By John Portch

Andy Burns tells the Leaders Performance Institute an old story of a strength & conditioning coach who was betrayed by his own siloed thinking.

“He came up to me and said: ‘I think I should be promoted’,” says Burns, who today is a High Performance Manager with the New South Wales Institute of Sport.

At the time, which was several Olympic cycles ago, he oversaw the sports science and sports medicine programmes at a different organisation.

“I said: ‘Why do you think you should be promoted?’ He replied: ‘Well, because I can measure and articulate to you that the athletes are stronger, faster and fitter than they have ever been’.” The S&C coach quickly warmed to his theme. “‘The psychologist just sits and talks to them. How can they be a senior practitioner when I can clearly demonstrate that I’ve made them stronger?’”

Burns had a ready reply. “I said: ‘Let me ask you a question then. If we get to the Games and everybody hits a PB in the gym the week before we leave but everybody then goes out in the first round of the Games, have you done your job?’ His answer was ‘yes’. I said: ‘That’s the reason you’re not a senior – because you don’t understand how your part contributes to the whole’.”

In the intervening period, Burns has conducted extensive research on the topic of silos in sport and his work with the NSW Institute of Sport includes tackling those silos head on with a range of teams and sports.

Below, with Burns’ help, we explore the origins of silos and some practical steps teams can take to remove them.

What are some of the enduring barriers to interdisciplinary work?

Burns points to four common barriers in particular:

1. Worldview

Naturally, people approach challenges with different priorities. He says: “The worldviews of coaches, physiotherapists and psychologists are based on how they were trained, how they were developed; their education system.”

2. Language

Different disciplines have completely different terminology. Despite progress in bringing linguistic unity to this area, “we’re all still talking across each other to some degree,” says Burns.

3. Methods of communication

Burns’ work has highlighted tensions between, say, a coach who often prefers their information “quick and dirty” compared to a sports scientist who takes their time to produce a shiny (and not overly succinct) PowerPoint report. As he points out, a coach can rightly say: ‘if we run a test on Thursday night and you get back to me by Monday, I’ve already taken four more sessions and your information is out of date’.

4. Personal KPIs

“KPIs are a massive challenge as well,” says Burns. “How do we move everyone to an interdisciplinary way of working if everybody’s objectives are just in their single discipline?”

What does it take to get everyone pulling in the same direction?

Shared ownership of the outcome, which includes both the successes and the ‘pain’ of performance.

Burns is preparing a paper that focuses on the characteristics of cross-functional teams and spoke to 12 performance directors as part of that process.

Some of their responses were to be expected, but one performance director spoke of the idea that ‘shared hardship forges teams’. Burns asked him to expand. The PD cited the example of a six-week cricket tour where players, coaches and staff are away from their friends and families.

“As a leader, that makes you think: what environments can I create where people are going to have to endure difficult moments as a team and share some of that hardship?” says Burns in reflection.

It’s not an easy question to answer because, as he points out, it’s generally the coach’s head on the chopping block if things go wrong. Coaches also tend to take a more “24/7 approach” than most practitioners. (“This is one thing that coaches told me that stuck with me and I don’t yet have an answer for how they might meet in the middle,” says Burns).

Moreover, if a coach is sacked, “there might only be two or three more jobs in that country at that level. They might have to move country and they can’t really jump from being a soccer coach to a rugby coach either.”

How can leaders work towards shared accountability?

For Burns, it starts with a programme’s over-arching KPIs and its ‘what it takes to win’.

“You have to clearly articulate the performance requirement of the sport, map your athlete cohort against that, and then the coach’s idea of how they interpret what it takes to win,” he says. When the coach is clear in their philosophy and the performance team understand what contributes to performance and what is a discriminator, they can start to share the workload.

“You have all these activities that are linked to the coach’s philosophy and the KPIs.” From there, the team can determine who needs to take the lead in a project and when. So when an athlete is injured, for example, the first lead would be the doctor, who would eventually pass the athlete to the physio, followed by the S&C coach, then, finally, the head coach.

Shared personal KPIs can also help to address the performance need, particularly as they are so much more powerful than KPIs that sit within a single discipline.

Burns explains his rationale using the example of a collective KPI for an S&C coach and a dietitian. “They need to understand the project around tapering for performance while maintaining lean muscle mass,” he says. “Now we’re talking about interdisciplinary practice rather than multidisciplinary; and then you’re in a position where you’re opening up those silos and getting people to think collaboratively.”

Coaches can have very different philosophies on what it takes to win. How should those differences be taken into account?

“For performance support staff, influence starts with understanding the coach”, says Burns. “Different head coaches value different disciplines in different ways.” For example, one coach may want their psychologist on hand each day, while another coach may not prioritise psychology. Burns likens it to the “layers of an onion”. “A coach needs to know who’s in their core team and who can be brought in as and when needed.”

Whatever the case, “you’ve got to cater to the individual sport, the individual programme, preferences of the coach and needs of the athlete cohort.” That means the practitioner must “learn their preferences, pressures and language, even if it’s not how you would ideally work. Credibility is built by solving real performance problems first. Once you’ve demonstrated value and earned trust, you can help shape broader planning and strategy. In high-performance environments, impact comes before influence.”

Burns then recalls a workshop he ran for an Archery team. “The coach and I wrote the name of an athlete on a whiteboard, wrote the score they needed to hit, and then the coach wasn’t allowed to speak for 30 minutes.”

Over the course of that half-hour, the other staff members wrote on the board how they would help that archer bridge their current gap between winning a medal or not.

“At the end, the coach turns to me and says, ‘I had no idea they had all that information on the athlete and the sport’.”

The message to coaches is that a practitioner may know more about your sport than you think and that knowledge (combined with their domain knowledge) can be used to generate deeper insights.

Does it come down to role clarity?

“That’s probably too simplistic – ‘role clarity’ has this airy quality,” says Burns, who points to his research with his co-author Dave Collins.

“It’s not just role clarity because I can tell you what your job is, but you have to accept that this is the job, that you’re comfortable with what you need to do; and then you need the recognition, remuneration and reward for doing the actual job.” These three aspects, as he explains, aren’t often discussed.

How do leaders ensure everyone is delivering the same messages?

Through a ‘shared mental model’, which Burns describes as “a common internal understanding held across a team about goals, strategies, processes, roles, and what ‘good’ looks like”.

This tackles the pervasive risk of mixed messages undoing your good work.

Burns adds: “If the coach says this is going to be a hard session but the physio puts an arm around the athlete and tells them to go easy, then it’s a problem.”

Athletes are as human as anyone else and some will look for a way out, if possible, “but if the whole performance team is like ‘no, this is really important for you’ then the athlete has no escape. The language is the same and there’s a clear outcome in mind.”

It “10Xs” the impact, as Burns puts it. “Every interaction with an athlete becomes an intervention and they keep hearing the same message and getting more and more reinforcement that ‘this is why we’re doing these things’. That speeds up how fast you can move as an interdisciplinary team.”

A shared mental model is also important when plans have to be adapted.

What about coaches resistant to change?

“Coaches,” as Burns says, “just want their athletes to deliver, perform, be successful and grow as people. So if you can contribute to that and demonstrate that you as a member of staff can contribute to that formula, they’ll generally listen to you.”

The shift is equally important for coaches themselves. “Opening the door to different expertise is not a threat to authority, it’s an expansion of it. The best coaches invite practitioners to become students of their sport, integrating their knowledge into performance decisions.”

He shares another real-life example concerning a talented athlete who was under-performing. “The athlete thought they had to be lean going into a competition,” he continues. “He thought: ‘if I’m leaner, I’m lighter, I’m faster’ and the coach reinforced that narrative.” The performance team unearthed the fact that the athlete’s PB came when they were eight kilos heavier. With both the athlete and coach’s consent, they adapted the athlete’s programme to great effect.

