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| The basic methodology of GrowModel came out of Gallweys work with tennis players. For example the first stage in this process would be to set a target which the player wanted to achieve. For example if a player wanted to improve his first serve Gallwey would ask how many first serves out of ten they would like to get in. This was the target or goal. | [[GrowModel]]의 기본적인 방법론(methodology)은 Gallwey가 테니스 선수들에게 사용한 방식에서 나왔다. 예를 들자면, 이 프로세스에서의 가장 첫 스테이지는 플레이어가 성취하기 원하는 목표를 설정하는 것이다. 예를 들어 만약 플레이어가 그의 첫 서브를 향상시키기를 원한다면, Gallwey는 아마도 그에게 would ask how many first serves out of ten they would like to get in. This was the target or goal. |
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| Coaches using the InnerGame soon realised they could apply the principles in other learning situations. GROW was developed as a structured framework to use the InnerGame principles to achieve goals. The originators saw that, just as in sport, many individuals were struggling to achieve goals because they were not learning from experience and were not aware of the knowledge within themselves that would help them. | Coaches using the [[InnerGame]] soon realised they could apply the principles in other learning situations. GROW was developed as a structured framework to use the [[InnerGame]] principles to achieve goals. The originators saw that, just as in sport, many individuals were struggling to achieve goals because they were not learning from experience and were not aware of the knowledge within themselves that would help them. |
Grow Model and Inner Game
GrowModel의 기본적인 방법론(methodology)은 Gallwey가 테니스 선수들에게 사용한 방식에서 나왔다.
예를 들자면, 이 프로세스에서의 가장 첫 스테이지는 플레이어가 성취하기 원하는 목표를 설정하는 것이다. 예를 들어 만약 플레이어가 그의 첫 서브를 향상시키기를 원한다면, Gallwey는 아마도 그에게 would ask how many first serves out of ten they would like to get in. This was the target or goal.
The Reality would be defined by asking the player to serve 10 balls and seeing how many first serves went in.
Gallwey would then ask awareness raising questions such as "What do you notice you are doing differently when the ball goes in or out?" This would enable the player to discover for themselves what they were changing about their mind and body when the serve when in or out. They had then defined their Obstacles and Options. They therefore learnt for themselves what they had to change in order to meet their serving targets and they had a clear Way Forward.
From Gallwey's experience with tennis players it is possible to define a number of learning principles which can be applied to any learning situation whether sport based or not. For example:
In most learning situations the learner is rarely focussed on what is happening during the process. If they focus their attention on the relevant aspect of what is actually happening during the process, rather than what they 'should' be doing or trying to get it 'right' they will make progress much faster. Learning happens best when the learner is focussed on the present. If they are focussed on the present they will discover how to achieve success, as they go through the process. If the learner focusses on the audience, the prize or trying to look good - this will invariably interfere with their focus, interfere with the learning process and result in poorer results. The less interference with their learning, the faster they typically will progress. Coaches using the InnerGame soon realised they could apply the principles in other learning situations. GROW was developed as a structured framework to use the InnerGame principles to achieve goals. The originators saw that, just as in sport, many individuals were struggling to achieve goals because they were not learning from experience and were not aware of the knowledge within themselves that would help them.