The Inner and Intuitive Kayaker

by

David Wells

“There is always an inner game being played in your mind no matter what outer game you are playing. How aware you are of this game can make the difference between success and failure.” Tim Gallwey

Once a student’s basic needs (see Maslow’s hierarchy) have been addressed, their performance is a function of their
potential minus anything that interferes with that potential. For the mathematically inclined: Performance = kayaking potential – interference (P = kp – i)

A student’s performance may be improved by increasing kayaking potential (kp) or by reducing interference (i). Interference is that inner voice (always there) that feeds selfcriticism, hesitation and over-analysis, hindering our potential and resulting in awkward, mistimed and ineffective performances.

These self-imposed inner voice obstacles interfere with mastery of paddling. The “inner belittler” is an example of that interfering voice. You know it as the voice that tells you that you don’t deserve to be master paddling, you suck and your mother dresses you funny. Your Eskimo rescue will fail because you always choke and now you’ll drown or freak out and bail, and people will know for sure you’re a poser. Besides, your tummy hurts so really what’s the point in even trying!

The negative inner voice is often associated with a fear of failure.

“Specifically, people with a high degree of fear are (a) less self-affirming, self-loving and self-protecting, and (b) more self-blaming, self-attacking and self neglecting than individuals with less fear. Basically, those who fear failure become more critical and less encouraging of themselves. As a result, not only do they feel bad because they have learned to associate failure with adverse consequences, such as shame and embarrassment, but they also beat themselves up psychologically for failing.” (Conroy 2002)

Or your inner voice can tell you that you’ll do an amazingly easy and flawless roll. The challenge is to recognize and acknowledge the inner voice and the role it plays in helping or hindering your performance. That’s the inner game of kayaking. Paddling mastery is not possible without acknowledgement and some degree of mastery of these inner voices.

In 1975, Tim Gallwey, author of best selling The Inner Game Of Tennis, explained that the greatest enemy of learning tennis was a mind cluttered with verbal commands and artificial performance goals. Tim went on to co-author the best-sellers Inner Game of Golf and Inner Skiing. In Inner Skiing he explained that the enemy of learning skiing was technique. Instead, skiers would improve by focusing silently on mental images of how they want to ski and of how a perfect turn feels.

Is an instructor’s or student’s fanatical focus on technique an enemy of learning paddling? Do students learn better by reducing exterior and interior interference and silently focusing on mental images of how they want to paddle and how a perfect draw or roll, for example, might feel?

Tim Gallwey’s Inner Game was partly based on the neurological discovery that the left and right hemispheres of the brain operate quite differently. Put very simply, your brain’s left side is computer-like and verbally oriented while its right side is all about spatial, non-verbal input/output.

Silently focusing on mental images of how you want to paddle and how your boat feels as it moves through the water is taking advantage of learning thorough the brain’s right side.

I’m making a jump here and suggesting that philosophically the left and right “mind-operating systems” may mirror Western and Eastern approaches to operating systems. The Western approach (left brain) is a scientific system. Things are broken into parts, analyzed and returned (wholepart-whole). The Paddle Canada and BCU “IDEAS” learning model seems a western approach. As instructors we “teach” by following a defined progression of scientifically based and analyzed steps. It’s a very effective approach in my teaching for sure, but there are other more intuitive approaches.

The Eastern approach (right brain) holds that everything is interconnected and the western method of breakdown, analysis and rule making does not capture the whole picture. Students experience total understanding through achieving insight or intuition. A skilled instructor will teach students how to perceive and discover things for themselves. The “guided discovery” approach I learned on a recent BCU coaching course seems a good example of this student intuitive approach. Students always learn; we do not always need to “teach.” Eastern approach instructors might operate by:

  • giving support to a nervous paddler by simply sitting there silently but reassuringly
  • holding back deliberately to let someone make their own mistakes and thus develop a knowledge of their own judgment
  • simply taking somebody paddling with you and inspiring them with your own personal example

TEACHING “INNER KAYAKING” – THE CONTROL SYSTEM MODEL

Simon Dawson has proposed a Kayak Control system model which incorporates both Eastern and Western (right and left brain) approaches. This approach begins by coaching a paddler to develop a sense of boat movement and control. It builds on ideas described by Tim Gallwey in Inner Tennis and Inner Skiing. The fundamental value of this three-part model is the order of the stages. First, define a target, then focus on sensing the movement of the boat relative to the target, and finally control the movement of the paddle. The order is right brain intuitive boat movement first, followed by left brain technical paddle stroke movement.

