:24.580] as the guy or woman down the road, right,
[17:24.580 -> 17:27.400] in a 14-year-old's eyes, you're a downgrade.
[17:27.400 -> 17:29.360] I said this to the Scottish football coaches last week
[17:29.360 -> 17:31.040] on my support for them.
[17:31.040 -> 17:33.200] Like if you're not doing what the best coach has ever done,
[17:33.200 -> 17:34.700] what the kids experienced,
[17:34.700 -> 17:37.000] if you don't do what they do, you're a downgrade.
[17:37.000 -> 17:40.400] So I almost got obsessed with getting better,
[17:40.400 -> 17:41.880] improving myself, not proving,
[17:41.880 -> 17:43.360] because if I don't get better,
[17:43.360 -> 17:44.720] the kids are going to batter me.
[17:44.720 -> 17:47.400] And they did, you know, in the London schools are brutal.
[17:47.400 -> 17:53.600] So who is doing this? If you name names, so you said about some of these brilliant coaches,
[17:53.600 -> 17:59.920] who would you say contains this idea of giving you the right information, but with the empathy and the care?
[17:59.920 -> 18:04.200] I mean, I mentioned in the book again, Klopp. Jürgen Klopp, like he's got a lot.
[18:04.200 -> 18:06.080] And I'm proud to say, fellas, I mentioned him the book again, Kloppe. Jürgen Klopp, like he's got a lot. And I'm proud to say, fellas,
[18:06.080 -> 18:08.640] I mentioned him before we won the Champions League
[18:08.640 -> 18:10.920] and before we won the Premier League as the best.
[18:10.920 -> 18:12.960] He's trying to grow the community.
[18:12.960 -> 18:14.640] He's genuinely authentic.
[18:14.640 -> 18:15.600] He's genuine.
[18:15.600 -> 18:17.320] He'd go for a pint with me down the pub
[18:17.320 -> 18:19.080] and actually be that bloke.
[18:19.080 -> 18:20.560] He doesn't have to pretend.
[18:20.560 -> 18:22.320] He doesn't pretend to be kind.
[18:22.320 -> 18:24.160] He doesn't pretend to be empathetic.
[18:24.160 -> 18:25.660] And I always say this about culture,
[18:25.660 -> 18:27.320] because you've talked a lot about culture, haven't you,
[18:27.320 -> 18:28.700] you two?
[18:28.700 -> 18:30.840] Culture for me, everyone talks about culture this,
[18:30.840 -> 18:31.680] culture that.
[18:31.680 -> 18:34.120] Culture for me is very, very simple.
[18:34.120 -> 18:36.280] A great culture, you are only as strong
[18:36.280 -> 18:38.520] as your weakest link, right?
[18:38.520 -> 18:41.120] If your weakest link loves the situation of work
[18:41.120 -> 18:42.960] or what, you're winning.
[18:42.960 -> 18:50.020] Now how is it that Klopp has his 27th and 28th man that come on for five minutes get get four games a year and then still?
[18:50.020 -> 18:51.080] Have an impact
[18:51.080 -> 18:55.920] So what is he doing Monday to Friday as a human being as a boss as a strategist?
[18:56.480 -> 19:01.920] And have another saying everybody knows more than somebody he always talks about his team behind the team
[19:01.920 -> 19:05.960] He always mentions this and then I suppose the final B in my bonnet
[19:05.960 -> 19:09.720] is where managers say, I'm really proud of my team.
[19:09.720 -> 19:11.360] And I always say to myself, wouldn't it be brilliant
[19:11.360 -> 19:13.400] if they said I'm proud of our team?
[19:13.400 -> 19:16.320] And that's including the fans and the families.
[19:16.320 -> 19:20.720] So language is a key element to great leaders, a key element.
[19:20.720 -> 19:23.200] And isn't the game going more like this anyway?
[19:23.200 -> 19:25.120] You know, with the work that
[19:25.120 -> 19:30.280] I do, I spent some time recently with Gareth Ainsworth and the first question I asked him
[19:30.280 -> 19:34.240] was, you know, what's your plan? What do you want to achieve? And he said, oh, I want to
[19:34.240 -> 19:40.200] be a manager like a Jurgen Klopp or a Maurizio Pochettino or a Pep Guardiola or my players
[19:40.200 -> 19:43.680] all run through a brick wall for me. And I know you're good friends with Russell Martin
[19:43.680 -> 19:46.640] who used to play at Norwich and now is the boss at MK Dons,
[19:46.640 -> 19:49.040] and you've done some work with the players at MK Dons.
[19:49.040 -> 19:51.200] I think if you said to someone like Russell,
[19:51.200 -> 19:53.080] what sort of a manager do you want to be?
[19:53.080 -> 19:55.760] Do you want to be an autocrat that just demands things,
[19:55.760 -> 19:57.600] or do you want to bring them on the journey?
[19:57.600 -> 19:58.880] I think you'd bring them on the journey.
[19:58.880 -> 20:02.200] And I feel that the game is getting more like that,
[20:02.200 -> 20:03.920] and we're seeing the benefits.
[20:03.920 -> 20:08.000] The blaggers are getting found out 100% but that doesn't mean...
[20:08.000 -> 20:12.000] Again, I've said this for many years, what's the point of knowing about football,
[20:12.000 -> 20:16.000] 11 v 11, tennis, this, golf, if you don't know about
[20:16.000 -> 20:20.000] leadership, strategy, soft skills, educational psychology,
[20:20.000 -> 20:24.000] sports psychology, strategy operation, evidence and impact methodologies,
[20:24.000 -> 20:26.160] objectives, KPIs, evidence and impact methodologies, objectives, KPIs.
[20:26.160 -> 20:28.360] But traditionally, footballers shunned all those things.
[20:28.360 -> 20:31.600] All they've said is, can you sign a good player,
[20:31.600 -> 20:33.160] can you play a good formation?
[20:33.160 -> 20:35.280] That's been the issue for years, hasn't it, with football,
[20:35.280 -> 20:38.160] that they haven't given credence to soft skills
[20:38.160 -> 20:39.040] that they should have done.
[20:39.040 -> 20:41.120] Can I give you a really flash word, lads?
[20:41.120 -> 20:41.960] Yeah.
[20:41.960 -> 20:44.120] I've got to give this world class, right?
[20:44.120 -> 20:46.900] So the word is agnotology.
[20:46.900 -> 20:48.880] Right, and whenever I ask this in corporate training,
[20:48.880 -> 20:50.640] no one has a clue what it means, right?
[20:50.640 -> 20:51.960] I like a posh word.
[20:51.960 -> 20:54.160] And agnotology means the study
[20:54.160 -> 20:56.640] of cultural-induced ignorance.
[20:57.660 -> 20:59.920] So football has been in this place of ignorance,
[20:59.920 -> 21:01.640] but it doesn't, you've mentioned before
[21:01.640 -> 21:02.680] in one of the podcasts,
[21:02.680 -> 21:04.080] if you don't know what you don't know,
[21:04.080 -> 21:06.040] you're going to be banging trouble in life, right?
[21:06.040 -> 21:08.000] So there's all this institutionalized behavior
[21:08.000 -> 21:09.720] going on in football, but no one does any different.
[21:09.720 -> 21:10.920] No one behaves any different.
[21:10.920 -> 21:12.760] We've got lots of conditioned behavior going on.
[21:12.760 -> 21:14.760] And then everyone, someone who comes in,
[21:14.760 -> 21:16.040] who maybe is a little bit maverick,
[21:16.040 -> 21:18.720] or a bit new, or a bit fresh, people just can't handle it.
[21:18.720 -> 21:20.440] Because it's dangerous for football people,
[21:20.440 -> 21:23.160] because they often can't show vulnerability.
[21:23.160 -> 21:25.200] And the key to great teaching, Damien, again and again,
[21:25.200 -> 21:28.440] is great teachers, like when you said about coaching,
[21:28.440 -> 21:30.080] teaching, just show vulnerability.
[21:30.080 -> 21:30.920] They don't care.
[21:30.920 -> 21:32.880] Isn't education the same as football, though,
[21:32.880 -> 21:35.160] that when a maverick teacher comes along,
[21:35.160 -> 21:36.920] they're just viewed with suspicion?
[21:37.840 -> 21:39.200] Can I just add something here?
[21:39.200 -> 21:40.600] This is really important.
[21:40.600 -> 21:41.760] I've said this recently,
[21:41.760 -> 21:51.000] I've only recently worked this out about a year ago. I've worked for the girls FA as well, at England level, but I've predominantly worked in the men's game.
[21:51.000 -> 22:00.000] But I think, and I'm not right here, I think that because I've worked with women across education,
[22:00.000 -> 22:06.040] I think that my soft skills, not that they're amazing, I'm working on it all the time, but I think they're a bit more refined.
