Main image: Dean Mouhtaropoulos/Getty Images for FIH

By Rachel Woodland

The Women’s High Performance Sport Community Group is an action-orientated space for those working in high performance sport.

Since its inception, and through conversations across sports and nations, we’ve noted the importance of transitions in women’s sport, particularly as athletes come to the end of their professional careers.

The topic of transitions formed the basis of our first group conversation of the year, with the conversation led by former athletes Giselle Ansley, a Senior Account Executive with Specialist Sports; Emily Defroand, the Football Communications Lead at West Ham United; and Emma Mitchell, who recently left her position as a Performance Lifestyle Advisor at the UK Sports Institute and who worked directly with the duo during their playing careers.

Ansley and Defroand are former GB Hockey players, who won a wealth of medals between them. Ansley won Olympic gold and bronze, as well as Commonwealth gold, silver, and bronze. Defroand won a European bronze, as well as a Commonwealth bronze. Both have won many a domestic title too.

Mitchell, who won a PLx Award in 2023, won the 1994 Women’s Rugby World Cup playing for England and helped set up the Saracens women’s team.

Over the course of the conversation, we delved into Mitchell’s work and the realities for Ansley and Defroand as they began to transition in their careers.

Why it’s valued

Ansley knew she was aiming to leave post-Paris (2024) and began working with Mitchell post-Tokyo (2021). For her part, Defroand suffered multiple injuries where her body almost told her she needed to plan ahead.

In reflecting on her playing days, Ansley said: “In fact, Emma Mitchell’s role in Great Britain hockey and the impact that she had on me personally effectively changed my life.”

Mitchell had experiences from a different sport, which helped her leverage her expertise around coaching the person. She became immersed in the team behind the team and working with the wider staff and athlete squad in the pursuit of a common goal. “I don’t think there’s anything more powerful than that in sport because everyone is committed to the same thing,” she said. “It’s not necessarily a medal or winning a World Cup. It’s bigger than that and it’s something that’s so unifying. It’s quite incredible in terms of engagement levels.”

The realisation that playing a sport as a professional won’t be an option forever meant it wasn’t taken for granted. It also meant that they wanted to make the most of the opportunity and soak  up learnings and conversations with practitioners.

This is how it works:

1. There’s been a shift from career coaching to managing transitions, which covers everything from someone joining the programme, to sustaining a long-term injury or any other significant change whilst in the programme, with extra emphasis on ‘leaving well’.
2. Leaving well tends to involve starting to plan early. It comes back to knowing each athlete’s individual journey, and working at their pace. They have to own the process.
3. Values exercises underpin much of the work. One of which involves spreading out many words that might represent someone’s value and them collating those they feel most strongly align to themselves, and whether they’re ‘always valued’ or ‘less valued’. And remember: it can be just important to know what you don’t value.
4. Former athletes are invited to share how it worked for them, and hearing about a range of experiences with the process. Defroand said:

“Don’t get me wrong when I was at Bisham [the HQ of GB Hockey], I had absolutely no intention to retire at 26 but by being in the same room as athletes, some that have retired in their own terms, some that haven’t, some of them that tried through selection or injury. Everyone’s experiences are completely unique to themselves, but having heard from other athletes their first experiences of how their transition worked for them really helped me understand and know how complex that process is.”

5. Make the most of time when athletes can’t play. For example, when they’re injured. Using the network of athletes and people in the community, where there are so many people willing to help.
6. Remember that many of the skills you learn through your sport are transferable, highly valued, and not as common as you think they are, such as discipline, teamwork, leading, and following.
7. Peer to peer programmes with athletes from other sports and mentoring programmes. “I still don’t know how many people understand in the moment just how valuable these skills will be later in life, but just keep telling them that they really are,” said Ansley.
8. For Mitchell, it was important to get to know each person. There was a list of approximately 20 athletes who were seen as high potential, who GB Hockey wanted to make sure they stayed in the sport. Mitchell said:

“I focused on those and had some success with some of those. It’s just building up a little bit of success, building up good rapport with the group, being present in a lot of culture work, which I think is just so important. And then trying to work with each individual away from the performance environment to progress whatever it was they were looking to do.”

9. To also have someone who isn’t a coach making decisions about selection have these conversations is powerful, as the athletes can open up further and know they’re not there to deep dive into a specific skill or tactic. Defroand said:

“Regardless of whether you come from that sport or not, it’s about how we’re developing us as people rather than just the hockey player. [It’s about] providing the safe space to talk and explore thoughts and work through challenging situations and developing other identities; being aware of other identities that are within you. Experiences that give you perspective and make you feel so lucky because you know you’re in the sport for a certain amount of time and that that will be it. [This can be] so valuable.”

What’s missing?

“I really don’t think we should underestimate the impact that this sort of support during and after each transition can have,” said Ansley. Not all sports get the excellent support that Mitchell has provided at GB Hockey. Providing the opportunity from an early stage of an athlete’s career is critical, even if they don’t engage with it immediately.

With more athletes not postponing starting a family until the end of their athletic careers it’s important to support this transition too.

Support must be there for athletes so that when they do enter the working world they’re not starting from the bottom again. Support must also be there for businesses to understand the transferability of an athlete’s skills, as well as the fact that female athletes are coming from a very different context to male athletes.

What can be done when resources are limited?

1. Think about those already in your staff that might be interested in developing in this area and could upskill themselves to provide some support and some signposting.
2. Use former athletes to share their stories.

What does it mean for others in roles supporting athletes?

Even thinking about it shows a level of care that will be appreciated by athletes. Showing understanding, but also being accepting of each athlete being in their own place with their own mindset, especially when dealing with injuries. Some might want to make the best use of that time, whatever it may be. With others believing that the best use of their time and energy is to focus solely on recovering. Some roles are in a great place to have regular check-ins, with a different bond to that of a coach. A chat can go a very long way.

Make it stick to ensure it delivers an ROI

From Mitchell’s perspective, part of the key to her success in her role came from GB Hockey choosing to embed the service within its programme philosophy. The original hire for the role came from GB Hockey’s programme budget rather than UK Sport funding for the role, a true reflection of how much they valued the work.

She also spoke about head coaches who didn’t see the work as duty of care, but as performance enhancing if done well. It’s helped extend careers, and support players enjoy an extra Olympic cycle because they dealt with what was coming next and the anxiety that can lead to.

The impact of these conversations, and the work being done by performance lifestyle advisors, has on culture shouldn’t go amiss, especially when the culture directly impacts performance in the view of the athletes.

For the athletes, the work with Mitchell helped with their motivation and longevity. Both Defroand and Ansley shared that by completing exercises like the values one elevated their appreciation for their sport and the level they were competing at. It motivated them to train their best and unlocked new levels of effort to give. It helped refine their athletic goals, but also their goals beyond that. In early days working with Mitchell, former GB Hockey player Sarah Evans [who also joined us on the call], found that there was real benefit to doing the work on herself, to help with her confidence if dropped, and to ensure that she was working to get selected knowing how she could help the squad whether or not she was on the pitch.

Mitchell said: “My feeling is that we all need a purpose and the type of people who are in sport at the elite level are incredibly driven so they will want to find something. It may never be quite the same as putting on a GB Hockey vest, but they want something that is fulfilling in a similar way. So helping them with that. And there’s research now that that actually demonstrates that athletes who engage in this type of work are likely to become the leaders in their sport and they are also likely to extend their careers, so it is actually seen as one of those that has a performance impact as well.”

Mitchell also signposted Professor David Lavallee from University of Stirling, specifically his research on transition support and measuring impact. She said: “We now capture everything we do on one database and part of that is the numbers bit. To just demonstrate, the Paris cycle was three years. I think my colleague working with the men and I had approximately 3,000 interactions across the two squads. It’s a big time sync recording all of this, yeah. It’s almost not justifying our existence, but it’s at least capturing some of that.”

