The research is remarkably consistent; meaningful improvement requires more than repetition. Expertise develops through intentional practice, feedback, reflection, and progressively challenging experiences.

But one important question often remains unanswered: How do we help young athletes actually do that?

Children and adolescents are still developing the cognitive and emotional skills needed to accurately evaluate their own performance. After a race, they may know they were frustrated, scared, excited, or disappointed, but they often struggle to identify why. They may have difficulty recalling what happened, separating facts from emotions, recognizing patterns, or translating an experience into a meaningful plan for improvement.

This is where intentional mental performance coaching becomes valuable.

My role is not simply to motivate riders or encourage positive thinking. It is to help them learn from every experience.

That process often begins by slowing everything down.

Instead of immediately focusing on lap times or results, we create space to understand the experience itself.

I often tell riders, "Slow the process down."

Because when we slow the process down, we create opportunities to learn. People cannot learn nor integrate when they are overly emotional or activated. The system must return to baseline for best learning and integration.

Together, we begin organizing what just happened. "Help riders organize the experience."

Rather than trying to remember an entire race, we break it into manageable pieces. We identify key moments, important decisions, emotional reactions, technical challenges, and environmental factors that influenced performance. I use a visual map of a track (generic or specific visual representation) to help riders and parents focus on key parts, one piece at a time.

Next, we begin filtering the information. "Identify what matters."

Not every mistake deserves equal attention. Not every success happened by accident. Learning requires discernment, recognizing which moments are most important for future growth.

As riders become more aware of their experiences, they also learn to describe them more accurately. This takes time, but over time they learn language, thus how to communicate better, whats happening on the bike and between their 2 ears or inside their chest <3.

"Build language around what they noticed."

Young athletes often know something felt different but lack the vocabulary to explain it. Developing that language improves communication with parents, coaches, mechanics, trainers, and ultimately themselves. This is especially critical for younger riders (riders under 13) since language development is still being taught and integrated. When athletes can describe their thoughts, decisions, and reactions, they become more capable of intentionally changing them.

Just as importantly, we work to separate emotion from information. "Turn emotions into information."

• Feeling nervous does not necessarily mean a rider is unprepared.
• Feeling frustrated does not necessarily mean they performed poorly.
• Feeling disappointed does not erase evidence of growth.

Emotions provide valuable information, but they are not the entire story. Learning to interpret those emotions accurately helps athletes become more resilient and better equipped to respond to future challenges.

Finally, every conversation points toward what comes next. "Prepare intentionally for the next exposure."

Every practice. Every local race. Every regional event. Every national gate drop becomes another opportunity to apply what was learned previously.

Over time, these experiences become connected rather than isolated.

Rather than viewing races as individual performances, we view them as part of an ongoing developmental process:

Exposure
↓
Experience
↓
Guided Reflection
↓
Organize the Experience
↓
Identify What Matters
↓
Turn Emotion into Information
↓
Intentional Practice
↓
Prepare for the Next Exposure
↓
Repeated Exposure
↓
Adaptive Confidence
↓
Improved Performance

This framework reflects my approach to mental performance coaching. It is informed by decades of research in expertise development, experiential learning, motor learning, and self-efficacy, while translating those principles into practical conversations that young athletes and their families can understand and apply.

Ultimately, my goal is not simply to help riders perform better at the next race. It is to help them become better learners. Because riders who know how to learn from every experience are better equipped to adapt, improve, and continue developing long after any single race has ended.

Photo: ​Zachary C. Bako

Photo: Mitchell Kendra

VIVA OH MX Racers
Photo: Janine Younkins