GTD & Frogs

Another Postscript:

The story of the frogs keeps getting better. After we were done with our frogs I passed them on to my friend Phil. Phil and his son won their heat and got their picture in our local paper.

Link to picture

Look at that frog go. Can I pick winners or what!? :)

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Postscript: Here are some great photos of the Frog Jumping competition taken by my friend Daria: http://www.dariabishop.com/2009/07/americas-birthday-vermont-style-part_8494.html

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I've been carrying the following project on my GTD project list for awhile now:

Complete... participation in 4th of July frog jumping competition

I looked at my calendar today and saw this as a day specific action.

Catch frog for frog jumping competition

I love the way things show up in my GTD system to remind me about the important things.

From a GTD levels of perspective (aka horizons of focus) perspective. This project aligns to 40k goal of "making memories."

There you have the behind the scenes look of a GTD example from my life. I now need to get down to business and catch one of these. "Come on kids, let's go find our winner!"

(picture source: http://dlindagarcia.com/tag/nature/)

Teach a child to ride a bike (without breaking your back)

The goal of this post is to help a child somewhere learn to ride a bike with confidence.

Imagine this...

Imaging you are walking on a tight rope. Now, imagine that someone is walking or running next to you holding on to the back of your pants while you are on the tight rope. They are either holding you so tight you do not have a chance to fall or they are pushing you around so much you are not sure where your center of balance is.

This is the way a lot of people teach their kids to ride a bike without training wheels. The parents (and their poor backs!) are running beside their kids trying to hold them up. Yet, in their efforts to teach their kids how to ride a bike they are depriving them of the chance to accumulate experience with some important bike riding skills.

What skills are needed to ride a bike?

(1) Balance

(2) Starting and Stopping

(3) Peddling

(4) Steering

The learning plan outlined below is designed to get your child to proficiency with each step in the order they are listed above. The other goal here is teaching your child to learn how to learn. If they are just learning to ride a bike they are a little too young to grasp this concept but just think of it as "planting seeds" for future discussions.

Major prerequisites

(1) Select the proper size bike for your child. I made the mistake with my first child of buying a bike that was just a little too big. I thought I was making a smart financial move. I was thinking, "I will get two years out of this." In reality, my daughter could not efficiently peddle the bike because it was too big for her little legs. She got frustrated. She was experiencing the opposite of what I want your child to feel. She felt frustrated instead of feeling successful. I violated a principle I teach - start small then go bigger.

So, before you try anything mentioned below, select a bike that is the right size for your child.

(2) Find "learning to ride" location that has a gentle slope. I recommend starting on grass slope then moving to pavement. Grass is a little slower and a little softer. Once your child masters the skills on grass you can repeat the process on pavement.

Learning to ride a bike

Step 1 - Correct seat height

Adjust the seat of the bike so your child can put their feet flat on the ground. This is the starting point. This is the starting point of feeling balanced. This is the starting point of building confidence.

Step 2 - Feet up and feet down

The purpose of this step is to get your child used to feeling the bike.

Goal #1 - Lift both feet up and put them back down without falling over. Repeat 10 times.

Ways to praise:

- I like the way you are starting with both feet on the ground

- Nice job lifting your feet up! That was your first time. How did it feel?

- That was the best one yet! Keep up the good work. You are doing great.

Goal #2 - Lift both feet up, touch the peddles, put them back down without falling over. Repeat 10 times.

Ways to praise:

- I like the way you are starting with both feet on the ground (reinforcing a strong and stable starting point. The point of highest confidence.)

- Nice job lifting your feet up... you are getting really good at that.

- That was a great attempt. What did it feel like? What are you going to try this time?

- Way to go. You got your feet on the peddles and put them back down. That is a new world record for you. Want to try to see if we can get 2 in a row... 3 in a row... etc..

Step 3: Feet up, roll down the slight incline a short distance, feet down.

The purpose of this step is to get your child used to feeling the bike in motion. The goal here is to start with small goals then incrementally move to larger goals.

Also, for this step grab three items (e.g. cones, rocks, etc.) that you can use to mark a starting point and measure the end point.

Goal #1: Make the first attempt

- Put the starting marker in a position to mark the front of the tire.

- Have your child push the bike forward, hold their feet up (not on the peddles yet), then put them down.

- Put a marker where the front tire ended.

- You've just established their "new world record!"

- I wonder if they can beat it?

Ways to praise:

- I like the way you are starting with both feet on the ground (reinforcing a strong and stable starting point. The point of highest confidence.)

- Look were your tire ended up. Great job! A new world record.

- I liked the way you put your feet down. You really controlled your balance and the bike well. Did you feel in control?

- Do you want to try to set a new "world record?"

