It’s not just about skill development, it’s about building mental resilience, fostering a sense of belonging, and encouraging a mindset that sees every challenge as an opportunity to get better. Remember: ’We don’t lose, we learn’. Improvement, however, takes time. The way players approach learning, and the atmosphere created around that process, plays a huge […]
Improvement, however, takes time. The way players approach learning, and the atmosphere created around that process, plays a huge role in how well they develop.
Why the learning environment matters
Belonging is essential to the cohesion, motivation and resilience of sports teams, creating a foundation for trust and collaboration.
5. Make learning enjoyable
In a team environment, this means reframing setbacks not as signs of failure, but as opportunities for growth.
To stay competitive, players and coaches must continually improve on the field, in the gym, and in their minds.
1. Foster psychological safety
Building the right environment
2. Encourage a growth mindset
Training sessions should incorporate elements of fun, creativity and challenge to keep things fresh.
At Burton, we have started a new initiative called the ’Heritage Huddle’.
However, simply setting easy or vague goals doesn’t foster real growth. Setting Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) goals challenges players to stretch their abilities and keeps them focused on what’s most important.
Dweck’s research on mindset adds another layer, suggesting that environments fostering a growth mindset, where team members see skills and qualities as improvable, further strengthen this sense of belonging.
The key is to ensure that they are motivating, achievable and always tied back to individual and collective improvement.
In a sport where physical strength, tactical intelligence and mental resilience are paramount, one essential factor often gets overlooked: creating a positive environment for learning.
The role of leadership – whether that is coaches, or senior players – is to model these behaviours.
Rugby is a dynamic and complex sport that requires constant evolution. Techniques, strategies, and even the mindset needed to succeed, are always changing.
It is important to celebrate goals that have been achieved. This reinforces motivation, builds confidence, and acknowledges the hard work invested.
To build a successful team, coaches and other staff, as well as players and supporters, should all embrace a growth mindset.
So, how do we create a positive learning climate in rugby?
7. Belonging
Players who enjoy their work will invest more energy and passion into their development, ultimately benefiting the team.
Educational expert Peps McCrea has discussed how belonging fosters a shared identity, shaping behaviours and attitudes that lead to higher levels of commitment and performance. Identity could be as simple as a collective uniform.
Activities like skill challenges, friendly competitions, or small-sided games can keep players motivated, while reinforcing core principles of the game.
Building a positive learning climate requires patience and consistency.
When players feel safe to experiment and challenge themselves, they are more likely to take risks and push their limits.
We host our own ’Great Burton Bake Off’, where players are randomly selected over two months to bring a homemade treat to training.
Team-mates have an opportunity to learn from each other. Whether it’s an experienced player sharing insights with a less experienced one, or a young player bringing fresh ideas to the table, collaboration among players strengthens the team.
These interactions often lead to innovative solutions to problems and can build stronger bonds between team-mates, which is crucial for both individual and team success.
A player who fails at a specific task doesn’t have to see it as a permanent limitation, but rather a part of the learning process.
But goals should also be fluid. As players and teams progress, goals should evolve and adapt.
True competitors are players who consistently bring out their best possible performance, time after time.
Together, these insights show that a strong sense of belonging can improve individual performance, and also elevate the team’s collective strength, enabling players to thrive and pursue shared goals with dedication.
Performance coach Owen Eastwood, who specialises in team culture, emphasises belonging from a cultural perspective, drawing on the Māori concept of whakapapa, or shared ancestry, which creates a deep-rooted connection among team members.
Athletes who believe they can grow within their team are more likely to stay motivated, embrace challenges, and develop a stronger bond with their team-mates.
By cultivating a positive climate for learning, coaches, players, and teams can achieve more than just wins – they can create a culture of improvement that will last long after the season ends.
Goals are the blueprint for development – without clear targets, players may lack direction or motivation.
Consistent communication, continuous reinforcement of expectations, and providing steady feedback ensures that learning becomes part of the team’s DNA.