[22:06.040 -> 22:08.240] And I think a lot of the men's football industry,
[22:08.240 -> 22:09.440] some going from education to football,
[22:09.440 -> 22:12.480] when I talk about soft skills, voice projection,
[22:12.480 -> 22:15.600] tone, body language,
[22:15.600 -> 22:18.080] all these little elements to be successful,
[22:18.080 -> 22:20.120] I think a lot of people in the football industry
[22:20.120 -> 22:21.760] haven't worked with women.
[22:21.760 -> 22:23.600] I might be wrong, but that's my,
[22:23.600 -> 22:24.800] and I'm a social scientist,
[22:24.800 -> 22:29.240] that's my random sort of synopsis of that experience.
[22:29.240 -> 22:32.380] Talk us through, Steve, how you would work in a team
[22:32.380 -> 22:35.260] to help them become more aware of all this stuff.
[22:35.260 -> 22:37.520] So say you got a call from a head coach that said,
[22:37.520 -> 22:41.000] I want you to come in and lead this revolution.
[22:41.000 -> 22:42.560] How would he do that?
[22:42.560 -> 22:44.880] Dave Livermore, who's the assistant manager at Cardiff,
[22:44.880 -> 22:45.000] right, he's my best mate in assistant manager at Cardiff, right?
[22:45.000 -> 22:48.000] He's my best mate in football. What a guy, okay?
[22:48.000 -> 22:49.000] And he always says to me,
[22:49.000 -> 22:52.000] Salis, if anyone's got any common sense,
[22:52.000 -> 22:55.000] they will just get you in and you do what you want.
[22:55.000 -> 22:58.000] The problem that I've got is I don't want to coach,
[22:58.000 -> 23:00.000] and I could, but I don't want to.
[23:00.000 -> 23:03.000] I'm not a sports psych because I haven't got those qualifications.
[23:03.000 -> 23:05.280] I am just a bloke called Steve trying to help people.
[23:05.280 -> 23:07.760] And my experiences, Damien, in fairness, are a little bit random.
[23:07.760 -> 23:08.800] They are a bit different.
[23:08.800 -> 23:10.160] But how would I help?
[23:10.160 -> 23:13.520] I'd help add value to strategy, what it looks like,
[23:13.520 -> 23:15.360] what's a short, medium, long-term planning,
[23:15.360 -> 23:18.000] what's the in position look like, what's the out position look like,
[23:18.640 -> 23:22.800] monitoring player performance in terms of teaching and learning.
[23:22.800 -> 23:24.400] So who would you be working with, though?
[23:24.400 -> 23:28.080] Like, who would you go and target within that club to say,
[23:28.080 -> 23:32.400] that's where I'm gonna bring this different conversation?
[23:32.400 -> 23:34.480] Well, I'm working with players and staff.
[23:34.480 -> 23:37.060] So the team behind the teams, one of my key elements,
[23:37.060 -> 23:39.880] is creating frequency and alignment between staff.
[23:41.400 -> 23:43.180] Even the work I'm doing for the football league this year,
[23:43.180 -> 23:44.780] that's gonna be one of the key work.
[23:44.780 -> 23:46.720] We're talking about working with the players, but there's no point in working with the players Felly, i gyd, mae'r gwaith rydw i'n ei wneud ar gyfer y Lleid Ffotbol ym mis hir, a byddai hynny'n un o'r gwaith clus. Rydyn ni'n siarad am weithio gyda'r chwaraewyr,
[23:46.720 -> 23:48.480] ond nid oes pwynt ar gyfer gweithio gyda'r chwaraewyr
[23:48.480 -> 23:50.640] er mwyn i ni gael y staff gyda'r llwybr ffwrdd
[23:50.640 -> 23:53.840] i gael mynediad mwy o newid strategaidd
[23:53.840 -> 23:56.120] ar gyfer y gweithwyr pan fyddwn i'n mynd.
[23:56.120 -> 23:58.960] Felly beth byddai'r peth ddim ymdrechol, yna,
[23:58.960 -> 24:01.280] a byddai'n rhaid i chi ei gael i sicrhau,
[24:01.280 -> 24:02.880] fel y domino cyflawniol,
[24:02.880 -> 24:06.080] a byddai'n rhaid i'w gosod y rest o hyn yn mynd i'r le. Wel, yr holl gwaith rydw i'n ei wneud yw'n seiliedig ar gyfer myned. Felly dyna'r cyntaf i fy ngeisyddau busnes. to make sure, like the lead domino that would send the rest of it falling into place.
[24:06.080 -> 24:08.120] Well, all my work's based on self-awareness.
[24:08.120 -> 24:09.920] So that's the first nugget of my business model.
[24:09.920 -> 24:11.460] Everything's around self-awareness.
[24:11.460 -> 24:13.060] So all the conscious competence
[24:13.060 -> 24:14.280] and all the conscious incompetence,
[24:14.280 -> 24:15.460] and get that nailed.
[24:15.460 -> 24:16.660] Then we're then in a head space
[24:16.660 -> 24:19.160] to create like a rag rating, a red, amber, green.
[24:19.160 -> 24:20.760] Green's super strengths.
[24:20.760 -> 24:22.120] So always talk about super strengths.
[24:22.120 -> 24:24.340] What are your, as a player, what are your super strengths?
[24:24.340 -> 24:26.000] And who names them, the player or you? Both, either. Right. So when I talked about assessment for learning earlier, Felly, byddwn yn siarad am y superstrengths. Yn y gêm, pa mor ffordd oedd eich superstrengths? A pha oedd eich gêm? Y gêm neu chi?
[24:26.000 -> 24:27.000] Y ddau, hefyd.
[24:27.000 -> 24:29.000] Felly, pan ddweudais am asesymiad ar gyfer dysgu yn gyntaf,
[24:29.000 -> 24:31.000] dweudais am asesymiad eu hunain,
[24:31.000 -> 24:33.000] mae'r gêm angen i'w gwybod beth y maen nhw'n dda.
[24:33.000 -> 24:35.000] Mae'r coach angen i'w gwybod beth yw eu superstrengths.
[24:35.000 -> 24:37.000] Beth yw'r ambyrion, beth yw'r ardalau o'u datblygu,
[24:37.000 -> 24:38.000] beth y mae angen iddyn nhw i'w wella,
[24:38.000 -> 24:41.000] ac yna mae'r reddau yn y pethau y mae'n eich gwastraffu.
[24:41.000 -> 24:42.000] Mae'n ddiddorol,
[24:42.000 -> 24:43.000] pan oedden ni ar y podcast hon,
[24:43.000 -> 24:45.940] roedden ni'n sôn gyda Ole Solskjaer, ac un o'i pethau oedd bod pawb gael gwaith fawr, that you're rubbish at. See that's interesting, on this podcast we sat down with Olajs Olskar
[24:45.940 -> 24:48.740] and one of his things was that everybody's got a superpower,
[24:48.740 -> 24:52.060] everybody's got something that you should never sacrifice
[24:52.060 -> 24:55.660] and in his case he spoke about his ability to finish
[24:55.660 -> 24:57.900] was the thing that distinguished him from anybody else.
[24:57.900 -> 25:01.220] Is that the kind of thing you're describing as that?
[25:01.220 -> 25:03.820] Yeah, the greens, the super strengths.
[25:03.820 -> 25:08.760] And I think again that from a manager's point of view, let's just flip that again, an expert
[25:08.760 -> 25:10.440] hires an expert.
[25:10.440 -> 25:14.620] So a manager's got a set of super strengths and they go, right, I haven't got these skills
[25:14.620 -> 25:17.160] so I'm going to go and find someone that does find them.
[25:17.160 -> 25:20.520] So that's what I mean by strategy is about thinking.
[25:20.520 -> 25:22.080] You've got to think before you do.
[25:22.080 -> 25:25.160] And a lot of the time we're doing a lot of doing before we think
[25:25.600 -> 25:30.820] So yeah, I mean a lot of them in a lot of my master's degree. I need to mention this guy, right professor
[25:31.140 -> 25:37.780] Bob Burstow, no, dr. Bob Burstow from King's College London. He was a guy that changed my life like and then on another level
[25:37.780 -> 25:41.200] He gave me Jake. He gave me knowledge. I didn't even know existed
[25:41.760 -> 25:45.860] It was embarrassing. Like I'm a vice principal at the time thinking,
[25:45.860 -> 25:48.080] wow, I'm pretty good, I'm pretty competent.
[25:48.080 -> 25:50.280] And he gave me access to things like,
[25:50.280 -> 25:51.700] I've got to mention another posh word,
[25:51.700 -> 25:55.080] but this is life-changer for leaders, metacognition.
