Introduction:
Tim Gallwey, a renowned expert in coaching, joins Nathalie de Marseille and Michael Wozniak for a masterclass on coaching in a rapidly changing world.

Tim Gallwey’s Introduction:
Tim Gallwey acknowledges the presence of over 600 registered participants from 43 countries and expresses his delight in being a part of the masterclass.

Nathalie de Marseille’s Acknowledgment:
Nathalie de Marseille recognizes Tim Gallwey as a reference in the field of coaching and shares her personal experience of incorporating his ideas into her coaching trainings.

Tim Gallwey’s Recognition:
Tim Gallwey expresses his honor in being invited to the masterclass and acknowledges his role as the “father of modern coaching.”

Session Overview:
The masterclass focuses on coaching in a time of accelerating change, exploring how coaches can adapt and thrive in a rapidly evolving world.

Self One:
The voice in your head that constantly evaluates you, your performance, and how you appear to others. It criticizes, judges, and provides unsolicited advice. Its comments are often negative and self-defeating. It creates self-doubt and interferes with your ability to perform at your best.

Self Two:
Your inherent inner intelligence that has been growing through your life experiences. It is quiet and intuitive. It provides guidance and support without judgment. It allows you to learn and improve without fear of failure. It is the key to achieving your full potential.

The Inner Game:
The goal of the inner game is to reduce the interference of self one and allow self two to take control. This can be achieved by focusing on the present moment and trusting your instincts. It requires a willingness to let go of self-doubt and negative self-talk. The result is improved performance, increased enjoyment, and a greater sense of self-awareness.

Similarities and Differences Across Sports:
Tim Gallwey observed similarities in the challenges athletes face across various sports, despite the differences in the specific skills required. These similarities included the extent to which athletes allow their potential to be expressed and the degree of self-interference that can hinder performance.

The Example of a Tennis Player:
Gallwey shared an anecdote about a tennis player who claimed to be the worst backhand volleyer in the world. The player initially struggled to demonstrate a good backhand volley, leading Gallwey to realize that there were many issues to address.

Focusing on the Ideal Shot:
Gallwey asked the player to show him how he would like to hit the backhand volley someday, rather than focusing on correcting specific technical errors. This simple question allowed the player to envision an improved shot and bypass the mental barriers that were hindering his performance.

The Unconscious Mind and Self-Interference:
Gallwey explained that the player’s unconscious mind was preventing him from executing the desired shot due to a belief that he could not do it. The player’s conscious mind had set the goal of hitting a powerful shot, but the unconscious mind followed the limiting belief and caused muscle tension that hindered performance.

The Role of the Coach and Student:
Gallwey emphasized the importance of both the coach and the student being open to learning and unlearning. The coach should not assume that they have all the answers and should be willing to adapt their approach based on the student’s needs. The student needs to be open to exploring new possibilities and experimenting with different techniques.

The Secret to High Performance:
High performance can be achieved through focusing attention appropriately, regardless of the sense used. The critical variable is the important aspect of the task that needs to be changed.

Improving Performance without Expectation:
Beginners and advanced players can benefit from this approach. High-level players may have expectations that hinder their improvement. Making promises to players about not trying to improve their strokes can help them become more aware of their current skills.

The Davis Cup Player’s Story:
A Davis Cup player was hesitant to work on his volley, expecting to be told how to improve it. Tim Gallwey promised not to try to improve the player’s volley but instead to make him more aware of how he was hitting it. The player started telling Tim the time according to where his racket hit the ball. The player found it easier and more natural to hit the volley without trying to change it.

Internal Coordination:
Internal coordination is responsible for hitting a ball well, not the racket. Animals have internal coordination, which they have learned through evolution. Doubting one’s internal coordination can hinder performance.

Learning from Evolutionary Adaptations:
Animals instinctively respond to threats by fleeing, fighting, or freezing. Humans have evolved an enlarged nervous system that allows for complex learning. However, conscious thought can interfere with the natural functioning of the nervous system.

CELF-1 and CELF-2:
Tim Gallwey coined the terms CELF-1 and CELF-2 to describe different aspects of the self. CELF-1 is the conscious, thinking part of the self that tries to control and direct behavior. CELF-2 is the unconscious, intuitive part of the self that responds naturally and spontaneously.

Discovering CELF-1 and CELF-2:
Tim Gallwey’s discovery of CELF-1 and CELF-2 came from his commitment to minimize teaching and maximize learning. He realized that asking someone to be aware is not teaching but rather allowing them to access their natural learning abilities. Over time, he learned that CELF-2 is the more powerful and effective part of the self when it comes to learning.