Finally, we also spoke about supporting athletes to stay in sport when their playing careers come to an end. Whilst there are all sorts of initiatives to try and encourage athletes into coaching positions and gaining coaching qualifications, or staying within sports (for example, UK Sport’s Athlete to Coach programme), the reality is that even at international level coaching renumeration can be relatively low, and is naturally all consuming. For Mitchell, her role as a Performance Lifestyle Advisor was another way of deploying her coaching skills.

By John Portch

The Leaders Performance Institute’s forthcoming trends report reveals that nearly a quarter of the coaches and practitioners surveyed believe that psychology presents the biggest performance opportunity of the next five years – more than twice the figure that cited AI.

Yet 43 per cent also believe psychology to be the most under-served area of human performance.

There is a nagging sense in the sports performance community that while psychology has been in sport for decades, team have never fully integrated psychological services as part of their performance offering.

A desire for such integration lies at the heart FC Bayern Munich’s Department for Learning & Development, which was established for youth players at the FC Bayern Campus in July 2024.

The department’s first Head of Learning & Development, Christian Luthardt, is a psychologist by trade who now oversees areas including education, safeguarding and sports psychology at the 30-hectare site in north Munich.

His department is one of three (the other two are the Department of Football and the Department of Administration) that answer to Bayern’s Director of Youth Development, Jochen Sauer.

“Of course, we were all working together before July, there was a lot of mutual support, but hopefully are efforts are now integrated,” says Luthardt, who was the Campus’ only psychologist when he joined at its inception in 2017. Today he leads a team of two full-time and two part-time psychologists.

The work of the collective is informed by the club’s mission, which, as Luthardt explains, is “to create autonomous, resilient and ‘switched-on’ players who are open to new experiences, who are learners, intrinsically motivated, and who enjoy their journey.”

In delivering on their mission, Bayern have three areas of focus. The Department of Learning & Development will feed into each:

1. The player’s journey

Luthardt and his department are on hand from the moment a player is approached. “We try to psychologically inform the process of scouting,” says Luthardt. The club talks to players and parents, and when they are interested in recruiting the youngster, they will conduct a psychosocial interview. Campus staff members will travel to “see the family and get a feel for the player’s environment and the challenges that will accompany their transition if they move into our residence”. When players leave, they are not instantly discarded. “We have an off-boarding and aftercare process too,” says Luthardt. “It is about putting the human being first.”

2. The creation of a learning environment

“Learning environments need to be psychologically safe and healthy,” says Luthardt. Much of the work in this area is done by the team’s psychologists in conjunction with the coaches. “We are fortunate that we have a really good coaching group that want to support the players and reflect on the way they relate to the players and the kind of climate they create within their training environment.” As Luthardt explains, that might mean starting with feedback or it may mean giving the player a question on which to self-reflect. The aim is to “help players to feel that they are totally appreciated and accepted independently of their sporting performances, where they feel a sense of belonging.” Luthardt and his colleagues ultimately want the Campus to feel like a home from home. “It’s difficult, but we want to create a family atmosphere within the walls of our building.”

Such are the demands on the players’ time that Luthardt’s department has also created digital learning resources that enable players to learn on their own time in an autonomous fashion that complements their technical, tactical and physical development.

3. Life skills

From Under-11 to Under-15, Luthardt and his colleagues will deliver 30-minute workshops every two or three weeks rooted in “social projects”. He says: “Every team has a different kind of social project where they go and get some experience outside the football bubble.”

Schedules can be tight, but Bayern want players that are “not just not mentally ill, but actually flourishing and enjoying their journey”. The club wants to see “young people who, wherever they go, will be curious to learn and to also not see themselves just as football players.”

‘We now know our priorities’

One of Luthardt’s colleagues, a sports psychologist, joined the Campus from the world of aviation. “He came with some principles from aviation and one of which is ‘take off is optional but landing is mandatory’,” says Luthardt. “Previously, we had a lot of initiatives and projects and sometimes we wouldn’t land them properly because priorities changed.” Now, “there is a clear objective of what ‘done’ looks like at the end.”

Long gone are the days where three different practitioners would ask a coach to find time for a workshop in the same week because they hadn’t spoken to each other first. “We are now clear on what we are doing and with what age group, what are focus should be and where we will place our priorities.” At Under-12, for example, the focus may be on safeguarding topics or education around social media. It will be differ depending on the cohort and different people will take the lead.

“It will always be a question of ‘can we work together on this?’ Before July there were some processes where five people felt responsible and the project would not advance because no-one felt fully accountable for that process.”

Now, the Department of Learning & Development, as a multidisciplinary team, know who leads what. “We know where our priorities are, who needs to be consulted [in other departments], who needs to be informed, and who needs to be part of the project.

“Every person in our department knows, say, the five areas for which they have responsibility and this is what ‘done’ looks like.”

Catch Christian Luthardt speaking on 24 April at…

Leaders Meet: The Talent Journey

An article brought to you by

By John Portch

“It reminds me of a great quote,” said Jason Berry. “There’s no secrets in high performance, only insecurities.”

Berry, the Director of Sport Science, Research & Innovation at IMG Academy, was discussing the increasing tendency of some sports organisations keep sports science research in-house – a practice that does little to help the wider sports community.

“Over here in the United States, we’re in a spring training camp area around Tampa, so there’s a lot of baseball teams and facilities in the area. They are doing in-house research.”

This isn’t new. Berry explained that there were professional teams in Australia in the 1990s conducting research independently of the Australian Institute of Sport, which had been the leader in sports science research initiatives (and one of the chief disseminators) across the Australian sports system for more than a decade.

He is speaking at the second session of ‘The Future of Performance Sport’, a three-part Virtual Roundtable series brought to you by the Leaders Performance Institute and Exercise & Sports Science Australia. This session explored ‘what research is required to support the future practitioner and athletes’.

Berry was joined on the virtual stage by Kenneth Graham, a member of the AIS’s Research Review Committee and the Principal Scientist and Co-Founder of sports technology lab, eo.

Together they delivered a state of play on the industry and the obstacles it faces while also explaining how organisations can bridge the gap between research and its application in an increasingly complex performance landscape.

The strengths and weaknesses of current approaches to research in sports science

The strengths:

• Growing awareness and recognition. Berry said: “I’ve seen the increased awareness and people’s appreciation of what that data informed, evidence-based approach can actually do for them in their environment.”
• Greater integration and collaboration. As collaborations between sports organisations, institutes and universities grow so does the generation of knowledge and the applicability of research.
• Increased diversity of research areas. Motor learning, skill acquisition, and long-term athlete health (including their post-competition careers) are starting to get as much attention as physiology or biomechanics. It was a “sliding doors moment” for Berry who, during his undergraduate studies, spent time coaching in the Ballarat Football League in Victoria. There he witnessed the advent of this shift. He posed the audience a question: “How can we better equip training environments to get maximum transfer to the game?”
• Faster conversion of research information. Research findings are more accessible than ever thanks to the internet (online journals and pre-prints). This allows for quicker aggregation, decision-making and application of best practices.
• More real-time data collection. Evermore advanced technologies and wearables enable better in-competition data collection, along with the enhanced ability to measure and analyse athlete performance in real-time.