That evidence-based intervention earned the trust of that coach. “It’s not sports science and medicine versus coaching. At its best, it becomes one collective identity: the coaching team, sharing responsibility for performance.”

Burns is also ready for any coach who claims that something that failed ten years ago still has no place in the performance equation.

“It is sometimes about a simple reframe, such as: ‘Yes it didn’t work then, but do you know how much technology has advanced in ten years?’ It might have been the athletes weren’t ready for that, or the practitioner didn’t understand it well enough. I’d say ‘you’re a different coach because you’ve got more experience, the athlete cohort is different, and the concept might have progressed after ten more years of research and experimentation’.”

And what can help practitioners?

Burns suggests that all practitioners are given opportunities to lead projects that extend beyond their domain.

He says: “In one of our endurance sports, the younger athletes don’t fully understand general race day preparations such as: how do you manage a taper? How do you prepare on the day? What does your warm-up need to look like? What kind of food do you need to take with you? These are some basic fundamentals but rather than do one-to-one interventions, we decided to create a curriculum of education for this group.”

It has led to a situation where the S&C coach, despite not delivering on nutrition, is leading that stream. The contrast with the S&C Burns mentioned earlier in our conversation could not be starker.

“I’m holding them accountable to educating these athletes and pulling in the right people as and when needed to deliver certain elements of it.”

What to read next

Do you Feel your Team Has Plenty of Clarity But Still Suffers from Misalignment?

By John Portch

“Your culture is defined by the worst behaviour you tolerate,” said psychologist and former NBA star John Amaechi.

Amaechi’s words are shared by Jeff Pagliano, a consultant with Management Futures, who in our latest Leadership Skill Series session, introduced members to tools that will enable them to help shape their team’s culture.

How do cultures develop?

Pagliano began his presentation with a definition:

Management Futures uses the analogy of tables at a wedding reception to explain how cultures develop.

“You’ve seen how at a wedding each table develops its own personality,” said Pagliano. “It’s interesting that even in those interactions where some people know each other or some people don’t, a culture begins to form around that table. You can have the rowdy table, the quiet table; some are eager to get up to dance and some are not.”

What we see, what we say, what we believe

Pagliano then shared his ‘cultural iceberg’ model, which has been inspired by Swiss-American psychologist Edgar Schein and his pioneering work on organisational culture:

What we see

“This is literally what we see. So behaviours, systems, and processes,” said Pagliano. This could be how people interact, how leaders comport themselves, what actions are common or repeated. It also includes the physical environment (e.g., office layout or the visibility of team members).

What we say

“These are our goals, values and aspirations.” In other words, the official narrative.

What we believe

“These are the underlying assumptions we have about the organisation.”

The risk of emerging ‘shadow’ values

Underlying assumptions can lead to the emergence of what Pagliano calls ‘shadow’ values – unspoken, unofficial rules.

“Employees are acutely aware of what is rewarded or encouraged in everyday activities,” he said.

Pagliano quoted the British government’s sports funding agency, UK Sport, in making his point.

One of the biggest risks facing organisations in terms of culture is a lack of alignment between the culture that is formally articulated by its leader and the culture that is experienced in reality.

Therefore, it is important to be able to ‘map’ your team’s cultural influences to better help you understand who shapes your culture and in what ways.

Mapping cultural influences

For this part of the session, Pagliano called upon Dr Edd Vahid’s Cultural Hypothesis, in which he spoke of the importance of ‘sponsors’, ‘architects’, and ‘guardians’ in shaping a culture through a combination of leadership and influence.

Pagliano added two further categories: ‘shareholders’ (“I would argue that everybody who works in an organisation is a shareholder”) and ‘countercultural influences’ (“countercultural influences are negative role models that can be operating at all levels”) and presented the following slide:

He then shared a hypothetical example of a cultural map that pulls on these five types. The result is a complex diagram:

“Your sponsor is at the top,” said Pagliano. “That can be the owner of an organisation, maybe a GM, maybe a coach, but it’s somebody who has the ability to decide whether resources are allocated for building culture.

“Then you have the architect: the one who thinks about ‘see’, ‘say’, and ‘believe’. This is the person who has the ability to influence processes and has decision-making power.

They may or may not be the leader of the organisation, but they certainly have the ear of the leader.

“Then below is where the web gets a little complicated. This is where you can see how certain policies, procedures and aspects of culture can intertwine and be influenced.”

Pagliano concluded this section with a summary:

He concluded his presentation with six cornerstones of cultural leadership.

“These are the six levers that any culture leader, whether it’s your sponsor or your architect, can pull to make sure that vision of culture is consistent across your organisation.”

He then gave a real-life example for five of the six.

Communicate key principles – Netflix

“Netflix’s key principle is ‘act in Netflix’s best interests.’ And so their culture of ‘Freedom & Responsibility’ can be captured in these five words,” said Pagliano. “Anytime there’s a decision being made, you can always ask your team, ‘are we acting in Netflix’s best interests?’”

Role modelling – Collingwood FC

Pagliano explained that Collingwood’s Senior Coach, Craig McRae, asks himself daily, “‘to what extent are my day‑to‑day actions equal to our ambition?’” The Melbourne-based club were AFL premiers in 2023.

Continuous reviews – Pixar

“They had this concept of appreciative inquiry,” said Pagliano of Pixar. “It’s all about setting examples of excellence to create a blueprint for future performance.” In testing Toy Story, for example, the relationship between Buzz and Woody wasn’t working. So they went back to the drawing board over the course of six days and created those characters that we know and love today. Further down the line, they would go back and ask, ‘what were we doing right during those six days when we pulled together?’”

Skills and processes – the UK Sports Institute

This example is specifically about their approach to developing their staff members’ “teaming skills”. “This can come down to something as simple as ‘speak up, listen up’ and then a shared responsibility for performance,” said Pagliano. The UKSI wanted to teach “teaming skills across the different groups so that when groups from different parts of the organisation interact with each other, they have a shared language.”

Feedback – Doctors Without Borders/Médecins Sans Frontières

“Their motto is ‘we are intolerant of, but empathetic, when people don’t initially meet our high standards’,” said Pagliano, who explained that employees are given “three strikes”. “Feedback as a continual part of the process is really important to maintaining their culture.”

Recruitment – get the right people on the bus

Pagliano does not give an example for recruitment. Instead, he poses a question: “When you’re looking to hire folks, who do you think is going to buy into your shared cultural values and who is going to be a guardian or an architect of that?”

If you have any further questions around how to understand, shape and protect their cultures, feel free to reach out to Management Futures directly via [email protected]

What to read next

‘We Actually Hit the Cultural Sweet Spot’

Main Image: Getty Images/Fiona Goodall

By Peter Hodgkinson

I had the opportunity and privilege to be a part of the British challenge for the 37^th America’s Cup in 2024.

We achieved a number of national firsts: the first British team to win the Challenger Series, fending off some tough opponents; the first British team to contest the Match itself in 60 years; and the first British team to score points in the Match for 90 years.

There was no shame in eventually losing 7-2 to Team New Zealand, who claimed their third consecutive victory. We gave it a good go against the team our helmsman, Sir Ben Ainslie, described as “the best team ever”.

This is the story of how we put ourselves in contention.

Assembling a functioning team: the hard part

The INEOS Britannia Team was made up of two organisations: Athena Racing and Mercedes GP. It wasn’t always easy – it was a collision of two different workplace cultures – but the common goal bonded the two companies together and we got on with the job.

I learnt a lot about sailing and the maritime industry and while there are similarities to motorsport, where I have made a career for four decades, there are a number of big differences (that’s a topic best saved for another day).