[25:55.080 -> 25:57.000] And metacognition is life-changing.
[25:57.000 -> 25:58.000] It changed my life.
[25:58.000 -> 26:00.180] It made me a better brother, it made me a better son,
[26:00.180 -> 26:02.560] it made me a better friend, it made me a better partner.
[26:02.560 -> 26:04.180] It's just made me a better human being.
[26:04.180 -> 26:05.200] So explain that. Meaning number one, think about being a better friend, it made me a better partner. It's just made me a better human being. So explain that.
[26:05.200 -> 26:08.920] Meaning number one, think about being a better thinker.
[26:08.920 -> 26:10.280] Right, how do you do that?
[26:10.280 -> 26:13.200] Well, I'm going to ask people to reflect on that now.
[26:13.200 -> 26:14.520] I'm not going to tell anyone.
[26:14.520 -> 26:16.800] And then the second meaning of metacognition is
[26:16.800 -> 26:19.560] how do you know that you know something?
[26:19.560 -> 26:22.120] Right, so you're looking quite, you know.
[26:22.120 -> 26:24.440] Well I always say you don't know what you don't know.
[26:24.440 -> 26:25.840] Okay, but how do you know that you know?
[26:25.840 -> 26:26.680] Well, exactly.
[26:26.680 -> 26:27.880] Yeah, tough.
[26:27.880 -> 26:29.400] So yeah, when people listen to this,
[26:29.400 -> 26:32.240] I want them to genuinely think about themselves,
[26:32.240 -> 26:34.960] their knowledge, their being, their doing, their knowing.
[26:34.960 -> 26:37.960] And all I'm going to say to scare the life out of people is,
[26:37.960 -> 26:40.360] what happens if your knowing is wrong
[26:40.360 -> 26:42.160] and you don't even know it's wrong,
[26:42.160 -> 26:43.520] but you've always done it that way.
[26:43.520 -> 26:46.680] So that's, then you get conditioned to behave in this way,
[26:46.680 -> 26:48.840] and then you just cause havoc in the workplace.
[26:48.840 -> 26:50.480] So give us an example of that then.
[26:50.480 -> 26:53.080] Give us an example that you've seen somebody
[26:53.080 -> 26:55.840] doesn't know that what they know is wrong.
[26:55.840 -> 26:57.440] In my book, I've got a chapter,
[26:57.440 -> 26:58.680] my book's random anyways,
[26:58.680 -> 27:00.800] it's not about football, it's about life, right?
[27:00.800 -> 27:03.040] But I've got a chapter in there
[27:03.040 -> 27:06.240] called Stop Interrupting, Let Them Finish.
[27:07.120 -> 27:09.640] So it's just around all those people in the workplace
[27:09.640 -> 27:11.000] that everyone's worked with,
[27:11.000 -> 27:13.800] that don't listen to anything that you're saying, right?
[27:13.800 -> 27:17.840] And they just speak over you all the time.
[27:17.840 -> 27:20.360] So that again, goes back to self-awareness
[27:20.360 -> 27:22.500] and consciously aware that your knowledge
[27:22.500 -> 27:24.320] of listening is not accurate.
[27:24.320 -> 27:27.020] And I love it when you say that it's not about sport
[27:27.020 -> 27:28.180] or about football, it's about life,
[27:28.180 -> 27:30.100] because that's what this podcast is about.
[27:30.100 -> 27:33.620] This podcast is not for sports people, sports coaches,
[27:33.620 -> 27:36.600] it's for anyone that just so happens to stumble across it,
[27:36.600 -> 27:38.640] for an opportunity to improve their lives,
[27:38.640 -> 27:40.540] improve their own thought processes.
[27:40.540 -> 27:41.780] But I'm really interested,
[27:41.780 -> 27:44.020] and this relates to you so brilliantly,
[27:44.020 -> 27:47.720] is what we can do with our children to look after them.
[27:47.720 -> 27:48.560] What are the things,
[27:48.560 -> 27:51.320] so I have a seven year old and a four year old,
[27:51.320 -> 27:53.440] and I struggle with a few issues.
[27:53.440 -> 27:55.000] The first one is that they don't struggle
[27:55.000 -> 27:57.160] because they've got a dad who's had a successful career,
[27:57.160 -> 27:59.920] so my kids can kind of have what they want.
[27:59.920 -> 28:01.460] That is a problem for me
[28:01.460 -> 28:03.720] because the best thing that happened to me
[28:03.720 -> 28:06.140] was failing my A-levels and being fired from McDonald's
[28:06.140 -> 28:08.180] because it was like, life can be difficult,
[28:08.180 -> 28:12.120] I better work out how to make this successful.
[28:12.120 -> 28:15.140] Which is not dissimilar to your story, really.
[28:15.140 -> 28:18.340] But what should I be doing with my children?
[28:18.340 -> 28:19.800] Because you can't guarantee success,
[28:19.800 -> 28:21.360] but what should I be doing with them now
[28:21.360 -> 28:25.160] to try and do the right thing?
[28:25.160 -> 28:26.960] Normalizing failure.
[28:26.960 -> 28:27.800] Yeah.
[28:27.800 -> 28:29.320] So what, allowing them to fail?
[28:29.320 -> 28:31.800] All day long, 100%.
[28:31.800 -> 28:34.600] It's one of the most underrated things in society.
[28:34.600 -> 28:36.240] But we're in this prove mentality.
[28:36.240 -> 28:38.040] We're in this judgment state, aren't we?
[28:38.040 -> 28:39.320] We're in a judgment society.
[28:39.320 -> 28:40.720] We're in a jealous society.
[28:40.720 -> 28:42.600] We're in a society where you've got to have a better car
[28:42.600 -> 28:43.520] than your neighbor.
[28:43.520 -> 28:45.120] We're in a society where your kid's got to go
[28:45.120 -> 28:46.520] to a better school than your neighbor.
[28:46.520 -> 28:48.480] They've got to prove that they're better.
[28:48.480 -> 28:49.920] And this is what I'm saying about improve.
[28:49.920 -> 28:53.520] The only controllable we have in life is get better.
[28:53.520 -> 28:57.000] The key to them is having good coaches and teachers
[28:57.000 -> 29:00.160] that have the technical detail to get better.
[29:00.160 -> 29:02.240] I need to tell you this story about my dad.
[29:02.240 -> 29:03.680] My dad is a legend, right?
[29:03.680 -> 29:04.600] Everyone loves my dad.
[29:04.600 -> 29:06.680] He's a legend of a guy. Okay, he said dad. My dad is a legend, right? Everyone loves my dad, he's a legend of a guy.
[29:06.680 -> 29:09.080] Okay, he said to me as a four year old, right?
[29:09.080 -> 29:12.200] Son, he said, every person you meet, he said,
[29:12.200 -> 29:14.400] shake their hand, look them in the eye,
[29:14.400 -> 29:16.840] and ask them how they are.
[29:16.840 -> 29:18.600] As a four year old.
[29:18.600 -> 29:22.760] So it's not a coincidence that I'm half decent with people
[29:22.760 -> 29:29.280] because my childhood was around, you know, Teddy Maybank played for Chelsea full and bright and was a guy
[29:29.280 -> 29:32.720] that was around you know I was at I was at Hove squash club for years around all
[29:32.720 -> 29:37.320] these great role models you know you know my godfather Pete just unbelievable
[29:37.320 -> 29:40.680] guys. So can we get our kids to be more empathetic then because I look at my
[29:40.680 -> 29:44.120] seven-year-old and it's about every time they talk about something their friend
[29:44.120 -> 29:45.240] has done it twice.
[29:45.240 -> 29:46.720] Or if they've got something,
[29:46.720 -> 29:47.840] their friend's got a better one.
[29:47.840 -> 29:48.920] Or if their friend's got something,
[29:48.920 -> 29:50.080] my daughter will pipe up with,
[29:50.080 -> 29:51.600] well, my daddy did.
[29:51.600 -> 29:52.440] And I hate that.
[29:52.440 -> 29:54.000] I really, but I sort of say in my head,
[29:54.000 -> 29:55.560] well, they're only seven.
[29:56.760 -> 30:00.440] But should they now be understanding empathy better
[30:00.440 -> 30:02.120] and looking after the vulnerable people
[30:02.120 -> 30:04.000] in their classroom and in their school
[30:04.000 -> 30:10.440] and realizing the actions and words actually do have an impact on people. I mean listen love everybody hate nobody
[30:10.440 -> 30:11.920] I say that a lot
[30:11.920 -> 30:16.940] That's key to a successful society kind of seven-year-old get that well if you ignored it
[30:16.940 -> 30:19.960] Let's just flip it around if you ignored it and then start talking about at 12
[30:21.000 -> 30:25.700] So that makes sense. I did a podcast for Norwich City the other week and one of the parents said,
[30:25.700 -> 30:26.980] wow, that was really helpful.
