Developing Young Leaders: Self-Drive: The Root to Accomplishing Anything

November 8, 2024

Self-Drive: The Root to Accomplishing Anything

Self-Drive is a Trainable Skill
The first time I heard that self-drive is a trainable skill, I had to pause for a second. I had never really thought about it that way. I always assumed I had self-drive for the things I enjoyed or was naturally good at—it didn't seem like a skill, it just felt natural. 

But the more I thought about the areas in my life where I exhibit self-drive, the more I started to see the habits and rituals I built around improving at those things. Once I understood that, the next step was figuring out how to apply those same principles to areas in my life where I wanted to develop self-drive.

This is what we’re working on with the LTAD group this week. The first step for them was to identify where they already have self-drive. Here are some of the areas the kids shared:

Where I have Self-Drive
  • "Going to the field to practice soccer on my own."
  • "Working in the basement with the soccer ball."
  • "Taking shots at home to improve my accuracy."
  • "Practicing baseball, golf, and basketball."
  • "Reading."
These answers didn't come out immediately. Before we started the workout, I asked them to think about things they felt driven to do. At first, they listed tasks they felt they had to do, like homework or cleaning their room. 

This highlighted an important aspect of self-drive: it has to come from within. Self-drive isn’t about doing something just to please your parents or avoid getting in trouble—it’s about something you’re motivated to do for yourself. This doesn't mean they shouldn’t do tasks like homework, but understanding the root of their self-drive is key to replicating it across different areas of their lives.

After we discussed this and went through the workout, the kids were able to identify the areas where they truly felt self-driven, and those are the examples they shared above.

Before we started breaking down their habits and rituals around their self-driven skills, I asked them another question: "What is something you would like to have self-drive in?" 

Where I want to build Self-Drive
  • “Study more to get better grades”
  • “Doing more homework in study hall”
  • “Reading more to improve E.L.A (A+)”
  • “Being able to improve my time in the cold plunge and do it more often”
  • “Pratice my volin”
My belief is that by helping them see the gap between the areas where they have self-drive and where they don’t, it will become easier for them to identify the habits that drive them and apply those same habits to other skills they want to improve.

Next week, we'll work on identifying the fears and frustrations that can prevent them from developing these skills.

