In each situation above, you may have noticed a pattern. Preparation before the event can only help each of these people to succeed.
In all three fictional cases, providing detailed knowledge of the genre of the event helps to build expectation of that event. It is then up to the trainee to act in accordance with that expectation. For example, James the hockey player gains information about the fitness tests that he will need to take during the camp. Based on this information, he may choose to not take that trip with his friends and focus on working through a strength training regime instead. Sheryl has learned that pitches need to be short and to the point. As a result, she may decide to edit her presentation and remove relatively unimportant information that may cause the investors to lose interest. Bill receives assurance that the given course of action will yield favorable results. This removes anxiety and helps with his confidence.
All of these preparatory actions are performed in response to information that was given to each prior to the actual event. It then remains in the hands of the hopeful athlete, entrepreneur and tree planter to respond accordingly.
How can we as trainers and teachers project this simple intuitive fact on to our own training programs? Based on our intuitive agreement with some of things the coach, mentor and professional foremen might do above, we extract a few simple principles:
- Â Build up expectation in the trainee's mind about what will happen during the event.
- Provide detailed knowledge of criteria by which they will be assessed
- Make suggestions about how to practice beforehand in order to maximize success in front of the assessor.