One of the things I really enjoyed about working on the Cup was that we got to recruit a new Build Logistics Team. Basically the Build Logistics Team are parts chasers; in the Cup they looked after ‘goods in’, ‘stores’, stock checks, parts picking, moving parts through inspection, NDT (non-destructive testing), X ray etc. so it is a fluid and dynamic role with lots of pressure.

The team we recruited had very little or no experience in this type of role but we believed it was more important to have the right mindset, practical intelligence and energy than experience. In the Cup, we didn’t have all the structures, systems and processes in place that you have in an F1 team but we had enough to do the basics well, if we used what we had correctly.

I believe if you have relatively fewer parts then you need additional people to manage those parts as they become more critical. Therefore, we ended up with a team of seven people in Build Logistics, which seems a lot, but considering the workload, I think this was the correct number.

Almost all members of the team we assembled would be considered Gen Z, but I didn’t view them in such narrow terms. I didn’t put them in some kind of box with a label. To me they were a new team that we had to get moving as quickly as possible. This was the hard part.

‘Don’t lose any parts’… and ‘no surprises’

The team’s inexperience was difficult to manage at first but as they were all intelligent it didn’t take long to get them up and running. Don’t get me wrong: we had some very difficult moments and some very challenging conversations, but after a few months we started to see improvements and we were going in the right direction. The energy and passion this group displayed was not seen by the whole team as everyone was flat out, but I could see what they were achieving. I applied what I had learnt in my time in HR (I was Head of Employee Engagement at Mercedes F1 between 2019 and 2022) to this group using intent-based leadership and psychological safety.

I gave the Build Logistics team two simple rules: ‘don’t lose any parts’ and ‘no surprises’. Don’t lose parts almost goes without saying, but it was important to articulate as it gave them a mental priority for what they were responsible for. I wanted them to feel that every part was important because, if we lost something, then we could miss an important test or delay a development item hitting the water, therefore delaying the opportunity to learn.

We did lose some parts but also we did learn from this, and I like to think we didn’t blame the person, as the process (or lack of) allowed it to happen. In most cases during my career, the human being was acting as a sticking plaster due to the lack of a robust process or system.

I used ‘no surprises’ as a tool to try to build psychological safety. Surprises are for birthdays and Christmas, in my book. I wanted this young team under pressure to speak up. I wanted them to feel that it was wrong not to say something if they were concerned about a part or a process or were having a problem. I wanted to hear what they had to say, I was desperate to hear what they were thinking, and it was important that I responded productively when they did bring me bad news. As a Build Logistics Team, we needed to know now if there was an issue, as we simply didn’t have time or resources to bury bad news. We needed to hear their voices and, for me, ‘no surprises’ gave them permission to speak.

We had a daily meeting at 11:00am to go over the plan, projects and new parts – similar to what we did in F1 – and it took a while to truly hear everyone’s voice. I would say to them: ‘I woke up at 2:30am and thought about this, when you woke up last night, what did you think about?’ Sometimes nobody had much to say when I asked this question but on many occasions there was a little nugget of information that came to light.

If you are looking to build psychological safety in your team, try using ‘no surprises’. It gives your team permission to speak and it will help your team grow and develop as they feel they have a voice and will be respected for their contributions.

The 2% vs the 98%

Now this might be a bit controversial: one nugget I gave to the young Build Logistics Team on the America’s Cup was “you are only remembered for the 2% you get wrong, not the 98% you get right”.

If you are really honest and park up all the psychology for a moment, this is probably a pretty true statement.

I am sure plenty of cleverer people than me will disagree with this sentiment, but this is how I see it. It is a bit below the line, but it did focus my mind on my own performance. I believe we remember negative moments or threats to help protect ourselves in the future if we see this type of situation happening again, and therefore it remains fresh in our memories.

Others will have some good memories of some of the things we did but they will remember in detail our mistakes and the moments where we did not behave reliably or with competence. In other words, they lost trust in us. As human beings we will make mistakes, this is how we learn, grow and develop.

Intent-based leadership

Leaders of new young teams need to provide a lot of control and support in the early stages of the team’s development while the team members improve their competence and get aligned to the clarity of the intent. As the team’s competence and clarity increases, the amount of leadership control decreases. This is built on the intent-based leadership theory devised by retired United States Navy captain David Marquet.

This is a snapshot:

As a leader you are never quite sure what the people around you really think of you or if you have made a difference due to the pace of the world we live in. That said, a former member of the Mercedes F1 Build Logistics Team (and now a successful leader and manager in his own right) recently sent me one of the nicest bits of feedback I have ever received:

Your leadership allowed many young people to grow and now forms a lot of their own leadership and general teamwork skills. The biggest thing I always felt that made you different was your ability to allow others to make mistakes whilst catching them before it was at the detriment of the team. Without that, none of us would have learnt to be independent.

I think the key point from this is: I was catching the mistakes before they hit the 2% category while allowing the team to learn and become independent and responsible.

How is your team learning? Or are you telling them what to do so they don’t make mistakes? You don’t want their mistakes to reflect poorly on you and get you into that 2% category.

I hope this has given you something to think about. I am sure this may go against the grain for some of you but I suppose we can’t all agree on everything.

Peter Hodgkinson is a leadership and performance specialist skilled in helping high-performers become better at what they do. As an accomplished manager and mechanic, Peter has enjoyed almost three decades of success in elite sporting environments. His work in motorsport, as part of winning teams at Le Mans and Daytona, culminated in seven Formula 1 driver’s world championships won at Brawn and Mercedes, where he led car-building operations. Peter was Mercedes’ Head of Build during Lewis Hamilton’s era-defining run of six world titles. After a spell serving as Mercedes’ Head of Employee Engagement, Peter returned to the Factory Floor as Build Operations Manager for the INEOS Britannia sailing team when Mercedes supported their quest for the 37^th America’s Cup.

If you would like to speak to Peter, please contact a member of the Leaders Performance Institute team.

By John Portch

Emily Scarratt’s joy was uncontained when England defeated Canada 33-13 to win the 2025 Women’s Rugby World Cup in front of a full house at Twickenham.

The centre had just competed in her fifth tournament (a joint record in the women’s game), claimed her second winner’s medal, and helped to complete an 11-year quest to bring the World Cup trophy back to England. It was almost the perfect way to bow out after 17 years as an international, 115 caps and a world record 754 points.

Yet she had only played 19 minutes of England’s campaign – all as a second half substitute in the Red Roses’ opening pool match; a 69-7 defeat of the United States in Sunderland.

“I’ve definitely been part of environments before where that kind of non-playing player can become quite negative and toxic,” she told an audience at the 2025 Leaders Sport Performance Summit in London.

“For a large part of my career, I was starting and therefore it’s very easy to say the right things and present in that way when you’re not under the stress of not being selected or not playing as much as you would like.”

Scarratt was joined onstage by England Head Coach John Mitchell, who in early February extended his contract until the 2029 World Cup and added Scarratt to his coaching staff.

The session moderator, Rachel Vickery, asked him what it meant to see Scarratt and her other non-playing teammates (known within the Red Roses setup as “pillar” players) celebrating with such vigour.

“I reflected that we actually hit the sweet spot with the culture,” said Mitchell. “Sometimes you don’t get that sweet spot and we might not get it again.”

Rachel Vickery (left) talks to John Mitchell (middle) and Emily Scarratt (right) onstage at the 2025 Leaders Sport Performance Summit.

Here we reflect on what Mitchell and the Red Roses got right for 2025.

He spoke up when something wasn’t quite right

When Mitchell signed up to become England Head Coach in 2023, his remit was to win the World Cup. He was a coach with a proven track record in the men’s game who had now been handed the resources and the players to deliver the Women’s World Cup on home soil.