Becoming Aware:
Instead of telling players what to be, Tim Gallwey suggests focusing on awareness. Asking players to notice specific body parts, such as their wrist, helps them observe their natural movements and any changes during the game.

Wobbly Wrist and Perfect Timing:
A wobbly wrist can become steady with practice and awareness. Perfect timing of the wrist snap with the ball’s position is crucial for accurate shots.

The Student’s Programming:
Students often try to fix their mistakes instead of being open to learning. This can lead to ego resistance and unnecessary muscle tension.

Being Aware vs. Being Conscious:
Awareness is about noticing sensations without judgment or trying to change them. Being conscious implies a focus on what is wrong and a desire to fix it.

Feel the Body:
When asked about the body part they felt, a player responded with “my toes.” This highlights the importance of being aware of the entire body, not just the parts directly involved in the action.

Introduction of Experiment:
Tim Gallwey conducted an experiment with a tennis player who was experiencing tight toes.

Observing Tightness:
Gallwey asked the player to notice the degree of tightness in their toes.

Relaxation and Improved Performance:
The player’s toes gradually relaxed as they continued to hit balls. Their shots became more fluid and their overall body relaxed.

Relaxation Doesn’t Mean Complete Inactivity:
Gallwey emphasizes that relaxation in tennis doesn’t mean complete inactivity. Muscles need to be engaged enough to hold the racket and shift weight.

Complexity of Muscle Control:
Playing perfect tennis through conscious control of muscles is impractical. There are numerous muscles and muscle groups involved in a tennis shot.

The Role of the Nervous System:
The nervous system provides instructions for muscle coordination. Trying to control each muscle individually would be overwhelming.

Effortless Tennis:
The key to effortless tennis is to trust the nervous system and allow it to guide the body’s movements.

Inner Intelligence and Language:
Pros may not know how they hit the ball, but they can do it consistently because it feels good and works. Contra Gonzalez, when asked to write a book about tennis, resorted to typing with one hand, demonstrating the simplicity of inner intelligence.

The Importance of Feeling:
Learning to hit a tennis ball effectively comes from what feels good and what works. Inner intelligence has millions of years of evolution and learning from experience, but limited language.

The Law of Self One:
When in doubt, tighten. This is evident in the way people shake hands, often gripping too tightly in an attempt to show strength.

Work and Performance:
Work is a broad concept that extends beyond traditional employment. Inner game principles can be applied to work to enhance performance.

High Performance:
Managers and individuals strive for high performance, often defined as the best or most efficient output. However, the focus on high performance may overlook other important aspects of work, such as enjoyment and learning.

Evolving and Devolving at Work:
Individuals may experience different levels of evolution, learning, or devolution while working. The boss’s approach can impact an individual’s state of mind and performance.

Learning from Experience:
Learning from experience is crucial for personal and professional growth. Individuals often learn through practical experience rather than formal instruction.

Behavior Modification:
Behavior modification techniques, such as positive reinforcement, can be used to shape behavior. B.F. Skinner’s work on behavior modification is mentioned as an example.

Skinner’s Pigeon Experiment:
Skinner’s pigeon experiment demonstrated how positive reinforcement can be used to shape behavior. The pigeon learned to perform specific behaviors in response to positive reinforcement.

The Crowning Blow:
Skinner introduced a new button that turned on the light and made the sound but didn’t provide food. The pigeon continued to perform the behavior without expecting food, highlighting the power of positive reinforcement.

Generalizing to Modern Times:
The experiment’s implications are relevant to modern times, suggesting that positive reinforcement can be effective in shaping human behavior.

The Learner is in Charge:
The learner is ultimately responsible for their own learning and has the choice to receive or reject information. The coach’s role is to facilitate learning and make it easier for the learner to take in information.

The Coach’s Role:
The coach should provide the learner with experiences that promote learning. The coach should not dictate what the learner should learn or how they should learn it. The coach should help the learner create an environment conducive to learning.

Teach the Minimum, Provide Experience for the Rest:
Formal education often focuses on teaching students a specific curriculum, which may not always be relevant to their needs or interests. The coach should focus on teaching the minimum necessary information and provide opportunities for the learner to gain experience and apply what they have learned.

The Learner’s Life is Long Enough for Experience:
The learner’s life is long enough for them to gain experience and learn what they want to learn. The learner can put themselves in environments that are conducive to learning.

Conclusion:
The coach should focus on facilitating the learner’s learning rather than dictating what they should learn. The learner should be given opportunities to gain experience and apply what they have learned.