[30:26.980 -> 30:28.280] You know, their son was eight.
[30:28.280 -> 30:30.660] So let's, you know, let's try and,
[30:30.660 -> 30:32.540] it's conditioned behavior again, isn't it?
[30:32.540 -> 30:35.080] If you learn maths at 15,
[30:35.080 -> 30:36.820] then you're going to be pretty behind.
[30:36.820 -> 30:39.420] It's the same as behavior in life.
[30:39.420 -> 30:42.060] So yeah, if the kid doesn't absorb it
[30:42.060 -> 30:43.620] and apply it at seven, don't worry,
[30:43.620 -> 30:45.200] but it's affirmational, isn't it?
[30:45.200 -> 30:46.400] The more you say it, the more it's going to happen.
[30:46.400 -> 30:50.840] So, as a parent, I'd be really relaxed about that process,
[30:50.840 -> 30:52.360] but don't ignore it, if that makes sense.
[30:52.360 -> 30:54.080] Yeah, yeah, it makes perfect sense.
[30:54.080 -> 30:56.720] Because I think that we're all on a journey
[30:56.720 -> 30:59.300] to do the best by our children,
[30:59.300 -> 31:02.280] but actually the fact that it's a journey is the problem.
[31:02.280 -> 31:03.520] I don't really know what to do, do I?
[31:03.520 -> 31:04.500] Because I've never done it before.
[31:04.500 -> 31:07.560] Every single day, I'm like, oh, I don't know the answer.
[31:07.560 -> 31:09.120] I have to tell this story.
[31:09.120 -> 31:10.840] I had so many, in my first job,
[31:10.840 -> 31:14.280] I was just turned 22 as a PE teacher in South London,
[31:14.280 -> 31:15.600] but this wasn't my PE teacher role,
[31:15.600 -> 31:17.400] this was my tutoring role.
[31:17.400 -> 31:20.680] I'm 22, the kids are 12.
[31:20.680 -> 31:23.200] I'm basically 12 as well, right?
[31:23.200 -> 31:25.320] Haven't got a clue what I'm doing.
[31:25.320 -> 31:27.260] I'm in debt with student loans.
[31:27.260 -> 31:28.620] I'm now a teacher.
[31:28.620 -> 31:29.760] I have a panic attack.
[31:29.760 -> 31:31.040] The first day of my job,
[31:31.040 -> 31:32.320] because I'm like flashback,
[31:32.320 -> 31:34.040] how the heck have I got here?
[31:34.040 -> 31:35.520] Literally walked into the hall,
[31:35.520 -> 31:36.780] I'm like, I'm a teacher.
[31:36.780 -> 31:38.680] Like a week before I'm just a student.
[31:38.680 -> 31:42.280] It was like responsibility was stress, pure stress.
[31:42.280 -> 31:45.080] And then I've got all these parents putting demands on me,
[31:45.080 -> 31:47.520] driving me mad as well, and I'm driving them mad,
[31:47.520 -> 31:51.240] but I have to say the parents' trust in me was incredible.
[31:51.240 -> 31:53.820] Cut a long story short, South London School,
[31:53.820 -> 31:58.120] if you'd have seen the corridor in 1999,
[31:58.120 -> 31:59.800] and then you see these people
[31:59.800 -> 32:01.720] who are contributing to society years later,
[32:01.720 -> 32:03.460] that's what gives you confidence,
[32:03.460 -> 32:04.540] because all of these kids
[32:04.540 -> 32:06.280] that were really dysfunctional that I've taught are now contributing to society in a brilliant way. a chyfrifolwyr i'r cymdeithas hwnnw, dyna sy'n rhoi hyder i chi. Mae'r blaenau sy'n dweud eu bod yn dweud gwirioneddol
[32:06.360 -> 32:09.640] a chyfrifolwyr i'r cymdeithas hwnnw yn ffordd ddiddorol.
[32:09.720 -> 32:11.480] Gwyr, gyrraedd, beth bynnag.
[32:11.560 -> 32:14.480] Ond dwi'n ddiddorol iawn, felly rydw i wedi gweld hynny.
[32:14.560 -> 32:16.640] Yn ymwneud â'r cyfrifoldeb hwnnw
[32:16.720 -> 32:19.480] a'r rhesymau arall rydyn ni wedi'u dysgu ar y podcast,
[32:19.560 -> 32:24.200] rydw i'n cymryd y syniad hwn i siarad am ddewis cyfroglwriaeth.
[32:24.280 -> 32:29.000] Mae rhai o'r dynion rydyn wedi siarad amdano, fel Rheo Ferdinand, sy'n gyffredinol,
[32:29.000 -> 32:35.000] sydd wedi siarad am sut y gyd-dewis cyd-dewis y chwaraewyr ym Mhansis United oedd drwy'r ffyrdd,
[32:35.000 -> 32:42.000] ond y ffordd y gafodd ei ddarparu, y cyd-darparu, oedd brwtol yn y penderfyniad Rheo ei hun.
[32:42.000 -> 32:46.000] Roedd yn dweud, nid yw'n unig nawr y gallwn ni ymd, os oedd e'n ymdrech yn ychydig yn fwy cyffredin,
[32:46.000 -> 32:47.000] y byddai rhai chwaraewyr
[32:47.000 -> 32:48.000] sy'n efallai oedd wedi byw
[32:48.000 -> 32:49.000] yn y meysydd honno,
[32:49.000 -> 32:50.000] ond ddim.
[32:50.000 -> 32:52.000] Dwi'n deall'r syniad o fod
[32:52.000 -> 32:53.000] sefydliadau'n bwysig
[32:53.000 -> 32:54.000] a'n gallu bod yn ymdrech,
[32:54.000 -> 32:57.000] ond sut ydych chi'n cyflwyno'r cyffredin?
[32:57.000 -> 32:58.000] Yn strategaethol,
[32:58.000 -> 32:59.000] un ffrind o fi yng Nghymru
[32:59.000 -> 33:00.000] dweud, sut ydych chi'n ei ddatblygu?
[33:00.000 -> 33:01.000] Byddwn i'n ei gael ar
[33:01.000 -> 33:02.000] rheoli perfformiad.
[33:02.000 -> 33:04.000] Byddwn i'n ei gael ar y dealltwriaeth emosiynol
[33:04.000 -> 33:07.320] fel ymdrech ar gyfer pobl ddatblygu. A allai'n cael ei ddysgu? Mae'n rhaid iddo ddweud amdanyn nhw. I'd have it on performance management. I'd have emotional intelligence on it as a standard practice of developing people.
[33:07.320 -> 33:08.760] Can it be learned?
[33:08.760 -> 33:09.880] It needs to be talked about.
[33:09.880 -> 33:11.200] I'm not a label man, by the way.
[33:11.200 -> 33:12.960] So when anyone talks about psychometric testing,
[33:12.960 -> 33:14.240] I'm not having any of it at all
[33:14.240 -> 33:15.560] because you're just a bloke called Steve
[33:15.560 -> 33:16.380] trying to help people.
[33:16.380 -> 33:17.880] You're not a thing, you're not a label,
[33:17.880 -> 33:19.000] and I don't like labeling.
[33:19.000 -> 33:20.920] So I just think we just need to keep talking
[33:20.920 -> 33:22.160] about self-awareness.
[33:22.160 -> 33:24.080] We need to keep talking about what that looks like
[33:24.080 -> 33:28.080] and how it feels for a human being. We need to understand, I'll listen to the third one
[33:28.080 -> 33:35.280] as well, but Anderson, we need to understand that soft skills are hugely important to influencing
[33:35.280 -> 33:38.720] people. So I'm going to talk about people influencing, teaching, learning, coaching,
[33:38.720 -> 33:43.800] whatever we want to call it, it's none of that, it's about influence and how we influence
[33:43.800 -> 33:49.000] children, how we influence as a leader, how we influence as a peer, how we influence as a coach.
[33:49.000 -> 33:54.000] Like you can call it what you want, but people want to feel important, don't they?
[33:54.000 -> 33:58.000] It's the need to feel important. Everyone wants to feel important.
[33:58.000 -> 34:03.000] So therefore we have to differentiate as a coach or a leader or a teacher or a parent for everyone's needs.
[34:03.000 -> 34:05.620] And everyone's needs are entirely different.
[34:05.620 -> 34:06.700] So how do we get it?
[34:06.700 -> 34:08.560] We have to have open conversations.
[34:08.560 -> 34:10.200] We have to have vulnerable conversations.