Previous Blogs

By Mike Collette January 13, 2025
We've grown a lot over the past 13 years and have evolved into more than a training facility. As we look to the future, we look at Prototype as a developmental arena to help kids and adults be the best versions of themselves.
By Mike Collette December 21, 2024
This week, we had the privilege of hearing from Bianca Calderone, a former center back for the Boston Breakers and D1 soccer player at Northeastern University. She shared her insights on what it takes to succeed as a collegiate athlete and beyond. Bianca provided valuable perspectives on navigating the challenges young athletes face, offering the group a deeper understanding from someone with years of experience in the process. As many of the athletes we work with are preparing to transition to college, there are a lot of unknowns. Playing at the collegiate level can be a major adjustment, and Bianca shared a crucial piece of advice a coach once gave her when choosing where to go: “Consider whether you’d still be happy in this environment, even if you couldn’t play.” Self-Belief vs Humility The transition from high school to college soccer can be a real eye-opener, especially for athletes who were stars in high school. Suddenly, you're surrounded by other players who are just as skilled, if not more. Bianca stressed that it’s crucial to shift your mindset and embrace the challenge. You have to walk into that environment believing you belong and carrying the ego that says, “I’m here to compete and be the best.” But at the same time, you need the humility to acknowledge that you’re always evolving. It’s not about being the best right away—it’s about being ready to learn, grow, and challenge yourself every day. Confidence will fuel your drive, but humility will keep you hungry and adaptable. Bianca also shared a story about how a coach once compared her to another player she had grown up playing against. Her coach said, “The difference between you and her isn’t your skill on the field—it’s that she thinks she’s the best. You need to think you’re the best player out there, you need her ego.” This perspective was eye-opening, especially considering how often we associate ego with arrogance. In this case, Bianca realized that having a strong belief in yourself—what some might call ego—could actually be a superpower that helps propel you forward. Bianca also made an excellent point about competition, emphasizing that the true challenge is not just beating the player next to you, but pushing yourself to be better than you were yesterday. It’s about setting a standard for personal growth and improvement that isn’t defined by the competition, but by your own drive to evolve and reach new heights. Bouncing Back When Bianca tore her ACL during her freshman year of college, it was a devastating blow, not just physically but mentally. Injuries, especially ones that sideline you for an entire season, force athletes to face a tough choice: succumb to self-pity or rise above it. Bianca spoke openly about the mental struggle she faced after her injury. For a while, she was in denial, consumed by mental chatter wondering if she’d ever be able to play again. It wasn’t until she came to terms with the injury—accepting that this was her reality—that she was able to refocus and dial up her discipline. Once she did, she had a moment of clarity: “I want to play. I do love playing.” From that moment forward, she committed herself fully to the recovery process, showing up to the weight room every day with renewed determination. In moments like these, it’s easy to feel overwhelmed, but Bianca emphasized the importance of focusing on small, manageable steps. This idea, reinforced by her career in physical therapy, has been a key part of her approach. By breaking down the recovery process into smaller goals, the bigger picture becomes clearer, and progress feels more attainable. She also shared a candid reflection on the emotional side of being sidelined. Watching her team play while she couldn’t be out there was tough—there was a part of her that didn’t want the team to succeed without her. It’s a natural feeling, wanting to feel like a necessary component of the team’s success. But Bianca pointed out that this is an important moment to step back and reassess. Even when you’re not on the field, you have a unique opportunity to be a cheerleader for your teammates and contribute in ways that aren’t always immediately visible. Key Takeaways Throughout the conversation, Bianca shared three key principles that have shaped her life after sports, guiding her as both a business owner and a mother: Grit and Self-Belief – To get through tough times, you need to believe in yourself. As she puts it, "You have to have the ego to say, 'I can do this.'" Small Goals – Break big goals into manageable steps. "I can get two clients, then four... and celebrate each milestone along the way." Compete with Yourself – This requires positive self-talk and a mindset of continuous improvement. It’s about wanting to “one-up” yourself, not just beat the person next to you. Bianca’s journey is a powerful reminder that the lessons we learn on the field extend far beyond it. Resilience, discipline, and self-belief are timeless tools, no matter where life takes you.
By Mike Collette December 7, 2024
Zone of Proximal Devleopment Vygotsky's zone of proximal development (ZPD) refers to the space where learners can achieve more with guidance than they could on their own. In our Long-Term Athletic Development (LTAD) program, the concept of ZPD is put into practice through peer coaching. Older athletes, who have established strong skills and knowledge through doing the course themselves, act as mentors to younger, less experienced participants. By guiding them through exercises, explaining techniques, and offering feedback, older peers help bridge the gap between what the younger participants can do independently and what they can achieve with support. A similar model is used in our Nike Soccer Camps, where older soccer players mentor and coach younger participants. This model helps older peers develop leadership, communication, and empathy skills while empowering younger participants to learn more effectively from relatable role models, building their confidence and accelerating their growth. Reinforcing Knowledge by Teaching Explaining techniques, form, and strategies forces the teacher to break down their knowledge, reinforcing their skills in the process. Take Caroline and Owen, for example. As participants who have spent years honing their athletic abilities, they have now taken on significant roles as caoches within the LTAD program. Gaining practical coaching experience has reinforced their own knowledge and and solidified their leadership capabilities. Similarly, Gaby and Abby, who teach at the Nike Soccer Camps, use their expertise to guide younger players, solidifying their own understanding in the process. Building Leadership and Responsibility Leading younger kids in training gives a sense of responsibility and ownership. They learn that leadership is about empowering others, not just being in charge. The confidence gained from mentoring helps prepare them for future leadership roles, both in sports and life. This will help them when figuring out their future career aspirations. Developing Empathy and Communication Skills Teaching younger peers requires patience and clear communication. Being able to adjust coaching style to suit the needs of younger learners, fostering empathy and emotional intelligence. These interactions help them become more effective communicators and more understanding leaders. Relatable Role Models When younger kids are coached by older peers, they gain access to mentors who understand their struggles. The proximity in age makes the guidance feel more accessible and relatable, providing a positive example of how to grow and improve. Younger athletes coached by Caroline and Owen benefit from their peers’ shared experiences and understandings of the challenges that come with skill-building and growth. Engaged Learning Younger participants often feel more comfortable asking questions and seeking feedback from peers than adults. This informal, approachable coaching style encourages more interaction, helping younger kids learn faster and with greater confidence. Gaby and Abby, who assist with the Nike Soccer Camp, exemplify how peer coaching creates a comfortable atmosphere for younger participants. During the camp, Gaby and Abby lead drills, share tactical insights, and provide encouragement that resonates with younger players. The positive reinforcement from older kids builds self-esteem in younger participants. As they see improvements and gain encouragement, they develop a stronger sense of confidence, which motivates them to continue progressing. Proximal zoning, when applied to exercise, creates a powerful cycle of growth. Older kids gain essential leadership skills while mentoring younger peers, and in turn, the younger kids receive valuable guidance and support.
More Posts

Climb to New Heights

Prototype Training Systems is more than a gym - it is a lifestyle. Join us today!

Book Free No-Sweat Intro
Share by:
Wodify Iframe