by W. Timothy Gallwey, Pete Carroll, Zach Kleinman. Author: W. Timothy Gallwey; Pete Carroll (other); Zach Kleinman (ill.) For many years, Gallwey has been introducing the Inner Game approach to corporations looking for better ways to manage change. The Inner Game of Tennis: The Classic Guide to the Mental Side of Peak Performance Click button below to download or read this book. I only found this: The Inner Game of Tennis By W. Timothy Gallwey The price is free Where can I get online PDF or EPUB versions of books?.
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Master your game from the inside out! With more than copies sold since it was first published thirty years ago, this phenomenally successful guide has. How to improve your game and discover your true potential by increasing your concentration, willpower and confidence Described by Billie. The inner game of tennis. byGallwey, W. Timothy. Publication date For print- disabled users. Borrow this book to access EPUB and PDF files.
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Actions Shares. Embeds 0 No embeds. No notes for slide. Book Details Author: Timothy Gallwey Pages: Random House Trade Paperbacks Brand: English ISBN: Publication Date: Description Master your game from the inside out! With more than , copies sold since it was first published thirty years ago, this phenomenally successful guide has become a touchstone for hundreds of thousands of people.
Not just for tennis players, or even just for athletes in general, this handbook works for anybody who wants to improve his or her performance in any activity, from playing music to getting ahead at work. Timothy] Gallwey's teachings. Whether we are preparing for an inter-squad scrimmage or the National Championship Game, these principles lie at the foundation of our program.
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Cancel Save. This phenomenon is a derivative of fear and doubt, and leads to constricted potential and mistakes. Our errors then confirm ours self-doubt and bring about the very outcome that we feared. To find the greatest leverage for reducing obstacles to learning in the workplace, I believe we should start with our definition of work itself.
What Is Work? If you ask executives the meaning of the word work, they focus on work as doing something—as accomplishing a goal, such as providing a product or service. In other words, to many people, work means performance.
But definitions that equate work with performance can be limiting, especially in the current business environment. Are there other results of work? When I ask executives this question, they generally offer responses that refer to two other distinct aspects of work.
One is the domain of experience: How you feel while working is also a result of work. While working, people feel satisfaction, meaning, accomplishment, and challenge, as well as frustration, stress, anxiety, and boredom.
Everyone at work experiences feelings that range from misery to fulfillment. A second set of answers fall into the category of learning: While working, you can grow, develop know-how and skills, and improve your ability to communicate, plan, and strategize. Adults can learn while working, just as children learn naturally while playing. The Work Triangle How are these fundamental results of work—performance, experience, and learning—related? They are unquestionably interdependent.
There is a general chuckle and a sense of a common understanding of corporate priorities. In the competitive world of business, it is easy to see why performance may be given priority over learning and experience.
But what are the consequences of pursuing performance at the expense of learning and experience? In any but the shortest timeframe, the consequences are dire: performance itself will fall. More pressure on performance, resulting in even less time and fewer resources directed toward learning or quality of experience.
How does the emphasis on performance play out in practice? Take your average sales manager who meets weekly with his sales representatives. The conversation usually focuses on performance issues, such as, how many calls did you make? What were the results of those calls in terms of sales? What are your plans for next week?
How are different customers responding to our latest promotion? Did you gain any insights into your own selling skills? What is the competition doing? What are you interested in finding out next week?
Did you learn anything that might help others on the team? The real value of this redefinition of work is that it includes me as an individual. I directly and immediately benefit from the learning and experience components of the Work Triangle.
I can never replace the hours of my life I spend at work, so I need to make the most of them. When my customers, managers, teammates, and the surrounding culture pressure me for performance results, the Work Triangle helps me remember that the person producing those results is important, too.
I neglect my own learning and quality of experience at great peril to myself as well as to my future levels of performance. The Tunnel Vision of Performance Momentum The definition of work that focuses strictly on performance results at the expense of learning and experience produces a kind of tunnel vision that prevents workers from being fully aware and focused.
In short, performance momentum means getting caught up in an action to the extent that you forget the purpose of the action. When individuals are caught up in performance momentum, they tend to forget not only important performance goals, but also their fundamental purpose as human beings.
For example, my need to finish an article by the requested deadline obscures the reasons I chose to write the article in the first place, and dampens the natural enjoyment of expressing my thoughts and convictions. The person caught up in performance momentum neglects learning, growth, and the inherent quality of the work experience.
The tunnel vision that results from performance momentum is difficult to escape when individuals are working in a team that confirms and enforces the focus on performance.
Any activity that is not seen as driving directly toward the goal is viewed as suspect. However, when a team or individual sacrifices the learning and experience sides of the Work Triangle to performance momentum, long-term performance suffers. More important, however, the individual suffers. And because the individual constitutes the building block of the team, the team suffers as well.
Balancing the Work Triangle A simple method for assessing the balance among the three elements in the Work Triangle is to evaluate the way an individual or team articulates performance goals in comparison with learning and experience goals.
It is revealing that many employees, when asked about learning or experience goals, are vague and express less conviction than when discussing performance goals. Setting clear learning goals is a good way to begin rebalancing the Work Triangle.
However, the distinction between learning and performance is often blurred.
Learning is an increased capacity to perform; performance is the evidence that the capacity exists. Q—qualities or attributes you might want to develop in yourself or others U—increased understanding of the components of any person, situation, or system E—development of expertise, knowledge, or skills S—capacity for strategic, or systemic, thinking T—capacity to optimize what you do with time Teams and individuals can use QUEST to help form goals regarding what capabilities they want to develop.
To be most effective, these objectives should support immediate performance goals but at the same time apply to many future performance challenges. Coaching: A Conversation That Promotes Learning When executives list the qualities, skills, and expertise they want from employees, they often list intangible attributes, such as creativity, accountability, sense of humor, team player, problem solver, and so on.
So, how can you get the qualities and capabilities you want from people? But the real question is how to build the capabilities in the people you have hired, and how to keep those qualities from diminishing. Unfortunately, the tools of managing performance are not particularly useful for promoting or developing important qualities and core skills.
And it is difficult to imagine a course that teaches the rudiments of initiative or cooperation. So what is left? The word I use for the capacity to promote such desired attributes is coaching.