Goal #2: Make several more attempts marking the "new world records."

Step #4: Feet up on peddles, roll down slight incline for a short distance, put feet down.

This step is similar to step #3 but it brings the skill level up a notch by putting the feet on the peddles.

Goal 1: Make first attempt.

Goal 2: Make several more attempts marking the "new world records" with the feet on the peddles.

Ways to praise:

- Continue in the same spirit as in step #3.

Step 5: Feet up on peddles, roll down a slight incline for a short distance, apply break, put feet down

This step is similar to step #4 but you are introducing how to apply the break and put the feet down under control.

Goal 1: Make first attempt

Goal 2: Make several more attempts with the goal of learning how to gradually apply the break to stop. This will help avoid skidding and sudden stops.

Ways to praise:

- Nice job. How did that feel?

- It looked like you pressed the break "hard", can you show me what "soft" looks like? (and vice versa)

- I liked the way you stopped under control and put your feet down. How did that feel to you?

Step 6: Feet up on peddles, peddle the bike, apply break, put feet down

This step introduces a new step into our sequence - peddling. Up to this point we've been building skills and confidence. Hopefully, there are still smiles on the face of your child. If not, take a break. This is a process that takes some time. You do not need to master each step in one day. Keep it light and keep it fun.

Having said that, here is the set of goals.

Goal 1: Feet up on peddles, peddle the bike one rotation, apply break, put feet down

Goal 2: Repeat goal #1 several more times.

Goal 3: Feet up on peddles, peddle the bike [suggest a number to your child] rotations, apply break, put feet down.

Ways to praise:

- Great job! Let's mark your world record in this event.

- Nice job. Remember you can apply your break to stop.

- I like the way you stayed balanced and under control.

Step 7: How far can you go?

Goal: Let's see how far you can go.

Summary

You've set small incremental goals. You've praised your child and built their confidence. Your child is now proficient at the basics. You planted the seeds of learning how to learn: break a big thing into little pieces. The rest is about accumulation of experience. It is about the amount of time you spend on the bike.

Milestone

Welcome to a milestone. The other side of teaching your child to ride a bike is the parenting side. Learning to let go. Learning to support. Learning that learning sometimes involves bumps and bruises.

Keep up the great work. You are doing great! I hope you have a happy and safe 4th of July.

Post Script:

I would love to get your input on this post regarding youth/rec sports. If you have someone in your circle of family and friends that might have some thoughts in this area can you please forward it to them or interview them at your 4th of July party and post your comments. Your efforts will help youth coaches and all the kids that participate (or will participate) . Thank you.

Youth/Rec Sports... I need your help

Zone by Zone readers I could use your help.

We have many generous people within our communities that are volunteering their time to coach. I am working on a goal to bring some resources to the web to help our youth coaches teach and coach our youth in a manner that produces skills and smiles. I believe that mastering skills can be fun. I strongly believe that some simple support systems for youth/rec coaches can help them teach skills that will lead to a fun and successful experience for all (players, coaches and parents).

Here is how you can help make a difference.

Please answer one or both of these questions by posting your information in the comments section. If you'd rather send your information directly to me you can do that too. My email is mikewilliams.vt@gmail.com.

If you are a parent or guardian (or hope to be someday): What does a "successful youth season" for your child look like from your perspective?

If you are a youth coach (or hope to be someday): What does a "successful season" look like from your perspective? ...for you as a coach? ...for your team? ...for your players?

Know someone that could help with this quesiton? Please forward a link to this post to them?

Do you think your Twitter followers could help? If yes, could you please share?

Any and all comments are appreciated. Your contributions will help someone somewhere.

Best regards!

Am I good at anything?

Post by mike williams. Follow me on twitter.

Note: you may need to click through to the blog to access links to pictures and books referenced in this post.

"Daddy, am I good at anything?"

This is a question I recently got from my daughter. I loved the question. It was filled with so much honesty and humanity it made me ache. It came after a day of hanging out with some friends that are going to summer camps that she is not attending. She had a great day with her friends but ended the day with an empty feeling. She felt something was missing. She was comparing what they are good at with her current state in each of these areas.

Have you ever felt that way? Ever go to a social event and talk with folks who seem to have it all and you leave a little depleted from the experience? I think it happens to everyone from time to time.

Instead of saying to my daughter, "Honey, your great at those things too." I approached it a little differently. I asked her, "Honey, what do you want to be good at?"

I asked her that specific question so she could learn to find the answer from the inside-out versus the outside-in. In-side out meaning all the answers can be found within you. Outside-in meaning you are chasing what other people are doing and trying to find fulfillment from external things.

What do you want to be good at?
What do you want to be great at?

