Wat is de werkelijk motivatie om te gaan lessen.
Er is meer dan alleen techniek en hierin onderscheidt de PMTS benadering zich van de andere opleidingen. De motivatie van de cursist of leerling is van essentieel belang. Er zal aan de motivatie moeten worden voldaan. Lees het volgende artikel. Misschien herken je jezelf hier wel in.
Moguls on your mind.
Riding a chairlift over a steep mogul field during rush hour when everybody is making their final run down is a great way to find out what skiers are emotionally up to. From the lift there is a global view of what’s going on. And what is happening looks more like a gathering of penguins on the Antarctic ice cap because just about everyone is standing there, stopped and not moving. Frozen stiff, not from the cold but by their negative emotions.
I encourage you to check this out for yourself and you will see that hardly anybody is actually skiing. 80% of people are standing around and 20% are skiing. The well known 80/20 principle applies in mogul fields too!
Let’s survey the feelings of the “stopped in the bumps
Question to first skier who’s not moving: What are you doing here?
• I don’t know what I’m doing.
How do you feel about your skiing right now?
• I’m totally freaked out; get me off this mountain.
Second skier: What are you doing here?
• Trying to get down in one piece.
How do you feel about your skiing right now?
• I feel that I made a mistake listening to my friends; I should have taken the Gondola down instead.
Third skier: What are you doing here?
• I’m looking for an easier way down.
How do you feel about your skiing right now?
• I’m skiing my worst ever and I’m exhausted.
By the way, what would be your answer? ..
Great skiers will vibrate different feelings of course. Our survey reminds us that we are emotional beings and the results that we create for ourselves depend entirely on how we’re feeling. Improve emotionally and you will improve your skiing skills. Guaranteed.The three step process to tune into your emotions and your feelings:
1. Know that there is an emotional need that has to be satisfied.
2. Find out what feeling is behind the emotion because this feeling is materialising what
you are experiencing
3. Change the feeling to satisfy the need.
Is there a Jane or Tom in all of us?
Jane, like many holiday skiers, started ten years ago and skis one week a year. She enjoyed skiing very much at first because she felt that she was really getting on -enjoying tangible progress on every holiday. The last three years however have been different. Jane has been stagnating and at times feels that she may have regressed. Frustrated with the situation, she is standing in front of me for her lesson. This is Jane’s first time with me and I don’t know anything about her yet. What I do know, however, is that I will use the three step process to help her out.
Jane, I ask, what would you like to achieve in your skiing?
Jane: I want to improve my turns and keep my skis more parallel.
(Improving turns and keeping skis parallel is not the emotional need that has to be satisfied. I have to continue the investigation. I found out later that Jane had been told by her friends that her style was not neat and that she was rushing her turns).
I pursue the questioning:
You want to improve your turns, and that’s great, and is there anything else that is important to you in your skiing?
• Well I’d love to be able to ski more of the mountain not just staying confined to green and blue runs. (Still not there yet. I don’t know why she wants to move beyond blue runs; I have to pursue the questioning).
You want to move beyond blue runs that’s good. Tell me, what else is important to you in your skiing?
• I’d like to keep up with my kids. (That’s more like it, we’ve got step one, the emotional need. I’m now looking for the feeling that is controlling Jane’s skiing experience).
Keeping up with your kids, I can certainly help you with that. Tell me Jane, is there something else that is important to you in skiing?
• I’d like to have more confidence (Got it, confidence is the feeling).
If you were able to feel more confident, you’d improve and you would enjoy skiing with your
whole family. • That’s it.
There is only step three left to deal with where Jane has to become capable of changing her feelings of fear into ones of confidence.
Here is Tom. Tom has six years of skiing experience and skis one week a year. He is a sporty go-for-it type who doesn’t really care about lessons, but who comes along to chaperone his girlfriend. After taking one look at Tom’s skiing I figure that he could use the lesson more than his girlfriend. To get him on board I use the same process as with Jane.
Hello Tom, what would you like to achieve in your skiing?
• I’ve probably picked up some bad habits so can you tell me what I am doing wrong? (Who needs to hear what is wrong? This is destructive and would not create desirable positive emotions).
To know what you are doing wrong will not put it right. We can do better than that. What else is important to you in your skiing?
• Well I’ve got no style and you’ve got to make me look good by 4.30PM today.
(I’m trying to figure out this guy; he wants me to tell him how bad he his and make him look good at the same time. Again, the emotional need is not clear).
You want to look good and, aside from that, is there something else that is important to you in your skiing?
• Well I’m not so good in bumps. Yes, I’d like to be able to do bumps too.
So tell me Tom, is there anything else that is important to you in your skiing?
• I think that I’m skiing out of control most of the time and I would like to be more in control. (Great, now we’re getting somewhere: Tom doesn’t feel in control of the terrain and this makes him afraid. Feeling in control of the situation is what he’s looking for).