[34:10.200 -> 34:11.040] But the main thing, Damian,
[34:11.040 -> 34:13.160] I think we need to have strategic conversations
[34:13.160 -> 34:15.200] about what the learning journey is gonna look like.
[34:15.200 -> 34:18.040] How are we gonna develop you from A to get to B,
[34:18.040 -> 34:18.920] once you've got to B,
[34:18.920 -> 34:21.740] how are we gonna consolidate B to then get to C?
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[34:56.320 -> 34:58.480] On our podcast, we love to highlight businesses
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[36:31.480 -> 36:36.320] details where do you see this happening so not like whether it's an education or
[36:36.320 -> 36:43.200] sport or business wherever you see in this happen because it sounds a phrase
[36:43.200 -> 36:45.000] we used earlier it's common sense.
[36:45.160 -> 36:47.280] Where have you seen it adopted as common practice?
[36:47.280 -> 36:49.000] Well, in schools, I mean, schools,
[36:49.000 -> 36:51.160] the kids would have targets.
[36:51.160 -> 36:52.760] A great school, you walk into a school
[36:52.760 -> 36:54.000] and you just go, hi, what's your name?
[36:54.000 -> 36:54.840] And she goes, oh, Sally.
[36:54.840 -> 36:56.080] You go, Sally, what grade are you in English?
[36:56.080 -> 36:58.320] She says, oh, I'm a level five,
[36:58.320 -> 36:59.920] and I need to get to level four,
[36:59.920 -> 37:01.400] I need to do this, this, this, and this.
[37:01.400 -> 37:02.220] What, you're out in maths?
[37:02.220 -> 37:03.680] Oh, yeah, I'm here and I need to do this.
[37:03.680 -> 37:06.600] Like, watertight, watertight assessment for learning.
[37:06.600 -> 37:07.600] It's absolutely watertight.
[37:07.600 -> 37:09.040] The kids know more than the teachers do.
[37:09.040 -> 37:12.080] And then you go to a weaker school and it's very teacher heavy.
[37:12.080 -> 37:14.280] It's very teacher top, you know, top heavy.
[37:14.280 -> 37:17.400] But what's the point of the teachers knowing if the kids don't know it?
[37:17.400 -> 37:18.400] And that's when I need to bring...
[37:18.400 -> 37:20.280] When you say very teacher heavy, what do you mean by that?
[37:20.280 -> 37:21.280] Well, teachers...
[37:21.280 -> 37:24.160] Kids are just deferring all the time to the teacher or...
[37:24.160 -> 37:25.580] Teachers have all this information
[37:29.880 -> 37:30.500] But then they're not imparting the information about how the kids gets better to the kid
[37:36.340 -> 37:38.340] So the kid needs to be you know core values commitment ownership responsibility the kid needs to know where they're going I'll say to a footballers all the time
[37:38.780 -> 37:48.480] You know about the four-corner model they go. What's that like Premier League football players don't know about technical, tactical, physical, psychological. So I need to mention this point actually because this is
[37:48.480 -> 37:52.800] important. There's again something that I learned from my second degree was something called learning
[37:52.800 -> 37:57.280] to learn. So instead of talking about football it's how we learn about football. Instead of
[37:57.280 -> 38:02.960] talking about maths it's how we learn about maths and breaking down that learning cycle into detail.
[38:02.960 -> 38:06.720] So you can be a great footballer and play a great game of football
[38:06.720 -> 38:08.720] without knowing about football?
[38:08.720 -> 38:13.040] Yes, but what about as a coach and how we impart that for a younger player,
[38:13.040 -> 38:14.800] the ability to learn?
[38:14.800 -> 38:16.080] What does learning look like?
[38:16.080 -> 38:17.440] How does it feel?
[38:17.440 -> 38:18.720] How do we listen well?
[38:18.720 -> 38:20.480] How do we ask good questions?
[38:20.480 -> 38:22.160] What are good questions?
[38:22.160 -> 38:25.000] And again, you know, I work for a company called Tarmac,
[38:25.000 -> 38:29.000] brilliant company, they've got a strategy in meeting cycles,
[38:29.000 -> 38:32.000] is it a comment or is it a contribution?
[38:32.000 -> 38:33.000] Which I really like.
[38:33.000 -> 38:36.000] So are you contributing to this process of adding value?
[38:36.000 -> 38:38.000] And if you're not, then don't bother, don't make it.
[38:38.000 -> 38:40.000] Do you know what, how many meetings have you sat in
[38:40.000 -> 38:42.000] where everyone makes comments and no one contributes?
[38:42.000 -> 38:45.200] And I'm sitting there thinking, shut up.
[38:45.200 -> 38:47.520] When you say the work for the EFL,
[38:47.520 -> 38:50.480] are you introducing this in all clubs
[38:50.480 -> 38:53.800] or is it you're just trying to influence the climate?
[38:53.800 -> 38:58.240] No, the clubs have to choose me as one of their choices.
[38:58.240 -> 39:01.440] And then what I've spoken to, who's head of the programme,
[39:01.440 -> 39:02.640] we've just mentioned,
[39:02.640 -> 39:11.080] what's the point of me going to develop the players when I'm gone, if I give the staff the tools, then when I'm gone those staff
[39:11.080 -> 39:16.180] potentially have got those tools forever. And I think again we're missing a strategic
[39:16.180 -> 39:19.180] trick here because we keep giving players the tools but actually give the staff the
[39:19.180 -> 39:20.680] tools and then they've got them for life.
[39:20.680 -> 39:26.360] You've spoken about that, Damien will often be called by a Premier League manager to say, come and speak to my players.
[39:26.360 -> 39:27.680] And often you think, well, great,
[39:27.680 -> 39:31.240] but if I speak to you, the impact's greater.
[39:31.240 -> 39:34.880] Well, I mean, we've spoken about this off air as well, Jake.
[39:34.880 -> 39:37.900] I think that if you can equip the coaches with it,
[39:37.900 -> 39:40.080] their credibility is so much higher
[39:40.080 -> 39:41.640] than bringing in an outsider.
[39:41.640 -> 39:46.240] Because it's easy to shoot the messenger, isn't it? Where it's harder to do that when it's a coach yn dweud y byddai'n fwy cyffredinol i'r ymgyrch, oherwydd mae'n hwyr i'r gweithwyr. Yn ystod y cyfrifol, mae'n fwy anodd i'w wneud
[39:46.240 -> 39:48.560] pan yw'n ymgyrch sy'n cymryd y tîm,
[39:48.560 -> 39:50.560] sy'n gwneud penderfyniadau.
[39:50.560 -> 39:52.320] Rwy'n ymdrech i fod yn 41
[39:52.320 -> 39:53.040] ac rwy'n ymuno yma,
[39:53.040 -> 39:54.560] ac nid wyf wedi meddwl o
[39:54.560 -> 39:55.920] yw ymgyrch y sport a'r addysg
[39:55.920 -> 39:57.680] yn y ffurf yr un gwaith,
[39:57.680 -> 40:00.880] yn rhannu'r un gwybodaeth.
[40:00.880 -> 40:02.160] Rwy'n credu ei fod yn ddiddorol.
[40:02.160 -> 40:04.640] Os edrych ar ymgyrchion gynhyrchu
[40:04.640 -> 40:09.440] a'r nifer o'u hyn sydd wedi cymryd dechrau'n ydiddorol iawn, rydych chi'n edrych ar gyfer y coaches allanol a nifer ohonyn nhw sydd wedi dechrau'n dysgu.
[40:09.440 -> 40:14.880] Eddie Jones, y coach ym Mhrydain, oedd y ddysgwr o ysgolion am eithaf amser.
[40:14.880 -> 40:18.320] Clive Woodward, rydyn ni wedi'i ymweld â, rydyn ni wedi gwneud rhai o hynny.
[40:18.320 -> 40:23.280] Roy Hodgson, Stuart Lancaster, yw'r coaches allanol,
[40:23.280 -> 40:25.040] ar y pwynt o'r gofyn i mi,
[40:25.040 -> 40:27.360] sydd wedi cael sefydliad yn ysbytai.
[40:27.360 -> 40:30.080] Cowie Brothers, i gyd.
[40:30.080 -> 40:32.880] Roy Hodgson, Hulier.
[40:32.880 -> 40:34.640] Mae'r llist yn mynd, nid yw?
[40:34.640 -> 40:38.880] Felly, nid ydw i yma i ffwrddio y sport,
[40:38.880 -> 40:41.360] ond dw i'n dod o'r llynedd gwahanol.
[40:41.360 -> 40:47.080] Ac mae fy llynedd oherwydd fy amgylchedd. Ac ychydig bryd, gyda'r amgylchedd, mae gennych d because of my environment, and then sometimes with environment
[40:47.080 -> 40:48.220] you get a bit of luck, don't you?
