The well-meant ones
Five things parents say on the ride home because they care, and why they rarely land the way they’re meant.
Every one of these comes from a loving place. You’ll probably recognize yourself in one or two. Once you can spot yours, it’s easier to catch it next time.
Part of The Ride Home, practice for the drive home after games, from Aaron Lewis, CMPC. Free.
Five that come from caring
The same night for all five. Your daughter is fourteen. She played a solid game until the last inning, when a ground ball went under her glove. The winning run scored on it.
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Your verdict first
“I thought you did really well.”
It encourages her, and it answers for her.
Encouragement from parents is one of the things that builds young athletes’ confidence. It also gives your verdict on her game before she’s sized it up herself. In skill learning, athletes who assess their own performance first tend to learn more from it.
Your part insteadLet her go first. Ask how she saw it before you add anything.
Based on: sport confidence research and motor learning research on feedback
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Making her feel better
“Tough one. You’ll get them next time.”
Kind, and it’s about the score.
It tells her the result is what you were tracking, and that the next game is about getting it back. Feedback from parents is one of the places young athletes get their confidence, so what you lead with matters. Results depend on a lot she can’t control. What she was working on is hers.
Your part insteadLet the feeling be there instead of talking her out of it. Then hand her the timing: “Want to talk about it, or not right now?”
Based on: achievement motivation and sport confidence research
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The fix
“That last one, you’ve got to get your glove down. We’ll work on it this week.”
You’re right about the glove, and she probably already knows.
She felt that ball go under her glove before anyone said a word. Players get their own feedback from the play itself, so this soon, yours probably isn’t news to her. And when someone else’s read always comes first, players tend to lean on it instead of trusting their own.
Your part insteadHold the fix until she asks. If she wants help, she can tell you what kind.
Based on: motor learning research on feedback
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Filling the quiet
She says “Fine,” and looks out the window. Right away:
“Just fine? What happened out there? What did Coach say?”
Natural, and it takes her turn.
A few words might be all she has yet. Waiting gives her time to answer in her own way, and room to go first. Back-to-back questions are one of the pitfalls trained interviewers watch for, and listening is what encourages a person to keep talking. This isn’t staying quiet the whole ride. It’s leaving a little room after she answers.
Your part insteadLet the quiet sit before you fill it. If she doesn’t add anything, that part is hers.
Based on: counseling interviewing skills
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Taking over the plan
Later she says, “I want to work on my first step.”
“Good. Ground balls every night this week. I’ll hit them to you.”
Generous, and it takes over her plan.
She picked what to work on. This picks the how and the when for her. Kids who feel in control of their own decisions tend to stay more motivated.
Your part insteadLeave the plan hers, even when you have a good one. Ask, “How do you want to work on it?”
Based on: self-determination theory
They just come second
None of these are wrong to do. Your read, your comfort, the fix and the plan all have their place. They tend to land better after she’s had her turn. Your part is the room you give her. What she does with it is hers.
Try the ride home before you have it.
Tell us what happened, and see how each thing you say tends to land. Free, about five minutes.
Practice the one that’s yours.
My practice shows the one you’re working on, and how your part is going.