  1. Position and route awareness
    Carefully define a specific and definable route or target for the student. For example, ask students to move their boat as straight as possible from a start directly to a tree located across the bay. Paddle strokes would be short gentle jabs on either side of the boat.
  2. Sensing
    Describe a method for students to sense movement of their boat in the water. For example, ask them to watch their bow closely to detect when it moves more than 50 cm to the right or left from a straight path towards the tree. Paddle strokes would continue to be short gentle jabs on either side of the boat.
  3. Paddle-strokes
    Once students gain an intuitive sense of how the boat moves through the water and the effect of different paddle strokes on boat movement, then introduce efficient technical application of those forward strokes.

SPATIAL AWARENESS

Steps 1 and 2 of kayak control are about a student’s spatial awareness, how their boat moves relatively through the water. At these stages coaching exercise is less about technical paddle control and more about kayak control and spatial awareness. Optimally for new and novice paddlers, you might consider running these kayak control exercises in advance of teaching technical paddle stroke details.

While not in sync with the Control System Model, intuitive kayak control exercises may be incorporated into the “Activity” part of Paddle Canada’s base line “IDEAS” learning model. Simply define clearly on-water targets and boundaries for paddlers. Kayak control exercises are also well suited to paddling games.

Many instructors use and understand the value of paddling games. What do I mean by using well-defined targets and boundaries to foster intuitive kayak control? I find that some students have a difficult time with learning effective draw strokes. Occasionally, they are flustered by a myriad of technical details around moving a boat sideways in a parallel fashion. Perhaps their performance is well below potential because their inner voice is interfering. Remember that formula: P = kp – i.

Initially, I might help them briefly master any negative inner voice or at least distract it by say, asking them to sing. Next I’d adopt a control system approach. First by defining a target (do whatever it takes to move your boat sideways from a to b); and then by helping them to sense their body, boat and blade as it moves through the water (by asking for the effect on the boat of drawing the paddle forward/back and diagonally through the water towards the pivot point. Students may gain a better intuitive sense of the stroke and hopefully be more able to integrate more detailed technical points.

As an instructor, if performance is below potential, especially with new paddlers, I’ll pay attention to my mind’s inner game and dialogue and try to sort out the same for my students. Then an adjustment of teaching styles from a more rigid technical approach to a more intuitive and targeted guided discovery approach might yield superb results.
I’d be very happy to hear from anyone with experience applying these ideas to teaching of sea kayaking.

SOURCES

The Inner Game of Tennis by Timothy Gallwey is a good reference. He also co-wrote the, Inner Game of Golf and Inner Skiing. The website www.theinnergame.com is helpful.
SimonDawson.com ~ Canoeist Magazine Articles describes East verses West thinking, the Kayak Control System model and spatial awareness.

Conroy, D. E. (2002). Obstacles to motivation: Addressing the fear factor; Understanding your clients’ fears and knowing the best ways to motivate clients are the keys to exercise adherence. IDEA Health and Fitness, 20(5), 38-43.

David Wells runs Naturally Superior Adventures. You can contact him with comments at rock@naturallysuperior.com.

Leave a comment

GLSKA Waiver

RELEASE OF LIABILITY, WAIVER OF CLAIMS, ASSUMPTION OF RISKS AND INDEMNITY AGREEMENT (hereinafter the "Release Agreement") BY ACCEPTING THIS DOCUMENT YOU WILL WAIVE OR GIVE UP CERTAIN LEGAL RIGHTS, INCLUDING THE RIGHT TO SUE FOR NEGLIGENCE OR BREACH OF CONTRACT OR TO CLAIM COMPENSATION FOLLOWING AN ACCIDENT

PLEASE READ CAREFULLY!

DEFINITION

In this Release Agreement, the term Sea Kayaking Activities shall include but is not limited to: all activities, events or services provided, arranged, organized, conducted, sponsored or authorized by the Releasees and shall including moving water, still water, lake and ocean kayaking; loan or rental of kayaks (hereinafter "the boats") and other equipment; orientational and instructional courses, seminars and sessions; all travel, transportation, and accommodation; food, beverage including water supply, use of equipment, and multi-day camping or overnight stays in the outdoors.

In this Release Agreement, the term "Negligence" includes the failure by the Releasees to use such care as a reasonably prudent and careful guide, instructor, trip organizer or sea kayaking operator would use under similar circumstances, or breach of any other duty of care imposed by law.

