In this insightful second part of our interview with Herman Kruis, High-Performance Director of Hockey India and former manager of the Johan Cruyff College in Roosendaal, we delve deeper into the nuanced world of coaching and talent development
In part I of this interview with Herman Kruis, we started our conversation about the essence of coaching and creating an environment where elite athletes can develop their full potentialHerman Kruis, with his extensive experience in nurturing elite athletes, shares his profound understanding of what it takes to create an environment that allows every individual to reach their full potential. Through his lens, we explore the delicate balance between recognizing talent and potential, the significance of mental strength alongside physical prowess, and the intricate process of guiding athletes through their development journey.
Herman Kruis’s approach to coaching extends beyond the field; it’s about crafting a supportive ecosystem that caters to the diverse needs of athletes, ensuring their well-being, and fostering their growth in a supportive environment. His insights on the parallels between talent development in sports and education, the importance of tailored support, and the role of a coach in managing an athlete’s environment are enlightening. Moreover, Kruis emphasizes the critical role mentality plays in talent development and the future directions this field might take.
As we continue our conversation, Herman Kruis not only sheds light on the challenges and triumphs of coaching but also reflects on his role as an ambassador of Cruyff Education. His commitment to promoting Johan Cruyff’s academic legacy through supporting young talents and advocating for innovative coaching practices in sports and education is truly inspiring. Join us as we explore these themes and more, unveiling the essence of coaching according to Herman Kruis.
Student-athletes, who balance their sports with their studies at Johan Cruyff College in Roosendaal, leaving the building.
How do you define talent? How do you determine which potential can be developed?
To begin with, I want to distinguish between Talent and Potential. These are two different things. Talent generally begins to reveal itself around the age of 14, when a player is noticeably better than the rest until around the age of 16, in terms of quality and performance. This is the moment when we can speak of talent. Potential, for me, encompasses everything before the age of 14, because so much can still change.
“Talent generally begins to reveal itself around the age of 14, when a player is noticeably better than the rest until around the age of 16”
When identifying talent, we need to be cautious about evaluating physical aspects. I prefer to focus more on the athletic, technical, and tactical skills of a player, alongside mental strength, because we mustn’t forget that a 16-year-old player is often still growing and may be physically a bit clumsy at times, which might affect their performance level. However, their potential can still be enormous. This is also where the distinction between talent and potential becomes clear: talent is a proven state of excellence in the areas I mentioned, while potential represents the promise of future success, yet to be fulfilled.
“We should be cautious about labelling someone as talented. It’s important that we let children enjoy their sport and support them in their own development, without emphasizing winning”
Furthermore, I believe –and this applies to India, the Netherlands, and anywhere else in the world– that we should be cautious about labelling someone as talented. Often, the environment, such as expectant coaches or parents, tends to label quickly, which can lead to unnecessary pressure on a talent that is still in development. It’s important that we cherish the process of self-development, so that a young athlete has the opportunity to grow in a playful manner, without too much performance pressure. It’s important that we let children enjoy their sport and support them in their own development, without emphasizing winning.
Does the same apply to talent development through education?
There are clear parallels. Let’s be honest, young athletes choose the Johan Cruyff College because it allows them to continue their sports training extensively. For them, the study is much less important. Often, when things are going well in their sport, they also excel in their studies. In those cases, we usually see accelerated development.
“In education, we need to be even more aware of the enormous impact that sports injuries can have on the mental and academic well-being of the athlete”
However, when one of the two isn’t going smoothly, it can cause study delays. In education, we need to be even more aware of the enormous impact that sports injuries can have on the mental and academic well-being of the athlete. In study coaching, we can focus even more and better on the mental well-being of the athlete, rather than just academic success. The ultimate goal is to promote both the athletic and academic development of the athletes, even if an injury causes delays in the academic path.
How do you deal with the diverse needs of elite athletes?
Managing the differences between athletes in their development process is crucial for their success. At the Johan Cruyff College, we recognize that each individual is unique, and therefore, we provide tailored support to each student athlete: around 200 different study trajectories, one for each athlete, that’s the right approach.
“The competences for elite athletes not only include physical skills but also, for example, recognizing and addressing inappropriate behavior, learning to work systematically, and developing mental resilience”
In athletic development, the needs are also diverse. The developmental trajectory of a gymnast starts earlier than that of a hockey player. It’s important for coaches and study counsellors to take the time to individually guide and support each athlete in developing all the competencies essential for their sports career. The Dutch Olympic Committee and Dutch Sport Federation, NOC*NSF, has defined 14 of them. This includes not only physical skills but also other aspects, such as recognizing and addressing inappropriate behavior, learning to work systematically, and developing mental resilience.
“For us, the athlete is central in the triangle of family/friends, sports association/club, and education. Open communication between all these parties is crucial”
Teaching these competencies requires time and dedication, and it’s important to tailor that process to each individual athlete. In the coaching courses for Hockey India, we therefore extensively cover these 14 competencies, equipping elite athletes with all the skills they need to thrive in their sport and beyond. Additionally, involving the athlete’s environment in their development is necessary. For us, the athlete is central in the triangle of family/friends, sports association/club, and education. Open communication between these parties is crucial, also when athletes are over 18 years old, because parents can still have a significant influence on their lives.