But in 2018 and 2022 England had lost World Cup finals they could, or perhaps should, have won.

“The leading question was how do we get done what we haven’t through the years?” said Mitchell.

It involved integrating young talent (eight players made their World Cup debuts against the US) and tactical tweaks (they had been too reliant on their maul). Both required an environment that enabled the best team on paper to prove they were the best team on grass.

To deliver on that front, Mitchell and the team’s leaders landed on three guiding values: ‘courage’, ‘take the handbrake off’ and ‘be all in’.

These values inspired England’s veterans and new internationals alike. “If the top person genuinely believes that culture is important it makes a difference,” said Scarratt. “Potentially in previous campaigns that hasn’t been the case and culture could get a little bit sidetracked or lost along the way.”

Mitchell even spoke up when he spied a shortcoming in the players’ well-meaning desire to ‘do it for the girls’.

“My thinking was that emphasis might be slightly calibrated towards ‘me’ – not intentionally – but how do I get the girls to calibrate towards ‘we’?” he said. “Because if I inspire you and I’m inspired by you, isn’t that more important, more inspiring to the person next to you? We get the job done and then our voice around our individual ‘why’ will be far greater.”

The cultural tweaking never stopped

“It’s very easy to just pick values, put them somewhere and hope that people live by them,” said Scarratt. “Our values were genuinely threaded through a lot of what we did, whether it was medical presenting or S&C presenting” and, when you witness that, “it’s very easy to buy-in”.

Mitchell held difficult conversations when necessary, but all players and staff, Scarratt said, were expected to speak up when necessary “to nip things in the bud before they became potentially bigger.”

At the suggestion of leadership consultant Patrick Marr, Mitchell would ask his player leadership group and support staff on the eve of each international camp to tell him “who’s going to pull the cart forward? Who’s going to sit on the cart? Who’s going to hold up the cart?”

After an hour he would “come back and I’d see two or three players, plus a couple of staff, where our priority needs to go,” he said, adding “we would then decide on who I would speak to and who they would speak to.” For every player or member of staff, there would be someone who could bridge that gap and “communicate around standards of behaviour”.

Mitchell even danced on TikTok when duty called

If you’re an England supporter, you may have seen the TikTok video of Mitchell dancing with his players.

“I needed to show vulnerability,” he said of such moments, which was not something he considered as a younger coach. “I had to do things that I probably don’t normally do and join in with the girls on certain things.”

Psychological safety may start with players or their head coach dancing in the dressing room, but it ultimately manifests on the pitch during tricky spells or in performance meetings when a staff member has the courage to raise a performance issue.

Mitchell knew he had to lead from the front. “Sometimes you’ve got to be the leader of those actions before somebody else does them.”

That said, his belief in the power of the head coach has been softened (and his self-awareness amplified) by three decades in the sport. “You learn through emotional intelligence that you don’t have to be absolute or right when making decisions. Just use your people. Listen to your people.”

John Mitchell and Emily Scarratt shake hands as their session draws to a close at the 2025 Leaders Sport Performance Summit in London.

The team talked about the pressure they felt

For the first time, England openly spoke about winning the World Cup. It served as a pressure valve and, again, gave voice to their values.

“It might sound a bit silly but we hadn’t done that before,” said Scarratt, implicitly acknowledging how awkward the group felt at first about such an “un-English” sentiment.

As the English media and public latched onto the team ahead of the US match, the pressure grew. The players trained poorly on one occasion but, instead of dismissing it, they discussed it openly.

“I think we did a really good job of dampening it down by not not speaking about it,” Scarratt added. “By actually putting it out there and allowing people to know that other people felt like that.”

And Mitchell’s words after England eased through the gears on the opening night set the tone. He said: “There’s bigger games coming where teams will put even more pressure on us, so let’s take confidence from what we’re building and stacking as we’re going along. Our game doesn’t need to be perfect, it just needs to be effective, and that will win us the tournament.”

He was right and, looking to 2029, their goal is to win back-to-back World Cups, establish a legacy as one of women’s sports greatest teams, and to further grow the women’s game.

These lofty goals provoke three questions that Mitchell and England must answer: “What will earn the right? What will we keep and take forward with us? And then, thirdly, is what we what will we need to start again?”

What to read next

Meaning Does Not Guarantee Medals, But it Strengthens the Behaviours that Make Medals Possible

By John Portch

“In this era where there’s so much data, there’s so many insights, there’s a risk we forget that human learning is a major part of how we progress.”

With those words host Iain Brunnschweiler, who runs the Focus Performance Consultancy, set the scene for a virtual roundtable discussion during which Leaders Performance Institute members shared the strategies that have facilitated better individual and organisational learning within their teams.

“There’s definitely something about learning being contagious,” he added in expectation. “If credible, valuable members of staff are going after things deliberately like you are, I’d hope that there’s some sort of contagion within your organisation.”

To start proceedings, Brunnschweiler outlined a four-part model of organisational learning. “This is an unpublished model,” he said of it. “This is the world according to me.”

Effective priming

“How can we deliberately set people up for learning? That’s something that I’ve increasingly considered,” said Brunnschweiler, who highlighted one-to-one conversations with staff members as a way to identify their aspirations and their motivations.

Appropriate stimulus

“How do we provide a stimulus to create thought in aspirational people?” In a previous role, Brunnschweiler implemented weekly 30-minute meetings with staff members. He also enlisted external speakers and asked individuals to present on a teaching project.

Sense-making (culture)

“If within your organisational culture there are people and spaces that allow you to have conversations, check and challenge your thinking, that is a really good way of helping the learning to land,” said Brunnschweiler, while emphasising the cultural dynamic.

Committing to action

“Often,” Brunnschweiler said, “the greatest risk here is that we have a brilliant conversation, and then we do nothing about it’. How do we commit to something that’s going to make some sort of change, whether it’s small or large?”

The group then shared ten strategies to encourage more effective individual and organisational learning:

1. Give staff members the freedom to explore learning

“If we want to happy or we want to have happy staff, we need to give them some freedom,” said a sports scientist working in the major US leagues. “And if we want them to be free, then we have to encourage them to be courageous and pursue what they want to have and what they want to do.”

Brunnschweiler said:

“A learning culture starts with recruitment… can we keep shifting that culture by recruiting naturally curious and hungry people and maintain momentum.”

 2. Hunger for learning must be role-modelled from the top

Often, staff members are eager to learn, as a psychologist working in the US college system observed, “but having leadership model this is so key”. Only then will staff members carve out the time, as he said:

“If your staff members don’t feel like they have the grace and space to allocate time in the day they’re going to say, ‘I have to do this,’ or ‘I have a meeting’ instead.”

3. Understand people’s motivations

If you can understand someone’s motivations or aspirations then you have an anchor for a conversation about their development. Brunnschweiler explained that it is important to focus on those who want to learn, not those who don’t. He said:

“Some people have little appetite for self-development. And I think we have to be cognisant of our own energy… and accepting of that fact.”

4. Create individual development plans for staff members

The aforementioned psychologist made a convincing case for staff IDPs. He said:

“We talk so much about player development plans, but do we truly have staff development plans, like, ‘here’s where you are, here’s where you can go, here are the gaps to be filled’?”

5. Place staff on secondments when possible

“We don’t put barriers in the way of our people going out on secondment,” said a director of cricket in the English game, where the season is not a 12-month schedule. This is, as Brunnschweiler observed, a cost-effective way of bringing IP back into the building. He said:

“How can we be resourceful? Can we create opportunities for people to visit places and return with knowledge without spending money?”