ASSUMPTION OF RISKS

Participation in Sea Kayaking Activities involves various risks, dangers and hazards including the risk of serious injury, paralysis or death. Sea Kayaking Activities often take place in remote wilderness locations, where assistance, medical and first aid services and evacuation may not be readily available, and communication may be difficult or not possible. The risks, dangers and hazards that may be encountered include, but are not limited to: accidents which occur during transportation or travel to and from the departure point; slips and falls while getting into or out of the boats; overturning of the boats; loss of balance; impact or collision with objects; cold water immersion; repetitive strain injuries; dislocated shoulders; hypothermia; drowning; changing and inclement weather conditions including storms, high wind, high waves, and lightning; encounters with domestic or wild animals; infectious disease contracted through viruses, bacteria, parasites, and fungi which may be transmitted through direct or indirect contact; negligence on the part of other participants; and NEGLIGENCE ON THE PART THE RELEASEES. I UNDERSTAND THAT NEGLIGENCE INCLUDES FAILURE ON THE PART OF THE RELEASEES TO TAKE REASONABLE STEPS TO SAFEGUARD OR PROTECT ME FROM OR WARN ME OF THE RISKS, DANGERS AND HAZARDS OF PARTICIPATING IN SEA KAYAKING ACTIVITIES.

Please refer to the GLSKA Risk Management Strategy section of their website for further information regarding the risks, dangers and hazards that may be encountered during Sea Kayaking Activities.

RELEASE OF LIABILITY, WAIVER OF CLAIMS, ASSUMPTION OF RISKS AND INDEMNITY AGREEMENT (hereinafter the "Release Agreement") BY ACCEPTING THIS DOCUMENT YOU WILL WAIVE OR GIVE UP CERTAIN LEGAL RIGHTS, INCLUDING THE RIGHT TO SUE FOR NEGLIGENCE OR BREACH OF CONTRACT OR TO CLAIM COMPENSATION FOLLOWING AN ACCIDENT

PLEASE READ CAREFULLY!

I AM AWARE OF THE RISKS, DANGERS AND HAZARDS ASSOCIATED WITH PARTICIPATING IN SEA KAYAKING ACTIVITIES AND I FREELY ACCEPT AND FULLY ASSUME ALL SUCH RISKS, DANGERS AND HAZARDS AND THE POSSIBILITY OF PERSONAL INJURY, DEATH, PROPERTY DAMAGE OR LOSS RESULTING THEREFROM.

RELEASE OF LIABILITY, WAIVER OF CLAIMS AND INDEMNITY AGREEMENT

In consideration of the Releasees allowing me to participate in Sea Kayaking Activities as defined in this Release Agreement, I hereby agree as follows:

  1. TO WAIVE ANY AND ALL CLAIMS that I have or may in the future have against the Releasees and TO RELEASE THE RELEASEES from any and all liability for any loss, damage, expenseor injury including death that I may suffer, or that my next of kin may suffer as a result of my participation in Sea Kayaking Activities, DUE TO ANY CAUSE WHATSOEVER, INCLUDING NEGLIGENCE, BREACH OF CONTRACT, OR BREACH OF ANY STATUTORY OR OTHER DUTY OF CARE ON THE PART OF THE RELEASEES. I UNDERSTAND THAT NEGLIGENCE INCLUDES FAILURE ON THE PART OF THE RELEASEES TO TAKE REASONABLE STEPS TO SAFEGUARD OR PROTECT ME FROM OR WARN ME OF THE RISKS, DANGERS AND HAZARDS OF PARTICIPATING IN SEA KAYAKING ACTIVITIES REFERRED TO ABOVE;
  1. TO HOLD HARMLESS AND INDEMNIFY THE RELEASEES from any and all liability for any property damage or personal injury to any third party resulting from my participation in Sea Kayaking Activities;
  2. This Release Agreement shall be effective and binding upon my heirs, next of kin, executors, administrators, assigns and representatives, in the event of my death or incapacity;
  3. This Release Agreement and any rights, duties and obligations as between the parties to this Release Agreement shall be governed by and interpreted solely in accordance with the laws of the Province of Ontario and no other jurisdiction; and
  4. Any litigation involving the parties to this Release Agreement shall be brought solely within the Province of Ontario and shall be within the exclusive jurisdiction of the courts of Ontario.

In entering into this Release Agreement I am not relying on any oral or written representations or statements made by the Releasees with respect to the safety of Sea Kayaking Activities, other than what is set forth in this Release Agreement.

I CONFIRM THAT I HAVE READ THIS RELEASE AGREEMENT, AND I AM AWARE THAT BY ACCEPTING THIS RELEASE AGREEMENT I AM WAIVING CERTAIN LEGAL RIGHTS WHICH I OR MY HEIRS, NEXT OF KIN, EXECUTORS, ADMINISTRATORS, ASSIGNS AND REPRESENTATIVES MAY HAVE AGAINST THE RELEASEES.