Teaching in Digital Communication:
In a digital communication setting, teachers face the challenge of limited visual cues and must rely on clues from students’ participation and body language.

Modern Culture and Education:
Tim Gallwey highlights the influence of culture on education, using the example of Harvard University, where students are encouraged to be smarter than others and avoid raising their hands when they don’t know the answer.

Encouraging Creativity:
Gallwey suggests using the mindset of “not knowing” to encourage creativity and break free from boundaries of perfectionism and agreement.

Self-Consciousness and Consciousness:
Gallwey distinguishes between self-consciousness, which is often associated with anxiety and self-awareness, which involves paying attention to oneself, others, and the context.

Simplicity and Complexity in Truth:
Gallwey emphasizes that the deepest truths are often simple, but it’s important to balance simplicity with complexity to maintain interest and engagement.

Personal Anecdote:
Gallwey shares an anecdote about a Vice President of AT&T who took a tennis lesson from an assistant and later sought Gallwey out for a lunch meeting.

AT&T’s Transformation:
AT&T, previously the world’s largest corporation, was ordered by the Supreme Court to become a corporate marketing enterprise within six months, ending its monopoly and challenging the company to improve its bottom line without relying on increased pricing.

Tim Gallwey’s Involvement:
Tim Gallwey was sought out by AT&T executives due to his expertise in change management. He was invited to speak to various levels of management, including the Vice President of Telephone Operators, about the applicability of his Intergame approach to their specific challenges.

Performance Standards for Telephone Operators:
AT&T had three performance standards for telephone operators: productivity (defined as calls shorter than 2.5 seconds), accuracy (correctly inputting numbers provided by customers), and courtesy.

Courtesy as a Key Concern:
The Vice President of Telephone Operators expressed a particular concern about courtesy and sought Tim Gallwey’s assistance in improving this aspect of operator performance.

Tim Gallwey’s Condition:
Tim Gallwey agreed to help on the condition that he would not be required to talk about courtesy specifically. He believed that focusing on other aspects of performance would indirectly lead to improved courtesy ratings.

Time Constraints:
Tim Gallwey had a limited time frame of six hours, spread over six weeks, to work with the telephone operators and address their challenges.

Stressful Work Environment:
The telephone operators worked in a stressful environment, with the pressure of meeting the 26.5-second performance standard and ensuring accuracy while also trying to maintain a courteous demeanor.

Telephone Operators:
Tim Gallwey observed telephone operators’ monotonous and mechanical interactions with customers, often sounding like robots.

Impact on the Customer:
The operator’s tone and demeanor can have a small but significant impact on the customer’s experience.

Reactivity vs. Proactivity:
Tim Gallwey emphasizes the importance of avoiding reactivity and instead choosing to respond proactively and thoughtfully to customers.

Grading Interactions:
When evaluating the quality of customer interactions, Tim Gallwey suggests using a scale to rate the operator’s performance.

Creating Distance:
Tim Gallwey explains that maintaining a sense of distance from the customer’s voice can prevent it from causing emotional hurt or stress.

Listening and Perception:
By listening carefully to the customer’s voice, operators can discern different tones and nuances, leading to a more personalized and effective interaction.

Background:
Tim Gallwey’s presentation focused on the Inner Game, an approach to enhancing performance and personal growth by focusing on the mental and emotional aspects of an activity.

Key Points:

1. Initial Implementation:
In a customer service setting, Gallwey implemented a program where operators were encouraged to express their authentic selves in their interactions with customers. This led to improved customer satisfaction and positive feedback.

2. Challenges:
Some first-line managers initially took credit for the positive changes, claiming they had instructed the operators on how to be courteous. Resistance from other companies who were reluctant to adopt similar approaches due to cultural differences or a desire to avoid imitating their competitors.

3. Growth and Recognition:
The program’s success eventually gained attention at higher levels within the organization. The Vice President became aware of the positive outcomes and expressed interest in learning more about the approach.

4. Future Outlook:
Gallwey expressed a desire for the Inner Game to evolve and expand its reach. He envisioned greater outreach to individuals, corporations, and various levels within organizations. He also suggested starting the implementation process at mid or lower levels within corporations and allowing the positive changes to seep upwards.

5. Additional Information:
The URL for more information about Tim Gallwey, his trainings, and the Inner Game Institute was provided during the presentation. Subtitles in English and French would be made available shortly after the event.

Conclusion:
Tim Gallwey emphasized the importance of personal growth and authenticity in achieving success and fulfillment. He encouraged attendees to explore the Inner Game approach and apply its principles to their own lives and work.