[40:48.220 -> 40:49.060] You need a bit of luck.
[40:49.060 -> 40:52.040] The people you're around, the people that mentor you.
[40:52.040 -> 40:54.420] And what happens if you're a young university student
[40:54.420 -> 40:57.520] or a young person in school and you get mentored,
[40:57.520 -> 40:59.480] but you get mentored by a bad mentor?
[40:59.480 -> 41:00.980] You do need a bit of luck.
[41:00.980 -> 41:04.200] You need that environment to sometimes light bulb.
[41:04.200 -> 41:07.000] If you don't mind me asking you personol ar hyn, Steve.
[41:07.000 -> 41:12.000] Rwy'n credu eich bod chi'n ymdrech i ddewis newid
[41:12.000 -> 41:16.000] i'r diwydiant sydd efallai ddim yn ei gyflawni.
[41:16.000 -> 41:20.000] Mae'r ffordd o newid, yn gyntaf, yn rhedegol,
[41:20.000 -> 41:23.000] yna ymgynghori'r cyhoeddiad, y bydd pobl yn dweud nad oes gweithio,
[41:23.000 -> 41:25.280] ac yna, yn ddiweddar, bydd pawb yn dweud bod oedd yn ddiddorol a'r amser oedden ni'n ddod yn fwy o blynyddoedd. then you meet the opposition, but the people turn, never work. And then eventually everyone will say it was common sense
[41:25.280 -> 41:27.240] and we should have been doing it years ago.
[41:27.240 -> 41:29.040] How do you armor plate yourself
[41:29.040 -> 41:31.560] against those first two stages of being ridiculed
[41:31.560 -> 41:33.280] and being rejected?
[41:33.280 -> 41:35.840] Well, you've just mentioned the word armor, right?
[41:35.840 -> 41:37.560] Everyone's wearing armor in life.
[41:37.560 -> 41:40.120] We're all wearing this pretend metaphorical armor.
[41:40.120 -> 41:41.880] Kids are wearing it in schools,
[41:41.880 -> 41:43.320] staff are wearing it,
[41:43.320 -> 41:44.720] people in football clubs are wearing it,
[41:44.720 -> 41:46.560] players are definitely wearing armour.
[41:47.280 -> 41:52.400] So I think again, having more conversations about vulnerability is going to be hugely important.
[41:52.400 -> 41:57.040] I'm very conscious that my knowing is not your knowing, I'm very conscious that my lens on the
[41:57.040 -> 42:01.760] world is not your lens on the world, but the key to any influence is alignment of lens and how we
[42:01.760 -> 42:06.880] see the world, because we all see the world. And I wish, you know, you think how much conflict
[42:06.880 -> 42:07.920] happens in the world.
[42:07.920 -> 42:09.400] And I know Jake wants me to talk about things
[42:09.400 -> 42:12.040] other than sport, but conflict happens everywhere.
[42:12.040 -> 42:14.000] But conflict happens because people don't see
[42:14.000 -> 42:15.480] the lens of other people.
[42:15.480 -> 42:18.440] So if we could just understand that Steve Salas
[42:18.440 -> 42:21.120] is going into a football club, I've got my knowledge.
[42:21.120 -> 42:22.400] If you want it, you can take it.
[42:22.400 -> 42:24.160] If you don't want it, I'm not offended.
[42:24.160 -> 42:46.260] And therefore influencing people is about what they want Mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, mae'n dweud, like you mentioned the criticism of, well how many league games did you play?
[42:46.260 -> 42:48.500] To try and invalidate what you've got to say.
[42:48.500 -> 42:49.920] Where does the fire come from from you
[42:49.920 -> 42:53.020] to keep going back, to keep trying to make a difference?
[42:53.020 -> 42:54.060] Do you know what?
[42:54.060 -> 42:55.380] Honest, this is the honest answer,
[42:55.380 -> 42:59.420] I don't have much rejection in that world.
[42:59.420 -> 43:02.220] I don't get many people saying that I'm wrong,
[43:02.220 -> 43:03.340] and I'll tell you why, it's because I have
[43:03.340 -> 43:05.400] as many questions as I do answers, so I don't come with a model of I'm wrong. And I'll tell you why, it's because I have as many questions as I do answers,
[43:05.400 -> 43:07.040] so I don't come with a model of,
[43:07.040 -> 43:09.120] this is how we perform people.
[43:09.120 -> 43:13.040] It's just, it's not a one size fits all, is it?
[43:13.040 -> 43:15.360] So again, honestly, I don't get that.
[43:15.360 -> 43:19.480] I probably get more challenge, again,
[43:19.480 -> 43:22.040] from my education days, where the kids would say,
[43:22.040 -> 43:23.320] I don't believe in you, sir.
[43:23.320 -> 43:25.400] I don't believe that this is the right way for me to learn.
[43:25.400 -> 43:26.800] And then you would say, well, why not?
[43:26.800 -> 43:28.960] And they would say, well, you're not teaching me
[43:28.960 -> 43:31.120] as good as the teacher down the corridor.
[43:31.120 -> 43:32.720] You're like, wow, what do they do?
[43:32.720 -> 43:36.240] And they give me more visual, sir.
[43:36.240 -> 43:37.080] I like visual learning.
[43:37.080 -> 43:38.560] Okay, great.
[43:38.560 -> 43:40.680] So yeah, so, you know, lots of, you know,
[43:40.680 -> 43:42.520] the kids are brilliant because kids tell you the truth
[43:42.520 -> 43:43.840] more than adults, don't they?
[43:43.840 -> 43:51.000] Absolutely. We're almost out of time, but before we stop, I just want to ask whether you feel that we're winning the battle in this area,
[43:51.000 -> 43:56.400] whether we are getting better at equipping young people and being better ourselves,
[43:56.400 -> 44:05.240] showing more empathy, more emotion, having more conversations, realising how important soft skills are in a world where traditionally only hard skills
[44:05.240 -> 44:07.840] is what we've put on a pedestal.
[44:07.840 -> 44:09.920] If anyone in the education industry listens to this
[44:09.920 -> 44:11.480] right now, I wish they will be.
[44:11.480 -> 44:12.320] Yeah, I wish.
[44:12.320 -> 44:16.320] Wouldn't it be brilliant if we did a GCC in character?
[44:16.320 -> 44:17.160] Yeah.
[44:17.160 -> 44:18.200] But we don't.
[44:18.200 -> 44:21.240] Wouldn't it be brilliant if we did a GCC in leadership?
[44:21.240 -> 44:23.640] And someone, if someone wants to steal this idea right now,
[44:23.640 -> 44:28.280] crack on, I haven't got the time to go and do it myself. But we've lost the plot. We've got this education
[44:28.280 -> 44:33.120] system that is keep conforming to this. Black cab drivers have got a degree in memory, but
[44:33.120 -> 44:37.160] it's not called a degree, it's called the knowledge. But no one at school says go and
[44:37.160 -> 44:41.320] do the knowledge, have a career, be an independent life. So I think what do we need to do? We
[44:41.320 -> 44:46.580] just need to keep understanding that education as a school is just a place
[44:46.580 -> 44:48.940] where you go to try and prove yourself,
[44:48.940 -> 44:52.160] but there's no validity to say that makes you happier.
[44:52.160 -> 44:53.420] Like, I think that's the key.
[44:53.420 -> 44:54.540] The conversation is school.
[44:54.540 -> 44:56.060] The conversation is, why are we here?
[44:56.060 -> 44:57.700] Why are we doing what we're doing?
[44:57.700 -> 44:59.460] And is it going to make me happy?
[44:59.460 -> 45:01.980] How many, Jake, how many people moan about their job?
[45:01.980 -> 45:03.180] Maybe 80%.
[45:03.180 -> 45:05.300] So, therefore, we're all moaning about our job, 80% so therefore with all money about a job
[45:05.300 -> 45:09.140] But then we're all doing the same thing because we've always done it like that like so that's what I'm saying
[45:09.140 -> 45:14.920] We need to just we just have more conversations with children about what do you want to do? And what are your super strengths?
[45:15.100 -> 45:16.680] So as a parent say it's your kid
[45:16.680 -> 45:21.380] What your super strengths and what is going to make you a living and pay you and do what you love?
[45:21.940 -> 45:26.480] Like that's the money show isn't it? It's the winner. So in the spirit of metacognition,
[45:27.400 -> 45:29.360] what question do you think we should ask?
[45:29.360 -> 45:30.200] What's that?
[45:31.800 -> 45:33.000] Thinking about thinking.
[45:33.000 -> 45:33.840] Okay, right.