The weaknesses:

• A lack of regulation. There is a risk of relying on unvalidated technologies and data, the use of which can affect the credibility and effectiveness of sports science practices. Organisations such as ESSA play a vital role in maintaining standards and ensuring the quality of sports science education and practice.
• A lack of application. “There’s a lot of knowledge out there that’s available to be applied already,” said Graham. “It needs to be curated, reduced and translated for the end user.” Too often the abundance of information leads to a superficial understanding of research findings. Some practitioners may be attracted to the potential for quick wins rather than deep inquiry and thorough understanding.
• The potential for bias. Much of sports science research is funded by the tech companies themselves, which makes independent validation and peer review paramount.
• Ethical and practical constraints. In clinical areas of research, such as psychology, there are understandable ethical and practical limitations when conducting certain types of research.
• Research is often hoarded. As alluded to by Berry at the top, professional teams keep research findings to themselves as they look to maintain a performance advantage. It is counterproductive. “There has to be that agreement that one of the ideas of doing research is to make that information available to the wider community,” said Graham. “So everyone learns from it and everyone can build on that information to accelerate the progression, to improve athlete performance, in all its aspects.”

How to bridge the gap between research and real-world application

How can sports science practitioners do a better job of translating their research findings to athletes, coaches and other stakeholders?

Graham and Berry shared five tips:

1. Spend time with coaches and athletes

It helps to build relationships with coaches and athletes. Not only does this engender trust, but it ensures greater applicability to research findings. “By always giving information that is contextually useful for that time of the year or by understanding the training cycle, you get more engagement,” said Graham. “You do need that time to build up the credibility and the acceptance of the coach to take on information from you; and over time that becomes a faster process. It can be done over a cup of coffee, you may not need a formal presentation, but being part of the process, seeing the development of the training programmes, being at the training sessions, being at the competitions, looking for the gaps where the information you’re giving is seen as valuable.”

2. Make it an iterative process

When asked how a sports scientist might increase their networking and collaboration efforts, Graham suggested to “get a table, some whiteboards, a pizza, and time.” He said: “Spend time discussing, explaining, and exploring what the different people in the group know and what they’re interested in helping create. And it’s doing this iteratively. You have the discussion, you may then go away to do more reading, and then you come back. You do that two or three times, but what you’re doing is you’re getting closer and closer to a high quality question; or you’ve actually generated the answer that can then be used. But that time, that collaboration – it’s not play time, it’s about people getting excited and bouncing ideas and information off each other.”

3. Find multiple streams of dissemination

A sports scientist does not have infinite time to share their research findings throughout an organisation. It requires collaboration, as Berry explained. He said: “We’ve got our research publications, but who in that wider collaboration is going to then attack the social media side of it? And who’s going to do some posts there? And who’s going to do the community coach education?” The message need not be complicated. “You might say: ‘We’re just down the road at Victoria University, we’re doing all this research, but here’s some stuff that can actually help the grassroots’. It’s just the collaboration spreading the load, not expecting one researcher or one practitioner to cover everything.”

4. Vet tech modalities vigorously

A common fear is that a tech solution becomes redundant. IMG Academy, as Berry explained, tries to avoid this through rigorous vetting. “One of the first couple of questions we ask as part of the innovation process is: what type of relationship are you after? Is it strictly vendor, some sort of partnership, or is it a sponsorship? We have variations of all those three at the academy. The second thing we typically ask is ‘send us your research packet, we want to see the validation, we want to see what you’ve done, we don’t just want testimonials from a star athlete that this changed their game – we actually want the evidence’.”

5. Check AI for bias

Artificial intelligence will have its uses, but as Graham said: “Make sure that your AI model isn’t giving you the answer that you want because of the way you’ve trained it”. When that information has been curated carefully, Graham finds that it “dramatically shortens the development time and improves the quality information.”

Future areas of enquiry: the technical, tactical and psychological

Berry believes there are gains to be made in the technical and tactical realms. “That whole perceptual cognitive decision making component of performance, which typically separates those expert performers,” he said, while also alluding to the psychological elements, such as performance under pressure. “The physical part is not a separator anymore.” It is, however, tricky to find the measurables to support holistic athlete development. “I guess that’s the elusive one at the moment,” he added, “but there’s people working towards that”.

Further reading:

Soft Skills, AI, and Psychology: the Skills that Will Define the Practitioner of the Future

By Aaron Walsh

What mental performance work needs to be delivered, and how do we go about that?

To successfully integrate the work, teams need to understand what a mental performance coach can do to elevate performance and how to deliver that work most effectively. Traditionally, the delivery model has involved one person attempting to meet the needs of everyone in the environment. This often leads to frustration for both the team and the provider. The team feels like the demands are only sometimes met, while the provider feels more time is needed.

A more effective model is viewing the provider as a facilitator, where they engage the key leaders in the environment and help drive the work. Yes, contexts will be provided for the provider to deliver critical messages and practices directly. Still, as we know, the mental side of performance happens every day and all the time.

To clarify this, I will examine four specific areas related to team performance where the mental skills coach can support key individuals and deliver crucial work.

Coach support

The coaching group, particularly the head coach, will have the most significant influence on any team environment. Their messages shape the players’ mindsets, and if they have the tools, they can be effective real-time psychologists for the playing group.

They must also navigate the pressure of working in a results-based business as a group. Recent research has revealed that the coach’s well-being is a genuine concern. The hours they work, the consistently tough decisions they make, and the lack of ongoing job security create a recipe that challenges and, at times, compromises their mental health.

What this looks like day to day

• Help in shaping the key messages that will impact the environment
• Provide basic mental skills training that enables the coaching staff to shape mindset and empower athletes to navigate through pressure
• Work with the coaching staff on their well-being and energy levels to ensure they can navigate the pressure they face.

Player leadership group

An additional key group that drives the work is the senior playing group. We know that high-performing teams require high-performing leaders. These individuals wield significant influence and are often the “gatekeepers” who determine the rest of the team’s engagement. Their role is pivotal, and their impact is substantial. Without their “buy-in,” the work will fail to embed as it will depend on one individual driving everything.

What this looks like day to day

• Help core leaders learn more about leadership and enable them to become more comfortable with themselves as leaders.
• Meet regularly as a group to discuss the environment and what leadership demands they are collectively facing.
• One-on-one work with core leaders, supporting their growth as a leader and ensuring they are growing in their performance
• Provide the tools to help them regulate the group during pressure moments by using language and practices that are common to everyone.

Creating and maintaining an environment that empowers performance

Anyone involved in a team recognises the connection between environment and performance. Group dynamics and how people feel within a team have the most significant effect on mindset. We are hardwired to seek belonging and need to be connected to the team’s purpose, the people we work with, and what our role is that helps performance.

When these realities are met, people can pour their energy and focus into the team’s shared mission. They can lock into their role and the tasks they are asked to deliver. They can be themselves, feel respected and know that they matter. By feeling included, they become better teammates and performers.

We can provide all the tools, such as breathing, meditation, and visualisation, but we won’t get the most out of our people if we neglect these core needs.

What this looks like day to day

• Design and embed a cultural framework that captures the unique identity of the team and the standards and behaviours that ensure authenticity.
• Work with leaders to create numerous connections to the identity and expectations of the team.
• Monitor the environment and connect with individuals to ensure a sense of belonging, connection and alignment is happening.

Mental performance training

The final aspect to examine is mental skills training. I have written extensively about this in previous articles. However, we have a simple goal with this work: We want our athletes to be able to deliver their best when it matters most. Typically, this work has been viewed through the lens of one-on-one work. These are important, but there is also value in delivering group sessions.

I prefer to periodise these sessions, similar to preparing the body for a season. We can use The pre-season aims to build foundational mental principles and skills. Subjects like understanding pressure, where it comes from, and how it affects us are good starting points. The goal is to have everyone aligned and create clarity around what messages will be Important during the season. I like to keep these sessions to 10-15 minutes and create some. level of introspection and interaction. During the season, we can refer back to this foundation and make it relevant to what happens in any given week. This prevents us from flooding the players with new and unnecessary information.