It was bed time. I asked her to write down a list of things that she wanted to be good at. I told her that I had some things I could share with her in the morning that could help her. She accepted that, wrote her list and went to sleep.

The next day, we talked briefly about our conversation from the night before. I pulled out three books from my book shelf:

This is your brain on music
Outliers
Mastery








I had her read short passages on mastery from each. In summary, the research shows if you want to master something you need to spend 10,000 hours practicing your craft. We talked about this and simplified it to:

If I want to improve at something I need to practice.

I said to her, "How about you and me go to Starbucks and work on your list?" I love creating teaching "zones" and this was a great opportunity. So we grabbed our portable think-a-torium (a stack of blank 3x5 cards) and headed out of the house.

I went to Starbucks specifically to:

(1) Carve out space for learning (i.e. create a learning zone)
(2) A change of location = different dynamics = different thinking
(3) A small treat makes it fun!

Here is a photo summary of our event:

Question: Let's think about what the books said and break them down further. What do you remember from what you read?

She answered and I facilitated by capturing the key elements verbally. She wrote them down on the cards:

(1) Time
(2) Practice (including what specific skill you want to practice)
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(3) Proficiency

The main point from this piece of our discussion is that proficiency, your ability to improve at something, comes from accumulation of experience. This takes time (e.g. you need to choose practice over other activities... say, TV!). It also takes focus. What skill do you want to practice during this time (e.g. this gets to efficient and effective practice)?



Question: Now, that you know the "secret" show me one of the ideas you captured last night. Let's plug them in to the "secret formula."

Example 1:


Example 2:


Question: What else? What about some of your strengths? What strengths do you want to continue to practice and grow?

Example 3:


Example 4:






Next, now that we know the "secret formula" and you know what areas are important to you all we need to do is determine what to do next. (Note to GTDers: Her "to do" list is actually a project list. Notice the project verbs!)



That ended our learning date. We talked a little more on specific things to practice in each of the areas. When we got home, she practiced her singing and felt excited by the challenge of her practice goal.

There were many levels to this experience with my daughter. I love the fact that we could turn the moment in to a great learning opportunity.

PS: I also owe a debt of gratitude to Charles Fred and the concept of "speed to proficiency ." To paraphrase... "the strategic accumulation of experience with the activities that mater most."

Square one...

(Note: If you are reading this in a reader, you my need to click through to the blog to connect to the song link.)

Square One, a song by Tom Petty, entered my world recently. It reminds me of some friends, family members and friends of friends who went down certain paths in their lives and are starting over again (and perhaps again) at square one.

Square One is a great place to be no matter how many times you get there. It is a starting point. Everyone needs one. Even the small step of thinking about change is a starting point.

For anyone out there with a friend or loved one starting over again at Square One my thoughts are with you.

Thank you Tom Petty for your artistry.

Time to "process" my car

 

Yup, its time. My wife said it was time a month ago. I am on vacation next week so I added a new task to my @Home list:

Process my car

Now that I parked the idea on my list I can forget about it... for a little while! :)

What do Kids, Summer Vacation and GTD have in common?

(Click on the picture to enlarge)

 

Answer: Outcome Thinking!

School is out in our neck of the woods. Summer time is a great time for some outcome thinking work with the kids. This post continues on the theme of planting the seeds of GTD with kids without actually using the GTD lingo.

While sitting at the table with the kids we started talking about the summer. The kids had some great ideas on what they wanted to do. So I thought to myself... aha! another opportunity for the Think-a-torium! This time though it was not just what we want to do for the day. This session was about what we wanted to make true over the summer. A much longer horizon for planning and perfect for the kids.

I leaned over an said to them in a whisper, "You know what?"

Kids, "What?"

"You guys are coming up with some AMAZING ideas. I think we needed a session in the Think-a-torium!"

Kids, "Yeah!!!!"

This time we used 3x5 cards to capture our ideas. The rules were simple:

- Answer this question: What do you want to do this summer?
- One idea per card
- We take turns tacking them to our cork board
- Every idea is a great idea

We went at it for about 30 minutes and had a ball. The kids were great and really supported one another.

After we finished I stepped back and said "Wow! You guys are magic. This board was blank just moments ago and now... well, look at it! Look at what you did with your imagination! This is great stuff. Looks like we are going to have a great summer!"

Our plan is to go down to the basement at least weekly (seeds for a weekly review) to review what we want to do next. As we select our "projects" I will ask them "what do we need to do next to make this magic card come true?"

We've already completed a couple of items and the kids are loving it. It is very rewarding watch them take their ideas from idea to done.

I hope you have a fulfilling summer. May your Think-a-torium overflow with ideas for you and your family.

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A related post: http://www.zonebyzone.com/2008/05/auto-imaginatorium.html