6. Find your critical friends

Sense-making can be difficult, but sometimes it just takes opening your phonebook. A call with a critical friend is what Brunnschweiler calls a “micro sense-making space”. He said:

“I’ve accrued a small network of people who, for example, when I’m driving, I just phone them up and I know they’ll challenge my thinking and that I’ll learn from that conversation.”

7. Learn from failures

“I’m far more interested in the failures,” said a physiotherapist at a globally renowned organisation. “When my team see me talk about failures, when things have gone wrong, that makes people listen a bit more; and I often think we should prep to fail. Are we ready to fail, so that if we fail, we can look back and say, ‘okay, we did everything we wanted to do?’” Brunnschweiler agreed, adding:

“It’s a good sign if you’ve lost and a staff team are reviewing and reflecting on it and they’re genuinely unpicking and they’re able to call each other out or go, ‘do you know what, I messed up today’. That is a real signature of a place that wants to get better.”

8. Importance of managerial vulnerability

Leaders can role-model learning, but they can also demonstrate vulnerability.

“If you can put your hands up and say, ‘I made a mistake’, that sets the culture, it sets the environment,” said a physiotherapist working in Australian sport. In building on that point, the physiotherapist from No 7 said:

“If we can guarantee that removal of blame, it will encourage us to talk about what we can learn.”

9. Job security

It sounds obvious, but managerial vulnerability goes hand in hand with job security.

“In a fast‑paced environment there is more chance of people getting sacked. I think this could be almost correlated to your hunger for learning,” said the physiotherapist based in Australia. “You might just sit there, be quiet, go insular, and just tick our day‑to‑day off – you don’t want to put your neck out there.” He has witnessed the impact of leaders reiterating that people’s jobs are safe.

“When you are told people aren’t just going to get sacked, it creates the environment for learning.”

10. Appoint a dedicated staff member for learning

“I’ve never worked somewhere that’s had a dedicated head of learning,” said an analyst working in Middle Eastern football. “It always falls on line managers and it’s hit and miss.” Brunnschweiler agreed and added:

“How does any organisation ensure that a PDR process is not just some tick-box exercise, but there’s genuine validity in what you’re going after, what you’re going to commit to, and then it’s followed up on?”

What to read next

Five Effective Learning Strategies at the Royal Air Force

By John Portch

Three come-from-behind wins in a row propelled the Brisbane Broncos to the NRL premiership following a 26-22 Grand Final defeat of the Melbourne Storm in early October.

Michael Maguire’s team were behind at half-time in every game of the finals series but came back to beat the Canberra Raiders (the minor premiers) in the qualifying and elimination finals; they over-turned another half-time deficit to beat the Penrith Panthers in the preliminary finals; and lightning struck thrice in the Grand Final when they faced a 22-12 deficit at the interval.

“I didn’t have to say too much at half-time. I just said to them ‘your best half is about to come’, because we have come from behind over the last month. I said if you go and do that, we win the game,” said Maguire – a former speaker at the Leaders Sport Performance Summit – after the Grand Final.

This was a team whose belief in their ability was forged in adversity. Maguire stuck by his players at tricky moments during the season. At times, following a run of poor results, it seemed unlikely that the club would challenge for its first NRL premiership since 2006.

“I remember Madge’s passion and him sticking up for us midway through the year when we were getting rinsed through the media about the way we go about things, but the care he has for us, no one knows outside the club,” said fullback Reece Walsh.

“The way he looks after us as people, the way he looks after our partners, there is nothing more we could ask for. He demands a lot, as he should demand a lot – we have just won a comp.”

Both Maguire and Walsh hint at the ingredients for high performance – empathetic leadership, high standards and mutual trust – that underpinned the agenda at the Leaders Performance Institute in recent weeks.

Below, we give a flavour of the conversations that commanded attention during that time.

‘The standard you walk past is the standard you accept’

Maguire was in attendance at the Leaders Sport Performance Summit in November where the Broncos appeared onstage courtesy of General Manager Troy Thomson.

We also heard from rugby’s other code, rugby union, as England’s former fullback Emily Scarratt and Red Roses Head Coach John Mitchell explained how the Women’s Rugby World Cup was won; before that, Johann van Graan delved into the transformation he led at English Premiership champions Bath Rugby.

Nestled in between was an inspired presentation by Emma Keith,  a group captain, who is the first female to run Royal Air Force officer training.

Hers, much like Maguire’s, was a message of empowerment rooted in accountability and care. She said:

“The standard you walk past is the standard that you accept. That can be poor infrastructure that you don’t report; it could be poor behaviour. If you walk past it, you’re saying it’s okay. And that’s a slow rot from within.”

Group Captain Emma Keith talks to UK Sport’s Alex Stacey following her presentation on officer training in the Royal Air Force.

Read more from the summit here.

The price you pay for poorly delivering feedback

“In terms of feedback, we’re quite basic creatures,” said Simon Eastwood. “We will react and respond instinctively to what we perceive as threat or reward.”

As Eastwood, the Head of Leadership Skills at Management Futures, explained, the wrong word, tone, timing or even body language from a coach can trigger a negative reaction when giving an athlete feedback.

Eastwood hosted a virtual roundtable aimed at helping coaches and practitioners to improve how they deliver feedback.

He shared a number of tools on the day, including the SCARF model.

This framework, devised by neuroscientist David Rock, explains five domains that influence human social behaviour and motivation. SCARF stands for:

1. Status – our relative importance compared to others.
2. Certainty – our ability to predict the future.
3. Autonomy – our sense of control over events.
4. Relatedness – our sense of safety and connection with others.
5. Fairness – our perception that exchanges are fair and equitable.

“It’s a great tool for stepping back and assessing your team and thinking about what really makes them tick,” said Eastwood. “Crucially, it’s not about avoiding that feedback.”

He suggested that leaders should reward these needs through feedback, so people feel valued and motivated rather than threatened and, to illustrate his point, presented a table that set out what ‘threat’ and ‘reward’ may look like in each domain:

Eastwood then posed a question: “When giving positive feedback, which elements do you find most need to be reinforced?”

Leaders Performance Institute members can read more here.

The evolving work of the psychologist

Elsewhere, Dr David Fletcher, a Professor of Human Performance and Health at Loughborough University, and Dr Danielle Adams Norenberg, the Head of Psychology at the UK Sports Institute co-hosted a roundtable on the evolving role of the psychologist.

They outlined two ways in which a psychologist may be a useful asset for the head coach:

1. The development of the coach’s leadership skillset

A psychologist, Fletcher explained, can help a coach to develop their “time management skills, body language, and communication skills” in the pursuit of better performance.

By the same token, psychologists have been instrumental in facilitating a shift from deficit-based to strengths-based coaching. Adams Norenberg said: “Even if planted within a very generic training session, athletes have the self-awareness, knowledge and autonomy to make the most out of their training session by focusing on developing their strengths.”

2. The development of their psychology skills

Psychology is another string in a coach’s bow. If they understand the types of pressures that athletes experience they can “choose a particular training session to not necessarily develop technique or tactical skills, but psychology skills.” Adams Norenberg cited the example of the VR headsets used in training by Team Europe ahead of the 2025 Ryder Cup. Some players simulated the spectator abuse they would endure at Bethpage Black; others used it not for pressure training but relaxation, such as the Norwegian Viktor Hovland, who recreated the fjords of his homeland.

Leaders Performance Institute members can read more here.

True innovation must have an impact… but what is innovation?

Fabio Serpiello, the Director of Sport Strategy at Central Queensland University, posed this very question at a recent virtual roundtable.

He argues that teams should alight on a shared definition; one that does not conflate the concept with ‘creativity’. (Creativity, as Serpiello explained, is the outcome of an ideation phase, while innovation covers the execution and eventual impact of an idea.)