I use the mental skills framework discussed in the second article for the one-on-one work. I go through this with each player each preseason and ask them to identify some areas they believe will be critical to their performance that year. This keeps the one-on-one focused and purposeful, avoiding another meaningless “catch-up” during the season’s business. We can adjust as needs arise, but the work is mainly strategic and avoids bouncing around subjects as a reaction to any given week.

What this looks like day to day

• Create a personal framework for each player that allows a strategic approach to their mental development throughout the year.
• Player group education sessions focus on specific elements of mental performance, addressing the team’s current needs based on a foundation built in pre-season.
• One-on-one sessions -Personal coaching sessions relevant to the athlete’s needs.

Reflection questions

1. Do you have clarity around the role of a mental performance coach and what is expected of them?
2. What are the key areas where you see a mental performance coach having an impact?
3. Are you providing enough time and space for this to occur?

Further reading:

Your Mental Skills Work Must Be Simple, Relevant and Applicable

By Aaron Walsh

While no-one doubts that mental skills are important, conversations with colleagues led me to believe that mental skills programs were rarely integrated successfully.

I wanted to understand the perceived gap between value and impact and embarked on a research project whereby I contacted 35 head coaches and performance directors and asked three questions.

The first two were ‘yes’ or ‘no’ questions:

• Do you think mental skills play an important role in the overall performance of your team?
• Do you currently have a strategy to integrate this work into your team environment?

The third question was open-ended:

• What major obstacles prevent mental skills from being integrated into your team?

One of my significant findings was that the information delivered to the players, coaches, and staff wasn’t consistently effective. This is understandable; psychology is a vast subject, and translating the principles that underpin the work can be difficult. However, the last thing a provider wants to do is add a layer of complexity for athletes who already have the burden of processing a lot of information.

To address this, I will examine a couple of areas we can focus on to ensure the content we deliver is meaningful and impactful. We want it to enhance performance and provide the necessary information, tools, and support for our players and staff to perform at their best when pressure is present. The first area of focus is determining what content is needed for our teams.

To illustrate this, I will look at the different natures of the sports our athletes participate in and how that shapes what we engage them with.

Looking for the clues

When determining what content to deliver, our first reference point will be something other than a textbook or theory. We will use what we know about psychology extensively, but we need to ask a more critical question before we dive into it.

What are the mental demands of the sport? 

This seems a simple question, but it forces us to eliminate supercilious issues and allows us to identify where we can bring value to the athlete. To help us answer this question, I have divided sports into three categories. The reason for doing this is the nature of the sport will tell us what challenges the athlete is likely to face.

The categories below are not black and white in their definition; for example, in some sports, you have moments when you are required to initiate the movement (A lineout throw in Rugby, a free kick in football, a free throw in basketball). Still, most of the time, you are responding to movement. In other sports, you only initiate the movement (golf, archery, jumps in athletics).

Defining these challenges allows us to tailor our content to meet those needs. In other words, we become relevant.  For the sake of brevity, I will define the mental challenges of the sports involved and give three mental skills to enhance performance. This is not intended to be a comprehensive list but rather a snapshot identifying the demands and skills required to succeed.

1. Endurance sports

The name and nature of endurance sports give us immediate insight into their challenges. How do you mentally stay engaged in a mundane task that is causing significant pain?!! Endurance athletes are different beasts. To be successful, they must develop the ability to tolerate discomfort and resist the temptation to back off or quit. This becomes essential during long-duration efforts.

Key mental skills required

• Managing focus: The ability to maintain attention on the task so the athlete can push through fatigue and distractions during long events.
• Self-talk: Encouraging and affirming internal dialogue to counteract negative thoughts, especially in challenging moments.
• Adaptability: Being flexible and able to adjust plans or strategies in response to unexpected conditions (weather, terrain, etc.)

2. Sports where you respond to movement

Most sports require the athlete to respond to movement to be successful. This includes both a moving ball and opposition. The nature of the games, from basketball to football to rugby, is fast-paced, and participants must make numerous decisions under fatigue and pressure. This is often accompanied by strategic demands, with various game plans that must be executed for the team to perform well. As the introduction mentions, these sports are intertwined with moments where the athlete must initiate the movement.

Key mental skills required

• Clarity: Being clear on the athlete’s role in the team, understanding the key areas to focus on, and being aware of crucial game plan responsibilities.
• Decision-making: Ability to make the right decision at the right time. The clarity above needs to be married to in-game calmness. It will be necessary to trust their instincts and preparation for this to occur.
• Moving on quickly: Mistakes will occur in a fast-paced game where multiple decisions are made. Athletes must be able to reset mentally, let go of the past, and refocus on the next task they need to excel in.

3. Sports where you initiate movement

These tend to be the sports where perceived mental failure occurs. How many of us have watched an athlete with a putt to win or a kick to seal victory, and those athletes succumb to pressure? What makes these sports so demanding is that you have time to think when you initiate the movement. Unlike responsive sports, where you are primarily instinctive and reactive, these sports ask the athlete to prepare for a difficult task, fully aware of what is at stake.

Key mental skills required

• Pre-performance routine: Most of the tasks in these sports are repetitive. Even if the environment in which they function has variables, they would typically be described as closed skills. A consistent routine underpinning the task allows the athlete to build a process for dealing with pressure.
• Task focus: having time before the movement is initiated gives space for the athlete’s thoughts to wander. They can drift to the outcome and the potential consequences of failure. The routine explained above gives a place for the thoughts to land; by focusing on the task and the associated requirement, they can mitigate against the temptation of outcome distraction.
• Staying present: When you are required to repeat an action numerous times, it’s difficult not to be impacted by the past. If an athlete remembers a poor shot, throw, or kick, it can significantly affect the next one. Therefore, the athlete must be able to reset and stay engaged with the present demands.

One further layer of having demand-based content is making it positionally specific. In a team sport, what will be required will be different. A goalkeeper will be different from a forward, and a front rower in Rugby will be different from a fly-half. A quarterback will be different from a lineman. The more we can dig into these demands, the more relevant our content will be.

Three principles to guide our content

The second aspect of enhancing engagement is related to how we present to the athletes. Once we identify what needs to be delivered, how do we maximise our time with the athletes so the work is meaningful to them?

Below are three principles I have leaned on to make this happen:

1. Simple — Psychology is a complex subject; however, there is no need to make the content inaccessible by using language and terms you don’t need to. You don’t need to impress them by demonstrating your knowledge of the subject matter.Additionally, I have made the mistake of presenting too much information. The more information you have, the greater the chances of being confused. If you keep the language simple and try to cover only a little, you enhance the audience’s ability to grasp the key messages.
2. Relevance — Any content we deliver must apply to the athlete’s needs. The athlete cannot integrate irrelevant mental skills into their performance. Not everything you know will be relevant to what they need. One good question for us to ponder is, “What do they need to know that is relevant to the challenges they will face?”
3. Applicable — The content needs to be translated into practical solutions. No one wants to be told they are “doing it all wrong” and then not have a roadmap for growth to occur. They should be able to walk out of a session with some tools they can apply to their performance that meet the demands they will face.

Reflection questions

• What are the mental demands of the sports you are engaged with?
• What mental skills will be critical to meet those demands?
• How do we ensure the information is simple, relevant and applicable?

Further reading

Your Team’s Mental Performance Program Will Only Be Effective with a Clear Strategy. Here’s What you Should Do

By Aaron Walsh

What do we believe to be the most effective way to develop our people?

Do we focus on increasing capability or reducing interference as a primary strategy?

