TREASURE

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New to Coaching, or Considering what Coaching can offer you? Here are 2 resources that offer more nsight:

1. Here's a short excerpt from the article "The Ultimate Deliberate Practice Guide: How to Be the Best:"

Deliberate practice is most effective with the help of a coach or some kind of teacher

“The best teacher is not the one who knows most but the one who is most capable of reducing knowledge to that simple compound of the obvious and wonderful.” —H.L. Mencken (attributed)

Deliberate practice is most effective when conducted with some kind of coach who can give feedback, point out errors, suggest techniques for improvement, and provide vital motivation. Although mastering any skill requires a lot of time engaging in solitary practice, working with a coach at least some of the time is incredibly valuable. In some fields such as sports and music, it’s common for a coach to be present all of the time. But most top performers benefit from a combination of coaching and solitary practice.

When we look at the lives of people who achieved great things, we often find that those who did so at a young age or in a shorter time than expected benefited from having fantastic teachers. For example, physicist Werner Heisenberg had the epiphany that led to the formulation of matrix mechanics a mere five years after commencing serious study of physics. But he no doubt benefited from the mentorship of Niels Bohr and Max Born, two of the foremost physicists at the time.

Even people at the most elite levels of performance across fields can benefit from specialist coaching. Engaging in something and teaching that thing are separate skills in themselves. The best practitioners are not always the best teachers because teaching is a skill in itself.

Ericsson explained that “the best way to get past any barrier is to come at it from a different direction, which is one reason it is useful to work with a teacher or coach.” We often make the same mistakes again and again because we simply don’t realize what we’re doing. Our performance falls into ruts and we can’t figure out why we’re running into the same problem yet again.

A coach can see your performance from the outside, without the influence of overconfidence and other biases. They can identify your blind spots. They can help you interpret key metrics and feedback.

Ericsson went on to say that “even the most motivated and intelligent student will advance more quickly under the tutelage of someone who knows the best order in which to learn things, who understands and can demonstrate the proper way to perform various skills, who can provide useful feedback, and who can devise practice activities designed to overcome particular weaknesses.” An experienced coach will have worked with many people on the same skill so they’ll be able to advise on the best ways to structure practice. They’ll know when you’re just repeating what you find easy, and they’ll be able to push you to the next level.

Teachers or coaches see what you miss and make you aware of where you’re falling short. Geoff Colvin writes:

"In some fields, especially intellectual ones such as the arts, sciences, and business, people may eventually become skilled enough to design their own practice. But anyone who thinks they’ve outgrown the benefits of a teacher’s help should at least question that view. There’s a reason why the world’s best golfers still go to teachers."

2. Here is another short excerpt from the article "The Making of An Expert" by K. Anders Ericsson, Michael J. Prietula and Edward T. Cokelly (Harvard Business Review):

Find Coaches and Mentors

Arguably the most famous violin teacher of all time, Ivan Galamian, made the point that budding maestros do not engage in deliberate practice spontaneously: “If we analyze the development of the well-known artists, we see that in almost every case the success of their entire career was dependent on the quality of their practicing. In practically every case, the practicing was constantly supervised either by the teacher or an assistant to the teacher.”

Research on world-class performers has confirmed Galamian’s observation. It also has shown that future experts need different kinds of teachers at different stages of their development. In the beginning, most are coached by local teachers, people who can give generously of their time and praise. Later on, however, it is essential that performers seek out more-advanced teachers to keep improving their skills. Eventually, all top performers work closely with teachers who have themselves reached international levels of achievement.

Having expert coaches makes a difference in a variety of ways. To start with, they can help you accelerate your learning process. The thirteenth-century philosopher and scientist Roger Bacon argued that it would be impossible to master mathematics in less than 30 years. And yet today individuals can master frameworks as complex as calculus in their teens. The difference is that scholars have since organized the material in such a way that it is much more accessible. Students of mathematics no longer have to climb Everest by themselves; they can follow a guide up a well-trodden path.

The development of expertise requires coaches who are capable of giving constructive, even painful, feedback. Real experts are extremely motivated students who seek out such feedback. They’re also skilled at understanding when and if a coach’s advice doesn’t work for them. The elite performers we studied knew what they were doing right and concentrated on what they were doing wrong. They deliberately picked unsentimental coaches who would challenge them and drive them to higher levels of performance. The best coaches also identify aspects of your performance that will need to be improved at your next level of skill. If a coach pushes you too fast, too hard, you will only be frustrated and may even be tempted to give up trying to improve at all.