[45:33.840 -> 45:36.000] So when Steve mentioned before about
[45:36.000 -> 45:37.760] disability, thinking about thinking,
[45:37.760 -> 45:39.320] thinking about me and Jay,
[45:39.320 -> 45:41.760] what question should we have asked you today
[45:41.760 -> 45:42.600] that we haven't?
[45:42.600 -> 45:43.800] Kill me with this one, James.
[45:43.800 -> 45:44.640] Love it.
[45:44.640 -> 45:49.480] What, I think, like, I was gonna talk about school
[45:49.480 -> 45:52.920] a little bit more today, like, I can't emphasize enough.
[45:52.920 -> 45:54.200] This is important.
[45:54.200 -> 45:56.880] I've seen, this is really important I share this story,
[45:56.880 -> 46:01.120] I've seen kids at 11 years old come in with stab vests,
[46:01.120 -> 46:04.160] yeah, and through years of mentoring, not from me,
[46:04.160 -> 46:06.320] from we, like hundreds of mentors,
[46:06.320 -> 46:09.800] teachers, teaching assistants, some of those kids
[46:09.800 -> 46:12.600] have ended up going to Oxford or Cambridge University.
[46:12.600 -> 46:14.000] Right, I've seen it.
[46:14.000 -> 46:15.720] That is why I know I'm a bit mental,
[46:15.720 -> 46:18.200] because the average person on the street hasn't seen it.
[46:18.200 -> 46:20.480] And that's why I feel it, because I know
[46:20.480 -> 46:22.280] what human change is capable of.
[46:22.280 -> 46:24.680] This is the Human Performance Podcast, yeah?
[46:24.680 -> 46:26.580] So that's, I know why, I know it's capable.
[46:26.580 -> 46:29.580] If you've got great teachers, great mentors,
[46:29.580 -> 46:32.180] unbelievably aspirational parents,
[46:32.180 -> 46:35.360] whoever is in your journey on life of love,
[46:35.360 -> 46:37.840] you are definitely, definitely going to do well.
[46:37.840 -> 46:39.860] So I often ask when we have elite sports people,
[46:39.860 -> 46:42.220] elite coaches, people that have won World Cups
[46:42.220 -> 46:44.180] and Premier Leagues and other things,
[46:44.180 -> 46:49.160] I will often ask them whether anyone can be a high performance athlete. I want to sort of flip that round
[46:49.160 -> 46:55.680] slightly and ask you whether any young person can be made to think in the right way. Everyone
[46:55.680 -> 46:57.360] can be saved from wherever they're at.
[46:57.360 -> 47:00.640] Early enough, yeah, early intervention. We call it early intervention. If we can intervene
[47:00.640 -> 47:08.980] early enough, behaviour conditioning could be at such a stage where we maybe minimize trauma or we maybe minimize you know Steve
[47:08.980 -> 47:12.700] Peters but the computer and can we get a rewire in that computer in their brain
[47:12.700 -> 47:15.980] you know in the iCloud and can we get that rewire to make a positive
[47:15.980 -> 47:21.380] experience. So I think reframing of failure and what is reframing is looking
[47:21.380 -> 47:24.540] it as a learning opportunity. I know that's Carol Dweck stuff has been
[47:24.540 -> 47:25.400] mentioned before,
[47:25.400 -> 47:27.340] but it's seeing failure.
[47:27.340 -> 47:28.280] You mentioned it, didn't you?
[47:28.280 -> 47:29.940] There's no failures, only feedback.
[47:29.940 -> 47:32.120] You know, you never lose, you either win or learn.
[47:32.120 -> 47:34.620] So it's complete growth mindset to failure.
[47:34.620 -> 47:37.560] But the key is normalizing failure in the family.
[47:37.560 -> 47:38.400] You know?
[47:38.400 -> 47:41.160] Not so doom and gloom, never too high, never too low.
[47:41.160 -> 47:43.340] We always finish with some quickfire questions.
[47:43.340 -> 47:45.160] We've changed these slightly for you.
[47:45.160 -> 47:46.000] Okay.
[47:46.000 -> 47:48.400] Three non-negotiable behaviors that you try
[47:48.400 -> 47:51.520] and impart to the young people you work with.
[47:51.520 -> 47:56.020] Passion, lifelong learning, big teaching term.
[47:56.020 -> 47:56.860] I like that.
[47:56.860 -> 48:00.960] Just lifelong learning all the time, and selflessness.
[48:00.960 -> 48:02.120] Why is that so important?
[48:02.120 -> 48:04.760] Because we get one life, and what's the point
[48:04.760 -> 48:07.120] of having a load of money in your bank if you're not happy, and what's the point of having a big house if you're lonely life and what's the point of having a load of money in your bank if you're not happy and what's the point of having a
[48:07.120 -> 48:09.920] big house if you're lonely and what's the point of having these things so just
[48:09.920 -> 48:14.800] we're in this society to have friends, family, that's why we're here, one reason.
[48:14.800 -> 48:20.440] What advice would you give a teenage Steve just starting out? Oh God, do some
[48:20.440 -> 48:25.200] foam rolling, don't get injured a lot, and ask more questions.
[48:25.200 -> 48:29.600] Yeah, ask more questions. I was wearing armour as a young player.
[48:29.600 -> 48:32.000] I didn't have the confidence to ask coaches questions.
[48:32.000 -> 48:34.000] So yeah, that.
[48:34.000 -> 48:37.800] If there are people listening to this with a child of like four years old,
[48:37.800 -> 48:40.400] like my young boy Sebastian, I think it's okay.
[48:40.400 -> 48:44.400] So what do we do for people who are listening to this with older children,
[48:44.400 -> 48:47.920] even teenagers, even people in their 20s and 30s,
[48:47.920 -> 48:52.400] if they haven't been equipped to fail at this point, what should they be doing?
[48:52.400 -> 48:56.320] Well, I mean, being stoic right now, we're in lockdown, so learning to be more
[48:56.320 -> 49:01.120] resilient is a challenge. Everyone's having to adapt to it, I think.
[49:01.120 -> 49:04.240] Put challenge in your kids' life strategically. I have to tell this story
[49:04.240 -> 49:05.660] before we finish.
[49:05.660 -> 49:07.040] Dad, can I have a tenner please?
[49:07.040 -> 49:08.180] Of course you can, son.
[49:08.180 -> 49:09.980] There's the car, there's the keys,
[49:09.980 -> 49:12.760] there's the sponge, there's the bucket.
[49:12.760 -> 49:15.640] Right, then I knew I had to work for things.
[49:15.640 -> 49:18.160] So like, obviously my dad gave me tenner sometimes
[49:18.160 -> 49:19.100] without that, right?
[49:19.100 -> 49:21.300] It's important to know, but you know,
[49:21.300 -> 49:22.140] can I have that?
[49:22.140 -> 49:24.040] Yeah, you can have that, but you got to do that to get it.
[49:24.040 -> 49:25.840] So I just think like connecting,
[49:25.840 -> 49:29.000] you don't meet a teenager that doesn't want money.
[49:29.000 -> 49:30.880] You don't meet one, they're all teenagers that want money.
[49:30.880 -> 49:33.480] So let's connect to why they need to get that money
[49:33.480 -> 49:34.960] and what they need to do to earn it,
[49:34.960 -> 49:36.000] which is why Aunt Middleton said,
[49:36.000 -> 49:38.760] stop making life so easy for children.
[49:38.760 -> 49:41.240] And what's your one golden rule
[49:41.240 -> 49:43.640] to live a high performance life?
[49:44.560 -> 49:45.560] We, not me.
[49:46.760 -> 49:47.800] Always.
[49:47.800 -> 49:50.400] I'm not here, I'm not here sitting here
[49:50.400 -> 49:53.700] without people in my world helping me on my journey.
[49:53.700 -> 49:55.080] I'm not here.
[49:55.080 -> 49:57.160] That's what Muhammad Ali said once when he was interviewed
[49:57.160 -> 49:58.800] by students at Harvard.
[49:58.800 -> 49:59.920] He said, can you tell us?
[49:59.920 -> 50:01.880] And he said, I'll tell you the world's shortest poem.
[50:01.880 -> 50:03.320] He said, me, pointed at himself,
[50:03.320 -> 50:06.000] and then pointed to the rest of the room and said, we.
[50:06.000 -> 50:07.000] And then sat down.
[50:07.000 -> 50:09.000] So, that's a nice way.
[50:09.000 -> 50:10.000] Thank you so much.
[50:10.000 -> 50:10.840] Cheers, fellas, loved it.
[50:10.840 -> 50:12.640] This has been a high-performance podcast,
[50:12.640 -> 50:14.480] different to any of the other ones that we've done.