In theory, most would agree with increasing capability but, in practice, our coaching models are often dominated by reducing interference.

There’s a time and a place for work-ons but, from a mental perspective, when we overfocus on weaknesses, players can become oversensitive to threats that could impact performance. Their thoughts drift towards what could go wrong and how those weaknesses could be exposed.

When we focus on their strengths, they are more likely to look for opportunities to express those positive points of difference. Rather than being anxious about performing, they are excited.

Your mental performance work should align with your overall performance philosophy and beliefs about how we get the most out of the people we leads, but once a team has decided on an approach to increasing its mental performance, there needs to be some strategy around the work. To do this, there are three questions to guide us:

1. What is the vision for the work?
2. What philosophy will drive the work?
3. What framework will we build the work upon?

Creating a vision for the work

Let’s start with the end in mind. What would success look like if we nail this work?

This question lets us capture something tangible and provides strategic direction with clear outcomes. It anchors us in reality while buffering us from the temptation to be reactive when various challenges arise.

Here is an example of a vision statement we can use:

‘We want to produce self-sufficient athletes who can embrace the demands of being a professional athlete while delivering their best when it matters the most.’

Success is clear. There is no ambiguity, and everyone involved in the program can align around this vision.

Capturing your philosophy

Secondly, having a philosophy about how we will achieve the vision is vital. This is more about ‘how’ we will approach the work and what will guide the delivery of the program. This should capture and reflect our broader high-performance beliefs around growth and development.

There is an equation we can use to help us define this.

High Performance = Capability – Interference

This definition poses a critical question for everyone in the performance space.

As asked above, when finding the most effective way to develop our people, do we focus on increasing capability or reducing interference as a primary strategy?

We can all think of coaches who start a review with clips about poor aspects of the team’s performance and it is normal for players to have those aforementioned work-ons at the beginning of each week.

This is not to say that there is no place for this, but we select players because of what they can do. It’s their strengths and their ability to impact the game that make them valuable members of a team. Furthermore, if all we give them are areas of their game to work on and if they change week by week depending on their game, then we endanger development through inconsistency.

Whatever your agreed approach to mental performance, it should align with our overall performance philosophy and beliefs about how to get the most out of the people we lead.

The right framework

With the vast nature of subjects and focus areas within sports psychology, it is often daunting for providers and teams to know where to start. However, a simple framework can create a strategic approach that brings clarity and direction to the work. This prevents the provider from bouncing around different subjects weekly and not building anything of substance.

The framework above is anchored in the philosophy introduced previously, which states mental skills exist to help people grow and maximise their capability. It intentionally starts with foundational subjects that build upon each other. The reason for this is linked to the growing prominence of the mental side of performance. With more discussions occurring, more articles being written, and the emergence of social media, there is a danger of replacing foundations with tools.

Here’s what I mean: subjects like mindfulness, breathing, and visualisation are helpful and, in some cases, necessary. However, they are just tools that can help under pressure. Dealing with pressure will be much more effective if these tools are married to other critical mental skills. This framework aims to introduce these skills systematically and purposely so the athlete is well equipped for the various challenges they will face. From experience, athletes who know how to grow themselves and their mindset find pressure, something they can face and overcome. Giving a few tools won’t accomplish that.

Grow yourself

The first aspect of the framework lays the foundation for mental performance. When discussing this with an athlete, we can introduce and define it by asking five questions.

1. Why do you play the sport? (Purpose)
2. What are you trying to accomplish? (Goals and aspirations)
3. How will you get there? (Creating a performance plan)
4. When will you do the work? (Self-management and Ownership)
5. Who is in your circle? (Support)

Purpose: We want athletes connected to a purpose that fuels their performance. Every athlete will face challenging periods throughout their career, whether it’s injury, non-selection, or a loss of form; there are moments where doubt emerges that can potentially derail their journey. Being connected to why they play the sport and accessing that passion provides perseverance and focus during these difficult times.

Goals: Knowing what you are trying to accomplish is vital for any athlete. To understand this, here is a simple analogy. When we want to get somewhere in our vehicles, we set the destination in our GPS. We do this so we don’t get lost and waste time getting to where we want to. This is the same for an athlete; without clear goals, they can spend much time going in different directions and not get closer to their desired destination.

Planning: Once we know where we are going, we must understand how we will get there. This is where a good plan is invaluable. To continue the analogy above, a GPS provides clear steps so we arrive at the right place at the right time. Many athletes set goals and fail to determine what they must do to get there. A performance roadmap creates a focus on the right areas of development that will be critical to achieving what the athlete has set out to do

Ownership: I was recently asked what characteristics are shared among the best athletes I have worked with. Though there are many that they share, one sticks out. They take ownership of their careers. They drive the different aspects of performance and see those around them as key supporters. They don’t make excuses or play “victim” if things don’t go their way. One key aspect of this is how they use their time; they have a weekly schedule that is linked to the goals they have and the plans they have in place. They are purposeful and hold themselves accountable.

Support: The final aspect of growing yourself is about support. Throughout their career, athletes will have numerous and different perspectives offered by coaches, support staff, and agents. They need to be clear about what voices are essential. Having a clear support circle is critical so they stay on track and have the encouragement to get where they want to be.

Grow your mindset

The second aspect of the framework is grow your mindset. American psychologist Michael Gervais defines mindset as “how we see ourselves and the world we live in.” This is critical for athletes. Here are a few examples of the power of the mindset

Constant Improvement: Are athletes focused on getting better every day? Do they have a process in place to achieve this? Can they be consistent regardless of what happened the day or week before? Can they manoeuvre through the highs and lows of the game and remain anchored to their pursuit of being their best? They can reduce all the noise of competing by returning to a simple question: “How do I get better today?”

Opportunity-focused: Do they view themselves as competent, and is it an opportunity to express themselves? Or do they see themselves as imposters, and is the game a place where they get exposed? One mindset produces trust and excitement, while the other produces doubt and anxiety, both significantly impacting performance.

Antifragile: Author Nassim Nicholas Taleb defines antifragility ‘as something beyond resilience or robustness. The resilient resists shocks and stays the same; the antifragile gets better.’ This is particularly relevant for athletes, as adversity, disappointment, and failure are common obstacles they will face. Do they see this as something that destroys them or something they can learn from and be better than ever? Their mindset towards challenges is a significant indicator of future decline or growth.

Growing under pressure

The final aspect of the framework is how we deal with pressure. Most people see pressure as something to be avoided at all costs. Certain situations cause deeply uncomfortable feelings. Without the right strategy, pressure can feel unmanageable and, at times, paralysing. For athletes, there is no option to avoid pressure if they want to be successful. Therefore, they must have the tools to approach it confidently and believe it is a place where they can succeed.

As mentioned above, there are many practices and tools related to pressure. Once we have the foundations in place, they are valuable. For the sake of brevity, I won’t go into all the tools, but there is a clear outcome no matter what we use.

We want to be able to deliver our best when it matters the most.

Below are three things we can focus on to help our athletes be at their best in the big moments

1. Get calm: Under pressure, the nervous system can cause chaos. Our minds begin to race, and our bodies react. Our first port of call is getting calm so we can deal with the moment in front of us.

2. Get clear: Once we are calm, we need to manage our focus. Often, under pressure, there is a temptation to go to the outcome of a game or the consequence of getting things wrong. We want to eliminate that distraction and focus on the task at hand.

3. Let go: The final reality that can help us when pressure is present is letting go. This requires us to trust what we have at that moment and surrender. The more we try to control, the less instinctive we will become. Athletes are at their best when they are free, trust their skillset, and play what’s in front of them.

In conclusion, a mental performance program will only be effective if there is a clear strategy behind it. Here are a few questions to help stimulate this:

1. Do you have a clear vision for the program?
2. What philosophies will undergird and guide the work?
3. What framework is best for your team?