Then, he made the case that when teams have an agreed definition of what ‘innovation’ means to them then it offers a “clear way to approach and analyse whether the innovation processes in your organisations work or not.”

Greg Satell’s Model of Innovation

Innovation, Serpiello argues, also comes in several shapes and forms depending on the nature of the problem. To make his point, he introduced renowned change management specialist Greg Satell’s Model of Innovation, which provides a practical framework for introducing innovative practices, encourages strategic thinking about problems and helps to facilitate better collaboration.

He presented a diagram of Satell’s model to the table:

Serpiello then shared his thoughts on each quadrant:

Basic research – a low understanding of both domain and problem: “We don’t really know what the problem is and we don’t really know in which field or area it happens.”

Disruptive innovation – a well-understood domain but poorly understood problem: “In this area you may need something like innovation labs or launch pads.”

Breakthrough innovation – a poorly understood domain but well-defined problem: “This is the reverse of disruptive innovation… the classic example of open innovation.”

Sustaining innovation – a well-understood domain and problem: “The most common form in sport [and often the subject of] continuous research, design thinking or road mapping.”

Leaders Performance Institute members can read more here.

By John Portch

“I knew it was a mountain,” said Johann van Graan, “but I didn’t know it was Everest.”

The South African, then with Munster, had agreed to become the Head Coach at struggling Bath in December 2021.

A few days later, he switched on the TV only to see Bath go 0-28 down after just 25 minutes of their Champions Cup tie with Leinster.

It prompted the Everest comment, as Van Graan told an audience at the 2025 Leaders Sport Performance Summit at the Kia Oval in London.

He eventually took the reins at Bath’s Recreation Ground in July 2022 and, over the next three years, led one of the most remarkable transformations in English rugby history.

In May, Bath lifted the European Challenge Cup, Premiership and Premiership Rugby Cup.

The tale of Van Graan’s ‘Rec Revolution’ set the tone for an international gathering of over 300 high-performance leaders to share knowledge, best practice and inspiration.

The agenda took its lead from our Trend Report in which more than 200 performance leaders from almost 40 sports told us how they expect the industry to develop in the years ahead.

Five trends stood out:

1. Alignment is now a competitive advantage
2. Leaders increasingly seek to empower and collaborate
3. Teams value resourcefulness over resources
4. Psychology will be a game-changer
5. Teams are engaging in a tech arms race

Van Graan is at the vanguard of several of these trends and, across both days, the Leaders Performance Institute delivered a range of guest speakers from organisations including England Rugby, the Royal Air Force, and the Haas F1 team to speak to each trend.

The following is a snapshot of what they said.

1. Alignment is now a competitive advantage

For evidence of the stock placed in being aligned, look no further than Bath’s transformation from a rabble to the best team in England in just three years.

Van Graan said: “I put up a picture of Twickenham on the very first day. I said ‘I can’t tell you how we’re going to get there, but we will get there.”

He wanted his playing group, coaches and other performance staff to coalesce around three values: connection, clarity and commitment. The trick was then bringing those to life.

“One of the things that we underestimate is what alignment really looks like. We can never communicate enough. Do we really let people know what standards actually look like, what we actually are, what are we actually going to attack?”

Johann van Graan

Bath Head Coach Johann van Graan in conversation with host Iain Brunnschweiler.

2. Leaders increasingly seek to empower and collaborate

John Mitchell offered another inspiring story from the world of rugby union.

In 2023, when he signed on as Head Coach of the England women’s national team, it was Mitchell’s first time coaching a women’s team.

The Red Roses had a genuine shot at winning the Women’s Rugby World Cup on home soil in 2025, but a talented team needed an experienced guiding hand.

The team delivered, with Mitchell receiving plaudits for his role as England secured their first world title in 11 years.

Two months on from that achievement, the audience found Mitchell (affectionately known to his peers as ‘Mitch’) in typically reflective mood alongside the recently retired Emily Scarratt, who was part of the Red Roses’ winning squad.

Sport (and rugby union) grows ever more complex and yet, after 30 years, Mitchell feels he has never been better equipped to coach.

“You don’t have the full scope,” he says of his early coaching days in the mid-90s. “You have strengths early on that are recognised but then also you sometimes don’t know the whole of yourself. So you take the time to understand the whole of yourself.”

He came to a critical understanding. “When I was younger, I was going to try and be right. Maybe I was trying to prove myself as a coach.”

“You don’t have to be absolute or right when making decisions. Just use your people. Listen to your people. They’ll give you information; and probably enough information – you don’t need it all – to be able to make decisions.”

John Mitchell

England Red Roses Head Coach John Mitchell shakes hands with former England fullback Emily Scarratt at the conclusion of their panel session.

Emma Keith built on the theme of empowerment in her presentation on officer training in the Royal Air Force.

“Cultures and environments can only grow when everybody takes accountability,” said the Commandant of the RAF’s Tedder Academy of Leadership. Keith, a group captain, is the first female to run RAF officer training.

“The standard you walk past is the standard that you accept. That can be poor infrastructure that you don’t report; it could be poor behaviour. If you walk past it, you’re saying it’s okay. And that’s a slow rot from within.”

Emma Keith

Group Captain Emma Keith talks to UK Sport’s Alex Stacey following her presentation on officer training in the Royal Air Force.

3. Teams are prioritising resourcefulness over resources

As Team Principal of MoneyGram Haas F1, Ayao Komatsu knows as well as anyone that his team is competing with better resourced and more illustrious teams.

The team has 375 staff members, which may sound like a lot, but it pales in comparison to the likes of Ferrari, Red Bull and McLaren.

“If we cannot work together, if you’re not supporting each other, if you’re not aligned, we’ve got zero chance against organisations minimum three times our size,” said Komatsu, who had just flown in from the Brazilian Grand Prix in São Paulo where Haas’ Oliver Bearman achieved a creditable top-six finish the weekend before the summit.

“I know we have good people. It’s a matter of putting it together, giving them clear direction, organisational structure that promotes – forces – communication.”

Ayao Komatsu

Ayao Komatsu, the Team Principal of Haas F1, shares insights into life in the pitlane.

Similarly, albeit in vastly different circumstances, the Red Cross must make the most of its limited resources when emergencies strike.

Chris Davies, the Director of Crisis Response and Community Resilience at The British Red Cross, cited his team’s core operational process:

“First off, ensure that you’re not over-promising and under-delivering. So you know what resource you have and work with key partners to make sure that you know which resources are available to you so that you get that embedded into the planning; and then we’re really clear on the capabilities that we have. It’s the basic forms of: what capabilities do you have? What can you deploy and when? What’s your deployment times?”

Chris Davies

Chris Davies of the British Red Cross in full presentation mode.

4. Psychology will be a game-changer

The mental and behavioural side of performance was an ever-present topic on both days of the summit. Our guests discussed several elements:

The importance of individual expression and acceptance

“People need to be themselves. It doesn’t matter where you’re from, what language you speak, the colour of your skin – everybody’s mum and dad loves them.”

Johann van Graan

Belonging as a contributor to wellbeing (and performance)

“There is potentially 40 women in a group and they’re all going to be quite different and they’re going to need something different, but nonetheless, they’re all as important as each other and need to be valued in the same way.”

Emily Scarratt

Psychological safety

“If you’re afraid of failure, nobody’s going to move. So you’ve got to give them a clear message that, ‘come on’, you’ve got to almost take yourself out of your comfort zone every day. If you haven’t taken yourself out of your comfort zone once a day, actually, I don’t think you’ve done your job.”

Ayao Komatsu

5. Teams are engaging in a tech arms race

Professor Tom Crick spoke in his capacity as Chief Scientific Adviser at the UK Government’s Department for Culture, Media and Sport.

