Lately, I have found much synchronicity between music and being a Rider Education Coach. Today I was listening to Todd Sucherman, the drummer from the rock group Styx, discussing the appropriate drum sound for a song. During one of the most poignant moments, he explained that sometimes too much noise can detract from what the music is about. He questioned what the Beatles would have sounded like if Ringo Star was playing complicated fills all over the place, or if Charlie Watts from the Rolling Stones was soloing through the entire song? The answer is: not like the Beatles or the Rolling Stones.
Applying this insight into conducting a Basic Rider’s Course, if the coach is speaking about the geometry of steering or aerodynamics, the reality is the music in a novice rider’s ears is not in-synch with the lessons or skill they are trying to learn. The coach is playing an instrumental solo while the rider is trying to determine the groove and maintain a marginally consistent beat.
The theme reminded me of an advanced course I once coached where there was a discussion about torque-induced gyroscopic precession as it affects traction with a student after a stopping exercise. Although somewhat applicable to what was happening during the braking procedure, it was well beyond anything I should have considered discussing within the course. Frankly, it confused the entire learning thread and process. Even in the advanced level courses, the dynamics of learning the curriculums chosen essential tasks – can be clouded by a coach’s desire to educate the student with too much depth.
As subject matter experts in learning, it is necessary to stick with the absolute definition of being a facilitator, “to make easier.” This includes playing the right notes (actions) as they fit within the music (course activity). To over-coach can muddle the lesson, clouding the intent and objective, reducing the potential learning outcome.
French Composer Claude Debussy said, “Music is the space between the notes.” Correlating some more, the space between our actions allows the notes (ideas) to breathe, resonate, and reach their full measure of expression. In coaching, too much talking can hide the value of the lesson, not allowing the messages rooted in the course material to resonate and embed into the student’s grey matter. The pauses between enable the students to reflect and discuss with peers, providing a much-needed social aspect that is proven to enhance knowledge retention.
I believe this is another beautiful example of “less is more” highlighting how truly artful motorcycle coaching can be.
