Transcript

It's kind of-- because really, what it was trying to do was, within the question, was be encouraging at the same time. That's better, isn't it? Which is my semblance of, well done! That's good! And it was kind of-- so now I'm a little more conscious about what I say. There was another thing I did with a psychologist was use video cameras, iPhones, iPads, and all paraphernalia. But part of it was that you'd get a richer answer. So somebody runs down a runway, long jumps. In this instance, you take the video film. And then actually shut up. Don't say anything. Just go over with the-- have a look at that. And then once they've seen it, you then go, now tell me what you thought. Whereas normally, somebody runs down and-- because you're instantly trying to do something. How was that? What does that-- how does that feel? What's that like? Was that better? But from the psychology model, for them to feel it internally, then witness it on film, then when you ask the question, they'd give you back a much richer answer. But again, it depends on the level of the youngsters and stuff. If I'm honest, most people, when they watch video of themselves, critique themselves negatively. They're always looking for the thing they did wrong. I didn't do that very well. Yeah, but we weren't working on that. We were working on this. Yeah, but that wasn't good. I should've done that more. I should have done that. And it's frustrating, but I sometimes wonder if they do that because of my communication style earlier. And that it's-- coaching, a lot of the time, is correcting, correcting, correcting. So you always tend to focus on what went wrong more than you do what went well. So it's--