Further reading from Aaron Walsh:

Why the Upswell in Demand for Mental Skills Is Not Being Translated into Effective Work

By Rachel Woodland, Lottie Wright & Sarah Evans

The research gap – or gender gap in research – is one of the most enduring challenges in women’s sport.

Not only is there less research on female athletes, often that which does exist is of poor quality and is limited in its application to athletes.

To compound matters, much of the tech available does not have female athletes in mind, which calls for greater levels of safeguarding for those athletes.

The Centre of Excellence for Women in Sport is a space in which to address all of those challenges. It addresses the unique needs of female athletes, focusing on health and performance support for Olympic and Paralympic sports, as well as professional sport. The Centre also aims to bridge the gap between academic research and practical application in elite sports, ensuring that female athletes receive tailored support based on rigorous scientific research.

Opened in March 2024, the Centre is a collaboration between the UK Sports Institute [UKSI] and Manchester Metropolitan University.

In several key ways it is an ideal marriage. On one hand, the UKSI brings its sports knowledge and knowhow, and understanding of the complex environment of elite athletes and sports. On the other, Manchester Met brings their research expertise and both quality assurance and scientific rigour.

Leading the project are Dr Richard Burden, the UKSI’s Female Health & Performance Lead, and Kirsty Elliott-Sale, Professor of Endocrinology & Exercise Physiology at the Institute of Sport at Manchester Met.

Their hope is to generate richer information that is more valuable and applicable to the athlete, coach and the sport – all of which should lead to greater engagement from everyone.

Both joined the Women in High Performance Sport community call that took place in early October. It was the first of two in partnership between the UKSI and the Leaders Performance Institute. Joining the duo was rower Heidi Long, who won bronze in the women’s eights at the Paris Olympics this summer.

The Centre of Excellence for Women in Sport has three key purposes:

1. Thought leadership and collaboration

The Centre aims to be a hub for thought leadership in women’s sport, setting the agenda for elite female athletes in the UK. Experts from various fields are involved, ensuring that research is co-designed with athletes and coaches. It is then the duty of the Centre to ensure that its findings are relevant and applicable.

Part of this is building a network within elite sport so that the data can be picked up and used again. Then planning the research so that there can be intentional overlaps between sports and a pipeline of future users.

2. Standards and quality assurance

High-quality research is a must. The Centre is committed to producing credible and impactful data that can be translated into practical applications. This involves rigorous methodological standards and continuous feedback loops with athletes and coaches.

Knowing the sport specifics to focus on that help uncover necessary insights, but with the right overlaps to other projects so that the science and sample sizes increase to build the science.

3. Adapting research at the pace of high performance

With research traditionally taking time, the Centre is a live example of research adapting to the needs and wants and context of the sport without losing the scientific robustness that we so need and that’s constantly evolving. For example, exploring less invasive ways of measuring ovarian hormone profiles using saliva and urine based methods.. Whilst taking any measurements can feel time consuming for the athletes, it’s a balancing act of beneficial learning versus over imposing on the athletes..

Realtime feedback has been a key advancement of engaging the sports with the research, and to be able to make changes based on findings before the full project is completed in the run up to an Olympic or Paralympic Games.

All of which raises standards as the data collected is credible, with the potential to be translatable, which in turn increases its utility and potential impact.

Project Minerva is a prime example of this process in practice.

Introducing Project Minerva

Project Minerva – named after the Roman goddess of wisdom, justice and strategic war – is an ongoing research project started by the GB Rowing team in collaboration with the UKSI, Manchester Met and several external stakeholders.

It has set out to investigate the relationship between the women’s squad training programme characteristics (e.g. training volume, intensity distribution and frequency), internal training load (heart rate, RPE, and blood lactate monitoring) and hormone function, on the menstrual cycle and overall health.

For GB Rowing, project  Minerva has been an iterative process, and ,  working with the UKSI Female Athlete Programme, Man Met, and in collaboration with the athletes, has increased the research capability and scientific rigour, so it now provides a valuable resource within the UK sports system, as Dr Burden and Prof. Elliott-Sale explained alongside Long, who shared her experience of Minerva as an athlete during the Paris Olympic cycle.

Project Minerva has led to…

… increased athlete and coach engagement through education and a focus on purpose / the why. The more performance-based something is, the more likely an athlete will be to engage. Heidi Long and her teammates were keen to know what they could glean from the research.

… better communication and understanding between athletes and coaches. This allows for more personalised training and performance strategies (that can be tweaked due to embedded real-time research and data). They could see the results of applied research – and the data that was personalised for each athlete – which was further motivation for a cohort of goal and results-driven athletes.

… the debunking of common myths, particularly those around the menstrual cycle. There is no supporting evidence to suggest that an athlete’s phases impact her ability to train. Minerva – in an unplanned moment of feedback – demonstrated to athletes they could perform – and win – in different phases of their cycle.

… increased use of useful tech. Minerva can call upon technology developed by the UKSI and its partners, such as Intel. Data collection is less arduous and much more accessible as a consequence.

Three questions to ask yourselves when embarking on such projects:

1. Your female-specific research: is it being conducted from a health perspective, a performance perspective, or both?
2. Do your performance team have the bandwidth, the funding, the right people with the knowledge and experience, and capacity develop and deliver to make changes based on the results?
3. Is it useful or merely interesting? Understand the question you want to ask; where it’s come from and why it needs answering.

The Centre of Excellence for Women in Sport’s ultimate vision is to pioneer innovative and impactful research that accelerates the development of women’s sport. This includes:

• Ensuring that research findings are directly applicable to athletes’ training and competition.
• Leaving a lasting legacy through credible data sets, resources, and educational initiatives that benefit future generations of female athletes.
• To allow every female athlete to train and compete to her potential.
• By generating and showing cases resources that can be used, raising awareness that starts now and continues through all future generations.
• Providing trustworthy, reliable, rigorous education tools. Filling the void around female athlete health that is too often filled with nonsense.
• Continue to be a place for athletes, coaches, and all staff to have deeper conversations, as understanding is deepened and academic application expanded.
• Be a hub for colleagues and allies across the world, not just a UK-based centre, but something that becomes truly global. There’s a lot to be learned from one another.

Final question: is any research better than no research?

Not all research is good research. Research can bring beneficial interest in an area, but poor-quality research can lead to misinformation (particularly on social media) as well as misdirected efforts and resources, which is a significant concern in the context of limited budgets and time.

Research has to meet standards in terms of methods, equipment and protocols (all of which can be expensive or time-consuming). Moderate research may have its uses but it’s nuances must be clearly signposted.

Prof. Elliott-Sale explained that research can never be one-size-fits-all. It is important to work with individual athletes, establish their response (if there is one) to stimulus and whether or not theirs is a consistent response. Either way, you can leverage a positive response and mitigate an adverse response.

By Luke Whitworth & John Portch

Remember: innovation doesn’t necessarily mean the introduction of new technologies but can also be simple changes to existing methods.

In high performance sport, there is increasing pressure on expenditure and efficiency of resource, but innovating within a constrained budget isn’t about cutting costs indiscriminately, it’s about strategic allocation of resources.

The topic was discussed at length during a recent Leaders Virtual Roundtable and has long been on the agenda for members of the Leaders Performance Institute.

Here, we draw on those discussions to bring you six ways to sustain innovation on a budget.

1. Set realistic targets and align with strategic objectives

Prioritise initiatives that directly contribute to your mission and long-term success. You should evaluate existing projects and programmes rigorously. One programme whose members joined the roundtable spoke of the value of simple and consistent performance planning using a ‘plan, do, review’ approach. You can also set realistic timelines for identifying trends that enable you to cut through the white noise and better support internal decision making.