If you had a way to be more in control you‘d automatically have more style and would feel more capable in bumps.
• That’s right.
After these, and similar conversations, we are usually at the top of the chairlift and know what to get out of the afternoon. Jane is looking for confidence and Tom is looking for ways to gain control.
Confidence and Control
Having more confidence and being in control are unanimous requests and every-one feels that, at the end of the day, confidence and control are what really matter above all else in order to have fun. Interestingly, men usually prefer to talk about control even if it’s confidence that they need. I believe men express their feelings reluctantly. Women tend to be OK talking about confidence. Although confidence and control are different words, in skiing terms they are quite interchangeable. The emotional and physical resources required to ski in control are the same resources that you use when you are feeling confident.
Once we have uncovered our needs we have to be certain that our beliefs, especially our deeply rooted subconscious ones, will support the required action to satisfy our feelings. If this isn’t the case, we have an internal conflict; a battle between our needs and our beliefs which will stifle progress for ever.
A woman and her husband walked into the shop asking for lessons. The husband told us in a commanding voice that we had to sort out his wife’s confidence. Mary clearly could not express herself with her husband around. Luckily they ended up taking separate ski lessons. Once up the mountain, Mary did well and there was a lot of potential there. She was sporty and eager to improve and in my opinion her confidence was better than her husband had lead me to believe. I began suspecting the husband.
During the video break in the lodge I ran Mary through a series of kinesiology muscle tests to obtain answers from her subconscious relevant to skiing. In the 1960s, the American doctor George Goodheart discovered how to evaluate body functions by using muscle tests. Since the original discovery, the principle has broadened to include evaluation of the nervous, vascular and lymphatic systems, and to help assess allergies and cerebrospinal fluid function. This methodology is called “applied kinesiology” (A.K.) and is used extensively by chiropractors and other health professionals. When the test highlights discrepancies between conscious and subconscious answers, the subconscious answer is considered to be the one dictating our actions. This is a very useful test to determine what holds true for us at the moment we conduct the test.
Mary’s test relating to skiing performance turns out as follows:
Question: Mary, are you happy to apply on green slopes the skiing techniques that you have been shown this morning?
• Response: Mary’s kinesiology muscle test is strong, this means yes because the subconscious agrees.
Mary, are you happy to apply on blue slopes the skiing techniques that you have been shown this morning?
• Response: Strong test – yes
Mary, are you happy to apply on smooth red slopes the skiing techniques that you have been
shown this morning?
• Response: strong test – yes
Mary, are you happy to apply on icy and bumpy red slopes the skiing techniques that you have been shown this morning?
• Response: weak test – no
The muscle test has revealed Mary’s skill threshold. She is confident in using new techniques on smooth red runs but is not confident if it gets icy and bumpy. This is a great tool and Mary is sufficiently impressed to take things further.
Now for the question: Mary, is it OK for you to ski better than your husband?
Response: weak test, that’s a no. It is not OK for Mary to ski better than her husband and in light of what I had seen both in the shop and on the slopes this made total sense.
Mary’s biggest performance inhibitor was not skiing technique or confidence related as much as it was her beliefs about skiing better than her husband. This explained her good
performance in the lesson away from her husband and the rather poor performance when she skied with him. This is a pattern I have seen quite often.
At this stage Mary has two possibilities:
1. She can stay with this knowledge and accept the skiing consequences. If this is the case skiing lessons would be tailored around social goals with mild tuition to create a temporary feel good factor. This attitude maintains the status quo that we see all over the mountain.
2. She can do something about it by taking the risk to ski better than her husband. I would recommend making this choice as soon as possible. This is how you experience growth and personal satisfaction for your achievements. This book is designed to help you with this.
Mary’s example is not unique and the slopes are heaving with people who are putting massive energy, time and money into their skiing and cannot progress beyond a certain point. This is called reaching the plateau and once you’ve reached this plateau where do you think you are likely to go on your next skiing holiday? Up or down? The real question is what’s holding you back, not what’s wrong with your technique.
From the student’s point of view, the difficulty is perceived as being related to skiing only.
From my point of view, however, skiing reveals existing emotional issues which block our progress and our growth.
When we deal with our emotional issues alongside our ski technique our progress goes through the roof, transforming for the better much more than our skiing skill. We feel so much more in charge of our lives.
What is holding all of us back in our undertakings is the underdeveloped ability to direct the power of our thoughts. In our society the educational and social models rarely encourage us to take responsibility for our own thoughts and feelings and do not teach us how to measure the side effects of our own thoughts. Instead we have become emotional sponges bathing in a pool of bad vibrations. It’s not surprising that on the ski slopes we are easily seduced by doubts, anxiety, fear and/or feeling inferior or incompetent in some way. We find it difficult and unnatural to believe that through deliberate choice we can change our thoughts and feelings and so change our circumstances.
Door aan de motivatie te voldoen ontstaat het gevoel: “Blij dat ik glij” en dat is het meest belangrijkste.