Here are some key principles that we try to follow at Burton RFC, who play at level 5 (Regional 1 Midlands), and how we try to cultivate an environment where players feel safe, inspired, and driven to grow.
I use research from sports psychologist Dan Abrahams, and strive to be transparent with the players, to let them know that our performances can’t always be 10/10.
And, ultimately, that is what separates good teams from great ones.
Learning can be tough, and rugby is demanding, but players are far more likely to stay engaged if they enjoy the process.
In doing so, players will trust the process and know that success is built upon a foundation of hard work, learning, and resilience.
A positive learning climate requires coaches and players to be aligned on what they want to achieve. This could be mastering a particular skill, improving fitness levels, or refining game strategy.
Progress may not always be linear. There will be plateaus, setbacks and frustrations along the way.
Enjoyment extends beyond the pitch, with activities like themed socials, or ’bring your dad on the bus’ weekends.
This is where we invite former players to deliver pre-match talks, sharing their personal experiences and memories as Burton RFC players.
These have become memorable traditions that create lasting connections with people outside the club.
When individuals feel genuinely part of a group, they naturally align with that group’s norms and goals, which can encourage consistent efforts and mutual support, especially under challenging circumstances. This is particularly important for sports teams.
According to Eastwood, athletes who feel connected to their team’s legacy and culture experience a sense of responsibility to uphold and contribute to it, often leading to higher resilience and a shared drive to succeed.
For example, a motto we use at Burton is: “We don’t lose, we learn”. We have had some pretty heavy losses according to the scoreboard, but it has given us an opportunity to learn, whether that be about our preparation or execution.
When we talk about creating a positive climate for learning, we must not forget one essential element: enjoyment.
A growth mindset emphasises effort over talent, resilience over perfection, and process over outcomes.
Learning isn’t just about picking up new skills; it’s about unlearning bad habits, experimenting with different approaches, and fostering a growth mindset that embraces mistakes as stepping stones to mastery.
A coach or leader who fosters psychological safety creates an atmosphere where players know that errors are part of the journey, not the end of it.
This term, popularised by psychologist Carol Dweck, refers to the belief that abilities and intelligence can be developed over time, through effort, practice and persistence.
The ability to cultivate a culture where learning is encouraged, embraced and celebrated can be the game-changer that drives personal and team success.
However, by consistently reinforcing positive behaviours and offering support, players will start to internalise the principles of learning and improvement.
4. Promote peer learning and support
By shifting our mindset from a fear of failure to a hunger for learning, we stay motivated and engaged.
It is more than just a pre-match talk, it’s a way to connect generations of Burton RFC players and supporters, ensuring our rich history continues to shape our future.
This is one of the most effective ways to reinforce a positive learning climate.
Mistakes – like a missed tackle, a poorly executed pass, or an offside penalty – are inevitable. They are also the best teachers.
6. Be patient and consistent
These sessions aim to inspire our current squad, foster a sense of belonging for new players, and strengthen the bond between the team and our wider club community.
Moreover, learning from others engenders mutual respect and can help to break down any barriers that may exist between players of different levels of experience or skill within a team.
They’re the ones who push for a 6/10, when 5/10 seemed likely, and those who manage 7/10, even when a 5/10 would have been understandable.
An enthusiastic, energetic environment that celebrates learning moments (and winning bakes!) creates a culture of positivity.
We have also set up our own ’Ally Pally’, with an ongoing darts competition, all of which adds to the fun and camaraderie within the team.
Conclusion
This includes constructive feedback, open discussions about what went wrong and how to improve, and a willingness to support players when they fail.
Celebrations not only boost individual morale, but also strengthen team unity, as players come together to honour shared success.
Coaches and senior players should encourage knowledge sharing, and create spaces for informal discussions and feedback.
Creating a culture where learning is not only accepted, but actively encouraged, is foundational to the success of any team.
Players need to feel that they can make mistakes without fear of ridicule or punishment.