2. Leverage existing resources creatively

Evaluate your projects rigorously. An attendee at the roundtable explained they are looking into efficiencies around athlete monitoring and tracking. It speaks to the constant challenge of optimising the efficiency of data inputs, with several members highlighting the collaboration within their teams of different departments around data capture and assessment. It has led to a clearer way of leveraging information and influencing delivery across coaching and other elements of their programmes.

It calls to mind Richard Burden’s presentation at Leaders Meet: Driving Step Change in Female High Performance last September at the Etihad Stadium in Manchester. “What can you do with information that you already have?” he asked an audience of Leaders Performance Institute members. From his position as Co-Head of Female Athlete Health & Performance at the UK Sports Institute [UKSI], he discussed the notion of rethinking existing evidence and spoke of the UKSI’s drive to centralise all blood screens across the British high performance system. It enabled that information to be used in a more informed and impactful way for Great Britain’s athletes.

3. Measure, prioritise and adapt

You need to continuously monitor the impact of your innovation efforts. Use data to assess progress, adjust strategies, and reallocate resources as needed. This has been the approach in climbing, which is a new Olympic sport for Paris 2024. Budgets are small and creativity is a must. Representatives from the climbing world spoke on the roundtable about their key focus being the identification of impactful performance metrics and a more highly attuned understanding of the sport’s demands. It is important to identify projects that have the potential to create significant value or solve critical problems. The roundtable raised the question of coach development support, a “cornerstone enabler of our programme”, as one attendee put it, in environments where money is more constrained.

Similarly, an organisation in cricket on the roundtable spoke of the introduction of small-sided training matches. Though the training ground had to be modified, cricket is notorious for players in training environments inadvertently left standing around. By tweaking the design of training, players in that environment are better engaged.

4. Collaborate and share

Partner with other organisations, universities, or research institutions. Collaborative efforts can pool resources, share costs, and, ultimately, accelerate innovation. On the coach development question, an attendee at the roundtable spoke of collaborating with an academic institution with a speciality in that field. It requires less investment and all sides are reaping the rewards.

This approach has been of benefit to numerous organisations, including British Rowing, whom Burden spoke of during his presentation in Manchester. They worked with Manchester Metropolitan University and the UKSI to ask: how is the menstrual cycle influencing British Rowing’s ability to deliver training and what impact is it having on internal load, competition and the performance of athletes?

“It’s their question – it hasn’t come from research or a university – it’s come from the sport,” said Burden of the project. “We’re there to provide some of the research and innovation expertise to help them formulate the question and work out a path to answer it.”

5. Meet your people where they’re at

This goes for so much more than innovation. You have to tap into the creativity of your coaches, athletes and staff – they will often have valuable insights and ideas. Several roundtable attendees, particularly at talent pathway level, explained how they have taken steps to better engage and support their athletes, enabling them to thrive.

It called to mind the recent efforts of the Lawn Tennis Association [LTA]. Last year, Kate-Warne Holland, the Under-14 girls’ captain at the LTA, told the Leaders Performance Institute that UK pandemic restrictions compelled them to host the majority of competitions in the midlands of England where all players and coaches could travel with relative convenience. The LTA has kept these tournaments due to their transformative performance and development benefits.

“They were so valuable and they were encouraging the private coaches to be there and coach on court,” said Warne-Holland. “It provided an opportunity for the coaches to develop the players right in front of them. So they weren’t on a balcony, watching four matches, and then going home and working on it. We allowed and encouraged them to sit on court so they were able to impact on the player immediately.”

And it’s not just athletes. Performance programmes can be so much more effective when the leaders understand their people’s motivations and how they are doing away from the practice facility. Innovations can emerge from all quarters through the right levels of challenge and support.

6. Fail cheaply and learn fast

Instead of large-scale, resource-intensive projects, focus on failing cheaply in lower stakes environments and learning quickly. As a roundtable attendee suggested, you could have small cohorts of people testing and working on projects safe in the knowledge they have not been tasked with finding the ‘perfect’ solution prior to testing.

By John Portch

When Mike Anthony, the Head of High Performance at New Zealand Rugby, spoke at the Leaders Sport Performance Summit in Melbourne in February, the new All Blacks Head Coach, Scott Robertson, was sat in the audience.

Robertson then, just as now, had yet to take charge of a match. His first opportunities will come against England in a two-Test series in July, shortly after conclusion of the club rugby season.

“He’s got nine days to prepare for two Tests against England and, obviously, they can start their planning now, but they won’t get those athletes till then,” said Anthony with the tone of a person well-versed in the public scrutiny that greets the All Blacks and the New Zealand women’s national team, the Black Ferns, at every turn in their homeland.

“There’s an expectation on our teams in black that they should win everything all the time.”

This idea was prominent in the minds of New Zealand Rugby when, in 2022, the organisation launched its Strategy 2025. Their aim is for the Black Ferns to retain the Women’s World Cup in 2025 and the All Blacks to continue building towards winning the 2027 World Cup. It’s world domination, but not at all costs.

“There’s an expectation that we will continue to win, so while that’s really important to us, the way we win is critical,” added Anthony.

Strategy 2025 is New Zealand Rugby’s post-pandemic reset and, as their website states, a ‘launch pad to be bold in reimagining rugby – to look at every aspect of the game and ensure it is enjoyable, sustainable and well-positioned for any futures challenges’.

Here, the Leaders Performance Institute sets out what that looks like in practice.

The Rugby Way

As part of Strategy 2025, New Zealand Rugby is promoting Te Ara Ranga Tira, which translates from Māori as ‘The Rugby Way’. Anthony said: “This is how we want to operate as an organisation, not just within New Zealand Rugby but in rugby across the country.”

The Rugby Way sets out four guiding principles that are not just about how the game is played on the field but how it is represented, managed and integrated into the community.

1. Be welcoming (Te pou maioha): rugby is a game for all, regardless of backgrounds, beliefs or identity.
2. Be our best (Te pou hiranga): a striving for excellence on and off the field, driven by a belief that rugby can improve people’s lives.
3. Be passionate (Te pou ihilhi): a belief that rugby builds communities and fosters a lifelong love of the game.
4. Play fair (Te pou tika): this means acting with honesty and integrity at all times.

These all emphasise the importance of respect, unity, passion and fairness, which are fundamental to the spirit of rugby in New Zealand. Underneath those values are Strategy 2025’s four strategic pillars across the sport, namely:

1. Winning with mana: the bringing together of on and off-field support structures to allow for optimal performance.
2. Rugby at the heart of our communities: growing rugby at the grassroots level – its source of strength.
3. Loved game, loved brands: through increased understanding of fans and customers, creating elite sporting experiences and lifelong attachment to teams and brands.
4. Unleashing rugby’s commercial potential: seeking increased investment and developing a sustainable operating model for the future.

Anthony largely focused on the first in Melbourne – winning with mana.

What is ‘winning with mana’?

Strategy 2025 promotes the notion of ‘thriving people, thriving game’; and mana is central to that aspiration. It is a Māori concept encompassing honour, status and spiritual power – and it can only be earned. “It’s something bestowed on you,” said Anthony. ‘Winning with mana’ means winning in a way that enhances the mana of all those involved through actions on and off the field. “We want to be ruthless on the field; we want to be a team that’s feared and respected. But also off the field, that’s the humility piece; how we’re perceived.”