He presented on the growth of AI and continually stressed how important it is to keep “the human in the loop” regardless of whatever advances are coming.

To this end he offered Leaders Performance Institute members a series of recommendations.

You must be able to explain why you are using an AI tool…

“You can’t just say ‘the computer says so.’ There has to be some understanding and explainability, and there has to be trust.”

An AI tool should not replace your people…

“AI should not erode or disempower or remove agency for people within your domain. It should augment human capability, not replace it,” said Crick. He added: “It is about co-design, co-decisions and co-evolution as we go forwards – keeping humans embedded in the process.”

Don’t assume your AI tool is right…

“Don’t automatically trust the system. Always ask: is that the right data? Does that feel right? Can we verify and validate it another way?”

Tom Crick, the Chief Scientific Adviser at the UK Government’s Department for Culture, Media and Sport, answers questions from Leaders Performance Institute members.

Next stop for the Leaders Performance Institute

Leaders Meet: Australia

By the Leaders Performance Institute team

Inevitably AI was top of the agenda at the Leaders Sport Performance Summit in Philadelphia last month.

Michael Jabbour, the AI Innovation Officer at Microsoft Education, was on hand to explain that while our futures will look different, there will be simple steps we can all take within our daily practices to integrate AI in useful and supportive ways.

“Quality use of AI comes from communication,” Jabbour tells the audience at the Wells Fargo Center, while running through some of the different types of AI, from simple to advanced and from retrieval to autonomous.

Fundamentally, he speaks to the human side of AI usage. Jabbour is a firm believer that with the right prompts AI is a superb teaching tool. “You’re going to have to fight for friction in order to grow,” he continues. Content generation, summary, code generation and advanced search are all areas where the right prompt can reap dividends.

Whatever the AI’s form, however you use it, “great communicators are excellent in what they get out of AI.”

The same can be said for coaching and high-performance work in general, with speakers from teams including the Philadelphia 76ers, Flyers, Gotham FC, USA Gymnastics and US Soccer joining the University of Pennsylvania and the American School of Ballet to discuss how we can better support the people we serve.

Here, we pick out five things to think about in promoting better alignment, more people-focused approaches to performance, and more thoughtful use of data.

1. Be transparent in your decision making

It is perhaps only in retirement from competition – and in going on to assume admin positions in sport – that Yael Averbuch West and Li Li Leung fully understood the value in organisational transparency.

West has been the General Manager and Head of Soccer Operations at Gotham since 2021, while Leung has served as President and CEO of USA Gymnastics since 2019 (before that she was a Vice President at the NBA).

Both have enjoyed success and endured tough times during their tenures and both explain that without transparency, there can be no alignment. And without alignment, you’ll never be able to establish your priorities, set a course and make big decisions.

There is opportunity in moments of hardship, as Leung explains. “Never let a crisis go to waste,” she says, repeating the words of American political theorist Saul Alinsky. There are obvious moments when it’s right to make a change and align people behind a strategy but, Leung adds, “it’s tougher when you’re deciding whether you need to push through and commit to a process or change.”

“The decisions I’m most proud of are the ones that were the most difficult to make – and often they’re the ones with the clearest answer…”

Yael Averbuch West

“… and you’ll still get crucified for it.”

Li Li Leung

“It can be difficult to commit to a process and find a way, rather than start again, but it’s often the right thing to do.”

Li Li Leung

2. Cut through the noise around the athlete

Alignment is key because the simple fact is that athletes increasingly ask for support beyond their sport and performance. Everyone must be on the same page.

“Do you think the modern athlete has changed or has it always been like this, but as performance staff, have we failed to notice it?” asks Simon Rice, the Vice President of Athlete Care at the Philadelphia 76ers.

“We think it is 50:50 as there is no denying that they are more informed because of more information being available,” he adds, “but this does create noise.”

The remedy requires trust as players in the modern era tend to ask for an explanation more often. The Sixers talk to their players and they talk to them early as they seek to understand what’s important to them. “Do not shut things down right away, work with them to find solutions.”

There is, however, a limit. “It is important to have your non-negotiables so they know where the line is too.”

“The guiding light is that everything that we do needs to help players thrive at NHL level,” says Ian McKeown, the Vice President of Athletic Performance & Wellness at the Philadelphia Flyers, who sat next to Rice. “We are being very intentional in using [the concept of] ‘thriving’ in our language.”

It is important to meet athletes where they’re at, understand their wants and needs, and to involve them in the decision-making process.

And lean into change. See it as comforting – it doesn’t automatically mean that what you did before didn’t work.

“As the person overseeing the performance programme, it is important to listen well and be curious about what is going on across different departments and relationships in that environment. I sought to explore the physical barriers and other impacts of what was going on and I intentionally adapted the flow of the environment to change this.”

Ian McKeown

3. Better leader = better human

“Social and cultural connection is the secret to our success as a species.”

So says Dr Michael Platt, the Director of the Wharton Neuroscience Initiative at the University of Pennsylvania. “If you want to be a better leader, be a better human.”

He speaks to the importance of the social brain network, which is a set of interconnected brain regions involved in understanding, interpreting and responding to social information. This could be recognising emotions, understanding others’ intentions or navigating social interactions.

To that end, he encourages leaders to employ perspective thinking. This can be as simple as writing down five things that illustrate your point of view before then attempting to think about them from another person’s perspective.

Platt also encourages eye contact and deep, rich conversations as starting points on the path to greater connection. Neuroscience explains that good relationships emerge when our brains are synchronised and there is a pattern of activity aligned to the other person.

“Your social brain network is like a muscle: the more you use it, the bigger it gets, so it’s critical to exercise it.”

Michael Platt

4. A programme should protect and empower

Ian McKeown at the Flyers made the point about helping players to thrive. Similarly, the notion of holistic support underpins the work of the American School of Ballet with its students.

“We want students to develop so that they are thriving and not just training,” says Katy Vedder, the school’s Director of Student Life, when speaking of their Whole Dancer Approach.

“We acknowledge their adolescent brain and try to create a sense of belonging as they discover who they are and what they value. We want to support their humanistic needs too and their competencies beyond performance, including self-awareness, peer connections and a healthy comparison framework.”

Wellness isn’t supplementary – it’s central to performance, identity and longevity.

Integral to this reframing has been a realignment of performance priorities, with re-education around cross training and strength & conditioning helping to reduce injury rates while better considering wellness and recovery.

“We can’t work in silos,” says Aesha Ash, the school’s Head of Artistic Health & Wellness. There were several nodding heads in agreement around the room. “The dancers have to be at the artistic centre and we have to work to collaborate in support of them.”

“Our students are not just artists or athletes, they intersect both and need a support system that honours their full, true identity.”

Katy Vedder

“We have to challenge the definition of success at a systemic level. We celebrate those not pursuing becoming a professional dancer, widening the parameters of success.”

Aesha Ash

5. Use data, but don’t discount the person

We close the circle by returning to the question of technology, specifically data.

Both Sam Gregory, the Director of Data & Analytics at US Soccer and John Boyles, the Director of Research & Development at the Sixers, make the point that data isn’t here to take from a coach’s systems or expertise, but to elevate it.

“We want to help you do what you’re best at and take away the parts humans aren’t as good at,” says Gregory. “We’re not trying to replace the system and the expertise.”

That means presenting data in robust but useful formats that never lose track of the human subjects at the centre. With this in mind, it is a good practice to exhibit caution in overcommunicating the data and what the numbers are saying.

Analysts should focus on connection, communication and clarity, especially with those departments and individuals who perceive data as a challenge to their daily workflows.