[50:14.480 -> 50:16.320] I kind of get the impression that
[50:16.320 -> 50:17.760] there'll be people listening to this now going,
[50:17.760 -> 50:20.200] right, I need to just start the podcast again
[50:20.200 -> 50:23.520] and listen again, pause it and make notes as we go along.
[50:23.520 -> 50:27.280] But I love the ethos that you bring of helping
[50:28.200 -> 50:32.240] and sometimes saving young people through positivity,
[50:32.240 -> 50:35.200] through empathy, but at the same time,
[50:35.200 -> 50:37.400] challenging them as well, challenging them to fail,
[50:37.400 -> 50:38.520] challenging them to struggle,
[50:38.520 -> 50:40.480] challenge them to look into their own brains,
[50:40.480 -> 50:42.040] to assess how they really feel,
[50:42.040 -> 50:44.240] how they relate to other people.
[50:44.240 -> 50:48.120] It is a fascinating mindset and we live in a world
[50:48.120 -> 50:51.040] where we accept education as it is.
[50:51.040 -> 50:53.120] And maybe it's time to rethink that, eh?
[50:53.120 -> 50:54.800] Cheers guys, pleasure, thank you.
[50:58.480 -> 50:59.320] Damien.
[50:59.320 -> 51:00.160] Jake.
[51:00.160 -> 51:02.780] That was a podcast like one we've never done before.
[51:02.780 -> 51:05.760] In many ways it felt like all of the little bits and pieces that various guests have discussed with us over the years kind of all came together. Roedd y podcast hwn yn un rydyn ni ddim wedi ei wneud o'r blaen. Yn nifer o ffyrdd, roedd yn teimlo bod yr holl bwysau a physau
[51:05.760 -> 51:07.960] a ddewiswyd yr arbenigwyr â ni dros y blynyddoedd,
[51:07.960 -> 51:08.960] yn ddod â'r rhai.
[51:08.960 -> 51:10.040] Roedd yna lawer yn y pwysau.
[51:10.040 -> 51:13.800] Roeddwn yn ddiogel pan dweud y byddai pobl yn rhaid i mi fwyno at hynny.
[51:13.800 -> 51:16.600] Ie, rwy'n credu, pan ddweud i'r arbenigwyr,
[51:16.600 -> 51:18.320] mae'n aml i ddweud bod yna lluniau sy'n mynd i mewn.
[51:18.320 -> 51:20.720] Ddweud am eu hynny, eu cymdeithas, eu sefydliad sy'n gwella,
[51:20.720 -> 51:22.600] dweud am eu rhain,
[51:22.600 -> 51:24.880] dweud am y cyfnodau,
[51:24.880 -> 51:45.680] fel y gwaith a'r hyn sydd gennyn nhw ddod o'r ffordd. Yn ystod y blynyddoedd y ganddyn nhw, y gweithwyr a'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ff to get us to think about it. And I think that is the key thing. None of us really have the answers
[51:45.680 -> 51:48.160] because all young people are unique and are different
[51:48.160 -> 51:50.760] and I know my son is so different to my daughter
[51:50.760 -> 51:53.400] that what would work for him wouldn't work for her.
[51:53.400 -> 51:55.200] But just to have someone sit there
[51:55.200 -> 51:58.360] and sort of challenge any parents that are listening to this
[51:58.360 -> 52:01.760] or even any big brothers or aunts or uncles or grandparents
[52:01.760 -> 52:27.200] to really turn your young people into kind, thoughtful, empathetic, resilient young people neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, neu'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, nei'r oed, thinking isn't something that we do. We often talk about the outcome or what's happened, whereas he's getting us to think about the process
[52:27.200 -> 52:30.620] of how do you develop kindness, how do you develop empathy,
[52:30.620 -> 52:34.840] which is far more important than talent or than IQ.
[52:34.840 -> 52:37.360] This EQ that Steve's trying to develop
[52:37.360 -> 52:39.960] is essential to high performance.
[52:39.960 -> 52:41.440] And look, you're a professor.
[52:41.440 -> 52:46.480] He's living in that world as the kind of layman who's involved in this. Four or five times in that conversation, I thought, Dywedodd y proffesor, sy'n byw yn y byd, fel y ffyrdd o'r gweithwyr sydd yn ymwneud â hyn,
[52:46.640 -> 52:49.040] ym mhob amser,
[52:49.200 -> 52:51.320] dwi ddim wedi edrych arno o'r ffordd hwnnw.
[52:51.480 -> 52:54.400] A efallai dyna'r cymorth fwyaf i mi
[52:54.560 -> 52:58.000] yw gwneud i mi edrych ar bethau rydw i wedi edrych arnyn nhw i gyd
[52:58.160 -> 52:59.920] ond ddim wedi edrych arnyn nhw mewn ffordd gwahanol.
[53:00.080 -> 53:02.960] Mae'n dweud bod ddweud
[53:05.840 -> 53:08.520] bod y ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'r ffyrdd o'rdwy fath o'r fath, mae'n dweud bod yna ddwy fath o'r fath, mae'n dweud bod yna ddwy fath o'r fath,
[53:08.520 -> 53:11.200] mae'n dweud bod yna ddwy fath o'r fath,
[53:11.200 -> 53:14.440] mae'n dweud bod yna ddwy fath o'r fath,
[53:14.440 -> 53:17.560] mae'n dweud bod yna ddwy fath o'r fath,
[53:17.560 -> 53:19.640] mae'n dweud bod yna ddwy fath o'r fath,
[53:19.640 -> 53:22.160] mae'n dweud bod yna ddwy fath o'r fath,
[53:22.160 -> 53:25.440] mae'n dweud bod yna ddwy fath o'r fath, mae'n dweud bod yna ddwy fath o'r fath, Well, I hope that you found that one interesting. I know Damien and myself certainly did when
[53:25.440 -> 53:29.640] we sat down with Steve a few months ago. Just a quick reminder that it's not just about
[53:29.640 -> 53:33.020] listening to these podcasts. You can also watch them as well. Lots of people have been
[53:33.020 -> 53:38.560] asking when the Toto Wolf episode is going to be on YouTube. If you want to go to YouTube
[53:38.560 -> 53:43.080] now, you can go right back through the catalogue of conversations we've had from Ria Ferdinand
[53:43.080 -> 53:48.400] to Holly Tucker, from Robin Van Percy to Ant Middleton and you can watch as well as listen to the
[53:48.400 -> 53:52.360] episodes. I think the YouTube for me is a really interesting one because I love
[53:52.360 -> 53:56.800] the medium of doing a podcast. I've said a few times that I've genuinely never
[53:56.800 -> 54:02.080] had a reaction to anything I've done in my career like doing these podcasts but
[54:02.080 -> 54:08.960] I think also to see the emotion in people's faces to see the intensity in their eyes is also a really good one as well so just go to
[54:08.960 -> 54:13.760] YouTube type in high performance podcast and you can subscribe there hit the
[54:13.760 -> 54:17.080] notification bell and then you'll find out whenever a new episode is coming
[54:17.080 -> 54:20.480] your way you can also rate and review the podcast makes a massive difference
[54:20.480 -> 54:24.520] to us if you're able to rate and review it and you can follow us on Instagram as
[54:24.520 -> 54:28.240] well at high performance we've got some other big news as well
[54:28.240 -> 54:32.280] coming your way very soon I won't spoil the surprise on that one but find out
[54:32.280 -> 54:36.380] next week join us on Monday and we'll announce it we'll talk about it then I
[54:36.380 -> 54:39.160] think it's something that all of you will be really really interested in
[54:39.160 -> 54:43.320] don't forget you can pre-order the high performance book right now but wherever
[54:43.320 -> 54:49.140] you are whatever you're doing thank you so much for being part of the high-performance community the high-performance
[54:49.400 -> 54:54.840] Conversation and just keep on spreading the message that we are in control and we can live the life
[54:54.840 -> 54:58.560] We want with the tips and the tricks that we pick up from the high-performance podcast
[54:58.680 -> 55:03.240] Sending lots of love to you your friends your family wherever in the world. You're listening to this podcast
[55:03.760 -> 55:03.960] your friends, your family, wherever in the world you're listening to this podcast.
[55:09.080 -> 55:09.280] Finally, thanks very much to Hannah, to Will, to Finn Ryan from Rethink Audio.
[55:11.800 -> 55:12.000] That's it. Thanks so much for being part of the show today.
[55:13.480 -> 55:13.680] Sending lots of love. Please rate.
[55:15.480 -> 55:15.680] Please review. Please keep talking.
[55:46.280 -> 55:50.720] Please keep smiling. See ya. At Fred Meyer, shopping with pickup and delivery is the same as shopping in-store. Same low prices, deals, and rewards on the same high-quality items.
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