‘Winning with mana’ tends to manifest itself in five ways in New Zealand Rugby:

1. Smooth inductions and soft exits

New Zealand Rugby seeks to induct people in the right way while ensuring their connection to the team endures. Anthony cited the example of the New Zealand men’s rugby sevens, where the co-captains will routinely go out of their way to meet new young players – most just out of high school – at the airport. The other end of the cycle is just as important. Scott Robertson is set to lose players from his squad with more than 150 appearances between them. “How do you retain some of that DNA? What are some of the things you’re retaining in that environment?” Expect All Blacks and Black Ferns alumni to be part of the future picture.

2. Teams rooted in their community

While not all examples are so extreme or prominent, the All Blacks delivered on their commitment to their community following the flooding at Hawke’s Bay in February 2023. They participated in the clean-up efforts and provided both community and emotional support while raising public awareness.

3. Learning, stimulation and fun

While Anthony explained his view that true performance cultures are tough places in which to survive, there is a balance to be struck between learning, stimulation and fun. During a match week, the All Blacks’ schedule will be front-loaded, with intense work and analysis done on Mondays and Tuesdays, before giving way to opportunities to socialise, decompress and eat meals together ahead of the weekend.

4. Learning that goes beyond classroom

Anthony explained that recruits to rugby in New Zealand are not necessarily “students of the game.” It is an increasingly common observation across other sports too. They will do as they are told without necessarily seeking out information. As such, New Zealand Rugby has worked to manufacture more organic learning environments. Anthony is full of praise for the Auckland-based Blues in Super Rugby, who reacted to their empty analysis suite by starting to put laptops in their café. “Players could grab a coffee and something to eat and sit around and you’d just start to talk about the game.”

5. Family voices heard

A Rugby World Cup campaign can mean players spending up to ten weeks away from their loved ones. It is not conducive to stable home environments. New Zealand Rugby invites families into the team environment and sets out expectations and demands. The families can also feed back and, thanks to this process, they now spend a couple of nights inside the camp on each tour.

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By John Portch

“I think some of the key learnings in my career weren’t necessarily in the ‘what’ but more so in the ‘how’.”

Polly Bancroft serves as the Head of Women’s Football at WSL [Women’s Super League] club Manchester United. She is discussing her 18 years working in the women’s game, which have taken in roles at the Football Association, Brighton & Hove Albion and Uefa.

Of her experience working for Uefa, the European football confederation, which is headquartered in Nyon, Switzerland, Bancroft adds: “I think having experienced living in Switzerland and working across Europe with many different cultures, I think understanding different approaches to time, decision making, and hierarchy were just integral to my career.

“And I think learning to work with people from different backgrounds around sometimes very challenging topics but maintaining those relationships has been really important to me.”

Bancroft was speaking at a recent Keiser Webinar entitled Leading Women: Building Perception and Driving Opportunity. She was joined online by Nicky Ponsford, the Head of Women’s High Performance at World Rugby and, in front of a virtual audience drawn from coaches and practitioners from across the globe, the duo discussed the challenges of creating, scaling and sustaining a high performance infrastructure in women’s sport.

“I was lucky in my very first role that I had a line manager who always gave me the chance to learn and the chance to make mistakes. That’s something that I’ve tried to take with me throughout my journey,” Ponsford says of her time at the RFU [Rugby Football Union] where she served as Head of Performance for women – a role she filled for two decades as the game continued to grow exponentially.

“But I can’t do it all by myself. I need other people, need collaboration, need to work with others. [I learned] that politics are real in sport and that you have to learn how to work the politics.”

Bancroft and Ponsford, as leaders with female-focused leadership roles, are proof that steps are being taken in traditionally male-dominated sports, but neither is happy to rest on their laurels.

Here are six steps towards ensuring that progress is both scalable and sustainable.

1. Ensure women’s sport is discussed at the right level

During her time at the RFU, Ponsford oversaw the establishment of a women’s performance management group that was designed to have a “direct voice to the RFU management board.” It does not mean that the issues facing women’s rugby, from the transition to professionalism (ongoing since 2019) to the question of maternity leave, are instantly solved, but the right people are being asked the right questions. If you have men’s and women’s teams, it is important to grant both access to the necessary expertise or resource. “We’ve expanded our governance model in that we now have two different bodies overseeing women’s football at Manchester United,” says Bancroft. “We have a technical football board and a commercial working group as well. That falls under a women’s executive leadership team.” The intention is clear: “This new governance structure brings in members of the leadership team in legal, finance, communications, operations, football and marketing. We’ve got the key heads of football across the business that work on men’s, women’s, boys’ academy, girls’ academy and we’re using the very best expertise at the club and channelling it into the women’s game.”

2. Remember: women’s sport is not merely ‘mini men’s sport’

What is the right pathway for the female version of your sport? Equity does not mean that women’s and men’s sport should be treated the same way. The challenges are often different and female sport must take its own path if the girls and women involved are to thrive with the right support. For example, English rugby removed promotion and relegation from Women’s Premiership Rugby during Ponsford’s tenure at the RFU. “[Previously] everyone had the chance to get to the top, but in terms of driving standards and driving a league that we wanted to get to, it wasn’t going to work,” she says. “Pushing that through, getting what we needed for the women’s game, was really important.”

3. Do you have a performance framework for female athletes?

“Nicky and I come from male-dominated sports,” says Bancroft. “Here at Manchester United, the club have operated men’s football for over 145 years and the women’s team has been reborn and we’re now into our sixth season. So my approach has been to blend that knowledge and experience of that 145-year history with collaboration and the bespoke nature of the demands and requirements of the women’s game. One part of that is through developing our own performance framework. With myself and the Head Coach, Marc Skinner, we’ve worked on this framework that is around learning and embracing the journey that learning gives you.” The framework is then split into “feelings and operations”. Bancroft continues: “From a feeling perspective, we want people to feel energised, we want them to feel included, and we want them to feel playful.” The idea is to promote creativity on and off the field. In terms of operations, the club wants to equip players to manage themselves and communicate effectively. There is also an emphasis on “finding solutions” and “seeking ownership”. “We want players to identify challenges and find solutions. Similarly, in the staffing environment, there might be a certain challenge or blocker that we’re coming up against. Let’s not sit back and complain about it. Let’s try and work out some solutions.”

4. Provide safe methods for people to share ideas

What structures are in place in your environment to enable players, coaches and staff to take interpersonal risks? Ponsford argues that the creation of psychological safety goes hand in hand with developing a culture that encourages people to come forward with ideas. “While some may talk lots during meetings, there needs to be another mechanism for people to come forward, another time for people to share so that everybody has that opportunity,” she says. Ponsford has an open door policy so that “people can come forward with thoughts, people can come forward with ideas, and [know] that they get discussed, they get picked up, and they don’t get ignored.”

5. Increase opportunities for athletes and staff to build self-awareness

Manchester United use individual development plans for players and appraisals for staff to assist development, commit to goals and track progress. “We’re also really encouraging of staff and players to talk to their peers, talk to their friends about strengths and weaknesses. We also do different personality tests that can highlight certain blind spots, which I’ve found to be helpful personally,” says Bancroft. Some people at the club keep diaries, some meditate, and all players are encouraged to better understand their triggers and habits while also being accepting and kinder to themselves.

6. Normalise conversations around female athlete health

Bancroft explains that she and Manchester United have benefited from pioneering research into female athletes. She cites one report in particular, which was born from a collaboration between Dr Emma Ross of health and fitness consultancy the Well HQ and the WSL. It helped the club to shape their best practice. “We invited in some guest speakers, particularly around the menstrual cycle and the pelvic floor, we discussed kit options with our kit manufacturer, we’ve done some education with staff, we’ve done some education with players – I’ve learned some stuff about the menstrual cycle as well – it was a fascinating exercise to go through; that even as a woman I didn’t know everything there was yet about the cycle.” Such conversations need to be normalised.