Herman Kruis (on the left) as supervisor of a FIH Coaching Course in Bhubaneswar in India, with FIH educators (green shirts) and elite fieldhockey player Rani Rampal (in red), who followed the coaching course level 3.
How do you, as a coach, handle the athlete’s environment?
I consider open communication crucial, both with the athlete and with their parents and other stakeholders. Having a strong network in sports is important for this because as a coach or manager, you can play a broader role in supporting athletes outside of their sport or education. It’s about helping the athlete make decisions that align with their development. This is primarily achieved through honesty and openness and by encouraging self-awareness and self-reflection. Sometimes, it may also be necessary to help them have difficult conversations, such as when an athlete no longer enjoys elite sports. In such cases, it’s important to guide the athlete and make them aware of their motivations and obstacles. Ultimately, the decision must lie with the athlete themselves.
How do you coach athletes through setbacks and losses?
Thalita de Jong, back in 2012, when she was combining her cycling career with her studies at the Johan Cruyff College.
Dealing with setbacks and losses is an inevitable aspect of an athlete’s life. Handling them can be very challenging but also invaluable. A compelling example is the story of cyclist Thalita de Jong, who, during her studies at the Johan Cruyff College, faced missing the Dutch National Championships and World Championships.
She came to me to express her anger and frustration, and then we watched the footage of her race together. I asked her to list 10 points on how she would like to improve. The process of self-reflection helped her regain her composure. But shortly after, she fell and had to recover from an injury. She then wanted 14 days off, which she was granted on the condition that she would come back with a plan. Some teachers grumbled about this, but she succeeded, and it turned out to be a turning point in her sports career. Six months later, she became the world champion in cyclocross, and then everyone was proud.
“In education, we must be willing to listen to the needs of student-athletes every day, to support them in finding solutions that fit their situation. We need to move away from rigid rules”
I use this example to illustrate the importance of flexibility and individualized support in coaching athletes. In education, we must be willing to listen to the needs of student-athletes every day, to support them in finding solutions that fit their situation. We need to move away from rigid rules and be willing to innovate and creatively organize so that we can truly meet their needs in sports and studies, even if that means, for example, they want to pursue a fully online education. There’s still a lot to gain in this regard!
What role does mentality play in talent development? What is the role of the coach?
A winning mentality is a small detail, but of immense value! It not only provides the confidence to perform well physically and technically but also influences the dynamics within the team. Different players not only have different talents but also different personalities, and it’s up to the coach to harness and guide this diversity. Creative players are important for finding solutions. Team-focused players keep the team together. Analytical players offer strategic insights. The coach must manage this and ensure that everyone understands what is expected of them, and that they also understand this from each other.
“Not only the coach but also the players should be able to hold each other accountable for their behavior. This way, everyone can help each other adhere to the agreements and foster a sense of collective responsibility, a team spirit with a winning mentality that contributes to success”
It starts with defining what ‘doing your best’ means for each player on the team. This prevents misunderstandings and ensures that everyone is pursuing clear goals. By having open discussions and making agreements in advance, the coach can promote the right mentality and align the team. Implementing certain rules that are agreed upon together, such as the ‘5-second rule’, where the team tries to regain possession of the ball within 5 seconds after losing it, can also help strengthen the mentality. Importantly, not only the coach but also the players should be able to hold each other accountable for their behavior. This way, everyone can help each other adhere to the agreements and foster a sense of collective responsibility, a team spirit with a winning mentality that contributes to success, even in the long term.
How do you see the future of talent development?
The future of talent development requires an even further shift from performance-oriented to process-oriented thinking. It is essential that athletes are not judged too early based on their performance, but rather the focus should be on developing broad skills and maintaining enjoyment in sports. This requires closer involvement of coaches in the athlete’s process, where attractive and varied game formats and fun are central.
“The future of talent development requires an even further shift from performance-oriented to process-oriented thinking”
This is equally important in education! Students need to be approached and helped more individually when they encounter difficulties, instead of being pressured to achieve academic results. I would like to see all of us view Johan Cruyff’s 14 ‘rules’, which hang on the walls of the Johan Cruyff College, as ‘core values’, and then engage in discussions about what each core value means to us individually. Open discussions about values like respect and diversity are beneficial because they foster self-awareness and mutual understanding and cohesion within the group.
You remain involved as an ambassador of Cruyff Education. How do you intend to fulfil that role?
As an ambassador of the Johan Cruyff College and Cruyff Education, I will continue to dedicate myself to supporting young talents wherever I can. I will encourage athletes to enrol in education.
“We need to bring about a change in the approach to sports, with a greater focus on the process instead of results. We also need to emphasize the importance of letting the athletes discover for themselves”
And I will encourage everyone to continue innovating the coaching profession, both in sports and in education, by thinking even more from the perspective of the athlete and the student themselves. I believe we need to bring about a change in the approach to sports, with a greater focus on the process instead of results. We also need to emphasize the importance of letting the athletes discover for themselves, rather than simply telling them what to do, as this will greatly benefit their development.