Real experts seek out constructive, even painful feedback. They’re also skilled at understanding when and if a coach’s advice doesn’t work for them.

Further inspiration

1. This is an amazing article on Sacred Geometry that discusses the idea of Man as Divine. It explores how everything is connected via Sacred Geometry, which points to Divine Order & Intelligence. Included below are key excerpts from a very long article/page that may be of relevance and interest:

  • As Skinner notes, “geometry and numbers are sacred because they codify the hidden order behind creation”. As such, they were sometimes considered to reveal the “mind” of God: as Galileo succinctly put it, “Mathematics is the alphabet with which God has written the universe.”
  • Indeed, harnessing such “divine” geometry may be understood as a sophisticated and deliberate form of pattern recognition... By studying the nature of these patterns, forms, and relationships and their connections, it was felt that insight may be gained into the mysteries... sacred geometry has long been held to bridge the worlds of spirit and matter, through their energetic evocation of shape, vibration and symmetry.
  • Living plants seem to follow these deep symmetries not because they are “obeying” some transcendental or abstract “law”, but because they spontaneously deliver extremely efficient as well as very beautiful modes or forms of survival and being: the Fibonacci sequence, for example, occurs in many forms that have spirals – leaves, branches, and petals, as well as pinecones and pineapples. These spirals mean that new leaves don’t block the sun from older leaves (the rotating pattern facilitates this), thereby ensuring that the maximum amount of rain or dew also gets directed down to the roots.
  • We are embodied in the wider world, and the wider world is embedded in us: the differentiation between “human” and “cosmic” or “natural” breaks down, through these repetitions: this is the source of the power of da Vinci’s image of Vitruvian Man, which contains within the human body the entire process of the manifest unfolded world, which constitutes its (alienated) reflection.
  • These patterns also reveal how we are deeply embedded in, and participate in, much wider fields and contexts: we are trees, within forests, within landscapes, each repeating and belonging to the other.
  • Research has shown, for example, that when people view a natural and beautiful scene or geometrical presentation, the nerve cells in the opiate-rich pathway that connects the visual cortex to the parahippocampal gyrus become very active – that is to say, it is experienced as deeply “satisfying” and even calming. (We have a similar response when engaging with satisfying symmetries, structures, and sequences, as well as in processing satisfying mathematical and “rational” thinking activities). Some wonderful work done by researchers in Kyoto University in Japan demonstrates how the geometry of a space, place, or scene can suggest a pleasing picture to our subconscious which creates measurable effects in the brain resulting in feelings of connection, groundedness and well-being.
  • Contemplation and study of these special geometries therefore seems to have significant healing effects on both human physiology and psychology, suggesting their interconnecting and integrative nature. As one commentator notes, “The fractally harmonic context-rich visual experience creates a perception process which releases bio chemicals that manifest feelings of health, happiness and well-being. When the mind, which is in essence the process of regulating the flow of energy and information, is freed from the rigid boundaries created by boxed scaling, it can move through the doors of perception at will.”
  • To truly understand sacred geometry we have to understand that everything in the universe is made up of energy and is in a continual state of transformation. What we call “geometry” and “pattern” is the effect, not the cause, of these underlying living forms. As Lawlor notes, “Functioning then at the archetypal level, Geometry and Number describe fundamental, causal energies in their interwoven, eternal dance”.
    In his fascinating exploration of how the sense of beauty (which Plato had identified as a fundamental quality or expression of the Ideal Forms) has evolved, contemporary biologist Rupert Sheldrake shows how there is a striking resonance between the thing perceived and the structure of the perceiving consciousness, noting that every phenomenon has an intimate and necessary relationship to the whole of being (“holarchy”). This sense of resonance and relationship, he suggests, is what we understand as “beauty”. Holarchy also seems to emerge from the harmonic organisation of the universe, an organisation that allows the beings within it to be aware of the recurring patterns and ordering principles within all things. It also resonates strongly of course with the idea of sacred geometry. It’s deeply moving to observe this resonance, and even more deeply moving to participate in it.

Congratulations for Completing TREASURE!

 

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