Finally, infrastructure readiness is critical. There is a lot of noise in the ether when it comes to data and technology, with numerous vendors trying to pitch the exclusivity of their datasets. To abate the noise it is important to build robust strategies and infrastructure to ensure that the noise doesn’t find its way into programmes.

“The aim is to get to the point where data is available to support every decision made, even if it’s not used for every decision.”

Sam Gregory

“We need to think about the importance of what’s visible when discussions are happening. The insight displayed can have an effect on the conversation.”

John Boyles

What to read next

‘We’ve Lost Athletes Because of this’: When Support Descends into Surveillance

By John Portch

Why is alignment seemingly on everyone’s lips across the world of sport?

“When you get everyone in a system pushing in the same direction, it can have a multiplier effect. The momentum of each person’s efforts building on each other,” said John Bull, the Director & Lead for High Performance Research at Management Futures.

“It is,” as he adds, “a key area of performance at which we can all get better.”

In his online presentation for members of the Leaders Performance Institute, Bull outlined the common obstacles as well as steps all teams can take to get better at coordinating their efforts.

How alignment affects performance

Alignment – the coordinated efforts of a team – takes several forms. Each has different implications for performance outcomes.

Bull illustrated some of those differences using mathematical symbols (and idea lifted directly from Ineos’s Sir Dave Brailsford).

In an ideal world, each stakeholder’s efforts would multiply the others in this fashion:

“One person’s talent is building on and adding,” says Bull. “The multiplication becomes exponential.”

He used the analogy of a group of people pushing a car up a hill. “It’s also about timing. Are we pushing at exactly the right time, which is really what the multiplication symbol is because you get this amplifier effect.”

Additions are more commonly found, but it’s not true alignment:

“What I would mean by a plus is that two parts of the organisation are still moving in the same direction, still aiming at the same goal, but it’s not joined up. It’s independent activity,” said Bull. “They’re still adding their talent, so it’s still a positive contribution, but you’re not getting that momentum multiplier effect. And we all know what that feels like.”

The risk is that subtractions or divisions rear their ugly head:

“If you’ve got two parts of the organisation with very different interpretations of the strategy, you have it taking away from each other,” said Bull of the subtraction.

As for the division symbol, “that would be where, politically, you’re starting to get factions, briefing to the media, or people actively recruiting allies against another part of the organisation. Or sometimes where you have a board or owner deliberately undermining the coach.”

If teams are to achieve the multiplier effect, Bull highlighted five critical considerations:

1. Who?

Who are you trying to align and what different talents can you bring to bear on a problem? Be sure to involve all relevant parties, including those who may be excluded for fear that they will be distracted.

2. What are you trying to achieve and by when?

Misalignment often arises not from disagreement on the goal itself, but on the timeline and resources needed to achieve it.

3. Alignment on strategy i.e. the ‘how’

The distinction between strategy (high-level direction) and tactics (specific applications) is not always understood.

4. Ways of working

Alignment is an outcome of agreed processes of communication, collaboration and decision-making.

5. Vertical and horizontal dimensions

While vertical alignment (e.g. between board and coach) attracts a lot of focus,  horizontal alignment between departments or teams underpins a truly joined-up approach.

Bull then highlighted some common tensions:

He said: “The reason I want to share these is to highlight where you might go for opportunities for improvement. Where do you see the opportunities for improvement in your environment and what’s your role in that? Where can you make a difference?”

The same goes for tests of alignment:

Each type of test presents opportunities to strengthen systems through reflection, planning and proactive leadership if you’re minded to look.

What actually works?

Bull suggested several methods for Leaders Performance Institute members to mull over:

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Do you Feel your Team Has Plenty of Clarity But Still Suffers from Misalignment?

By John Portch

“The one thing I believe about high performance is that it’s pretty simple but it’s also really hard to do consistently over time.”

The Leaders Performance Institute has just asked Greg Shaw, the High Performance Director at Swimming Australia, for his thoughts on the growing complexity of performance environments.

This complexity is both reflected in and a reaction to what Shaw calls the “growing sophistication” of performance roles. In many respects, as he noted in our Teamworks Special Report earlier this year, Shaw perceives himself as a “project manager”.

Which is not in itself a bad thing. Fields such as sports science have blossomed in elite sport, but consistency of application and outcome, whether locally or at scale, has often proved elusive.

“We all make bad decisions,” adds Shaw, “and a lot of smart people make dumb decisions.”

Here, we highlight four areas where Shaw and Swimming Australia, are trying to give their athletes, coaches and staff every chance to make better choices.

1. Identify the barriers to better decision making

“We heavily invested and remain interested in behavioural science and how we can help our athletes and coaches make smart decisions and follow hard behaviours,” says Shaw. Swimming Australia’s aim is to “help make those decisions easier and those hard performance behaviours more frequent.” They enlisted the help of behavioural design experts to help identify and understand the existing barriers.

Shaw himself has a background in sports nutrition and illustrates his point through the lens of dietetics. “It’s the behavioural component of nutrition,” he continues. “It doesn’t matter what you know in terms of, say, biology, it’s if you can make the right choices and how social and cultural drivers impact those choices.”

2. Manipulate the environment to remove those barriers

The ideal, as Shaw says, is for the athletes to “turn up, do what they need to do, and live a high performance lifestyle”. This, he admits, is easier said than done. Even a disciplined athlete can inadvertently harm their health and performance. “It often leads to concerns around wellbeing, being overloaded, overworked and over-stressed.”

The key is to “manipulate the environment and the process to help the athlete make it simpler and easier.” Shaw continues: “I think the future of high performance is designing things purposefully, not just the training we do but everything that fits outside of that; the life, the social environment, the club culture, the programme culture, the experts around you so you know to make the right choices and adaptations.”

He is clear that it is “more about environment and behaviour than it is about science and the expertise of performance.”

This is in keeping with Swimming Australia’s ‘people-first’ approach. “It’s understanding what’s a good stress and what’s a bad stress,” says Shaw, who explains that there is an increasing empathy for what athletes go through to sustain high performance over extended periods of time.

“An athlete may enter our ecosystem at 15 or 16 and leave our ecosystem at 35, so if we don’t have that ability to understand how we must adapt in how we interact with and support our athletes, then they’ll leave.”

3. Let people refine their processes before looking for scalability

Shaw admits that Swimming Australia, when it comes to system-wide initiatives, has traditionally been an organisation that “scales first and tries to find efficiencies later”. However, the organisation has typically excelled when it comes to individual and group piloting. Shaw has noted the distinction and continues to learn as he goes. “Over the last 18 months I’ve realised it’s not about adding more, it’s subtracting and refining ideas to their simplest and easiest, then letting people add their flavour to it,” he says, warming to the theme.

“Oftentimes, we try to scale and have things fit within boxes, but scalability comes from understanding the fundamentals of an idea or process, making sure that happens, and then giving enough space for others to iterate and develop their own process.”

4. Use AI as a co-pilot

Shaw sees the potential in automation, with caveats. “As we automate, we free up time to interrogate the data more and more, but that puts people behind the screens and offices we’re trying to free them from in the first place,” he says, adding, “automation should free coaches to spend more time on the pool deck and in performance environments”. Doing this will enable coaches to “be compassionate with the athlete, to better understand what they’re going through, or to understand if a piece of information is going to be necessary for them at this point in time.”

As for AI, he sees the benefit as being rooted in “augmented decision-making”. “We want to use AI to help people make good decisions, to help strip away the noise, to make the signal a bit clearer,” he continues.

Such clarity helps to reduce “data hallucinations and noise, which you may not realise for a couple of months”. By that point, “you’ve wasted your time.”

That does not mean outsourcing data interpretation entirely to AI. “We believe in the co-pilot model of AI rather than having the artificial intelligence doing it for people.”

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