I Came Here To Play Football and Other Reasons Why/How to Teach - - PowerPoint PPT Presentation

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I Came Here To Play Football and Other Reasons Why/How to Teach - - PowerPoint PPT Presentation

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I Came Here To Play Football and Other Reasons Why/How to Teach Mindset and Grit to Student-Athletes Barbara Boyette, FYE 2016 Agenda General student- athletes characteristics Overview of Mindset and Grit Teaching in the

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“I Came Here To Play Football” and Other Reasons Why/How to Teach Mindset and Grit to Student-Athletes

Barbara Boyette, FYE 2016

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Agenda

  • General student-

athletes characteristics

  • Overview of

Mindset and Grit

  • Teaching in the

classroom

  • Teaching in athletic

terms

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Who Are Our Student-Athletes?

  • Division I, II, III
  • Graduates
  • Time Jugglers
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Challenges

  • High school education
  • Time commitment
  • Motivation for school
  • Sense of Identity
  • When it’s not what they thought
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Mindset

  • Dr. Carol

Dweck’s book, Mindset: The New Psychology

  • f Success, 2007
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Fixed vs. Growth Mindset

Fixed

  • Intelligence/ability is

fixed

  • Scores measure

their potential

  • Something is

inherently wrong with them if they don’t succeed

Growth

  • Intelligence/ability is

malleable

  • Learning requires

hard work and effort

  • All individuals can

learn and improve

  • Failures are an
  • pportunity to learn
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Identifying a Fixed Mindset

  • I am bad at math
  • I never had to write a paper in high school,

so I am just not a good writer.

  • What do I have to do to get a C?
  • I will never be as smart as my classmates,

so why try?

  • I did the best I could so there is no reason

to review my test/paper after it is graded.

Turner, T. (2012). Book Review

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Effects of Fixed Mindset

  • Blame
  • Feedback
  • Cheat
  • Failure
  • Depression

Turner, T. (2012). Book review

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Grit

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Grit

Self Control

  • Used when

deciding between 2 possible choices of goals – a more valued goal and a more temporary, alluring goal Grit

  • Sustained effort
  • ver years, in face
  • f obstacles; find

alternatives when goal is blocked

Duckworth and Gross, 2014

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What Do They Have in Common?

  • Cadets
  • Sales people
  • Teachers
  • Graduates
  • Special ops
  • Married men
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Duckworth’s research

  • More than intelligence, leadership ability,

physical fitness –

  • GRIT was the best predictor
  • We can get Grittier over time.
  • Positive correlation with growth mindset
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Hypothesized Model

Department of Education, 2013

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SO WHAT?

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Challenge and Nurture

  • Dweck
  • Opportunities
  • Scaffolding
  • Feedback

Turner, T. (2012). Book Review

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CORE Learning

  • C – Collect
  • O – Organize
  • R – Rehearse
  • E - Evaluation
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Validate Students as Knowers

  • Example

Exercise

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  • Identify something you have learned

(anything) because you enjoyed learning it

  • How did you gather the information or

skills you needed to learn this?

  • What did you do to learn the information or

skills you needed to learn?

  • How often did you engage in learning this?

When you engaged in learning this, how long did you usually spend?

  • What feedback did you use to determine

how well you had learned this?

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Discussion

  • In pairs,

share your experience.

  • What is

similar? Different?

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Situating Learning in their Experience

  • Brainstorm people

who are recognized for knowing and/or can do something really well.

  • Who in your

community is considered an expert?

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Joint Meaning Making

  • Interview the

expert.

  • Individually or in

groups have students report on what it takes to get really good at something.

  • Draw conclusions
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Brain Growth

  • Teach students

about brain growth, growth mindset, and that intelligence and ability is malleable.

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Brain Growth

  • Neurons
  • Synapses
  • Growth!
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Growing Your Muscle

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Coach

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Draft

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Practice

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Getting Help

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Challenge

  • Teach students

to see challenges as bumps in the

  • road. “Adversity

is not an indictment of their belonging.”

(Walter and Cohen, 2011)

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Perseverance

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Talk About Failure

  • Athletes
  • CEO’s
  • Personal

experience

  • Not an indictment
  • f being
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Guess Who?

Before she wrote this book series, she was nearly penniless, divorced, severely depressed, trying to raise a child on her own while attending school and writing a novel. The first 9 publishers rejected her book until a small business man accepted it.

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“Famous Failures”

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Guess Who?

Fired from a newspaper for “lacking imagination” and “having no original ideas.”

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“Famous Failures”

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Guess Who?

He wasn’t able to speak until he was 4 years old and his teachers said he would “never amount to much.”

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Famous Failures

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Guess Who?

Dropped out of college, moved to NYC and quickly lost jobs at Dunkin Donuts and as a hat check woman at the Russian Tea Room. She wound up supporting herself through $7 per hour nude modeling gigs.

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Famous Failures

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Your Attitude Will Determine Your Altitude

– Energy Givers and Takers – How you Show Up – Decide how it will be and live that way (you can decide your attitude)

Jamie Washington

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Play Ball: Get in the Game

  • Get off the side line _ sitting on the

side – always have a comment about everything

  • Let go of the need to look good
  • Let go of the fear
  • Let go of the need to control and be

right

  • Quiet the voices

Jamie Washington

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Live in the Present and the Future will have Possibilities

  • Don’t have your past determine your

future

  • Live in today fully and make decisions

that support the future you want

Jamie Washington

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Summary

  • Teach about Mindset and Grit.
  • Remind them of their years being coached

and helped in perfecting their skills.

  • Reframe problems or failures as

challenges or bumps in the road akin to life as a competitive student-athlete.

  • Acknowledge the sacrifice grit requires.
  • Remind them of their already

demonstrated grittiness.

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Resources

  • www.wkcd.org
  • www.mindsetwork.com/go/academic-

mindsets

  • ed.ted.com/on.VTeCxEjn
  • https://www.khanacademy.org/coach-res/

reference-for-coaches/how-to/a/growth- mindset-lesson-plan

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  • Barbara G. Boyette
  • Associate Academic Dean of Academic

Support

  • boyettebg@guilford.edu
  • 336-316-2825