What is a comparison climate, and what might it look like?

In a comparison climate, goals are typically outcome-based, with performance being measured against the performance and abilities of others. Coaches and/or student athletes focus efforts on athletes besting fellow athletes—reaching the top of the podium, getting more points, being the best trackstander or climber on the team. Motivations are usually extrinsic (driven by rewards, avoidance of punishment, or the opinions of others). Success is measured by showing superior ability. The primary goal is winning, and losing equals failure.

Does your team have a comparison climate? If so, it might look like this:

• Coaches, student-athletes, and parents focus on race results and podium finishes.
• Goals revolve around being better than others and can be affected by factors that athletes may not have control over (competitors’ training, course conditions, mechanicals, etc.). Goal setting is driven by pleasing coaches or parents rather than the athletes themselves.
• Post-race communications and team huddles celebrate podium placements and rarely other accomplishments, and the fastest riders regularly most or all of the recognition.
• Coaches prioritize recruiting the most talented riders rather than being inclusive in recruiting efforts. Then, they give the most attention to top performers during practices.
• The atmosphere is highly competitive. There’s pressure on riders to be the best and not disappoint their coaches or themselves, and there’s frustration if goals aren’t met. Other teams are seen as rivals rather than peers.
• Practices prioritize riding fast and hard over skill development. Upper groups don’t do activities alongside lower groups. The fastest riders are under constant pressure and no longer having fun, and the slowest riders feel unseen and aren’t given the same chances to develop.

“Comparison is the thief of joy.” –Theodore Roosevelt

A flower does not think of competing with the flower next to it, it just blooms.

Here are some ways to cultivate a climate of mastery on your team:

• Early in the season, help athletes set clear individual goals that focus on personal improvement. Steer them away from goals that rely on doing better than others or are affected by things outside their control. Make sure they’re setting goals based on what they want to achieve; not on what they think their coaches or parents want.
• In your practice plans, include activities that are appropriate for all ability levels. Include progressions as needed to ensure each group is in their stretch zone—success is achievable but challenging enough to promote growth. Use games, skill drills, and time trials as opportunities for athletes to test and improve themselves and as opportunities for coaches to evaluate, make corrections, and assist with that development.
• Focus on skill building with every group of athletes, all season long. Never stop incorporating OTB 101 and 201 skills into practices. Even the most advanced mountain bike techniques are just compositions of the basic fundamentals. Taming a gnarly downhill is all about mastering ready position, braking, bike-body separation. Crushing a techy climb relies on finding the right gear, knowing when to change climbing position, and implementing switchback and rock dodge skills.
• During practice activities, avoid hollow praise. Provide specific, constructive, and actionable feedback. Afterward, help athletes reflect and learn from accomplishments, as well as from mistakes and failures. Be sure to keep things fun along the way.
• Celebrate and recognize effort, improvement, and progress in all areas; not just based on podium results. After races, give each athlete the opportunity to share their own personal “wins.” Setting a PR, overcoming a mechanical, helping out another rider, riding a tech section they were worried about, or making a new friend can all be just as valid an achievement as earning a leader’s jersey. Consistently make it obvious that you care about more than just race results and points standings. Get parents on board with this way of thinking, too.
• Teach your athletes to help foster a mastery climate. Have ways during practices that beginner and advanced athletes can interact, with older athletes learning to be mentors and modeling skills. Encourage teamwork and helping each other achieve their goals.

There is nothing noble in being superior to your fellow man; true nobility is being superior to your former self.