Personal Incredulity Fallacy is alive and well in youth sports. You see it every time a coach, parent, or club leader dismisses an idea with a shrug and a quick, “That will never work.” No exploration, no discussion, just rejection based on personal disbelief. It is one of the sneakiest fallacies because it hides behind gut instinct, but it quietly stifles innovation and athlete growth.

And that got me thinking: this is yet another example of how logical fallacies creep into youth sports and affect the way we develop athletes. In fact, if you have been following along, you know we have already tackled a few of these in this series. If you missed any, you can catch up here: Gambler’s Fallacy, Strawman Fallacy, Slippery Slope, Begging the Question, and No True Scotsman. Today, let’s dive into why this particular fallacy, personal incredulity, shows up so often and how we can move past it.

How Personal Incredulity Appears in Youth Sports

Let’s be honest: youth sports are filled with passionate people who care deeply about their craft. That passion is a double-edged sword. Sometimes it creates innovation and growth. Other times, it locks people into what they know and blinds them to what they do not.

You hear it in coaches’ rooms all the time. “Visualization is just new-age fluff. My players need reps, not meditation.” Or perhaps, “There is no way that mindfulness helps athletes perform better. If I can’t see it in action, it’s useless.” The same thing happens with parents: “I never needed a mental coach when I played, so my kid doesn’t either.”

Besides that, the Personal Incredulity Fallacy also sneaks into discussions about new training technologies. Video review platforms, wearable fitness trackers, cognitive reaction drills—these tools often get dismissed not because they do not work, but because the person evaluating them doesn’t understand how they work. Rather than ask questions or explore further, they simply wave it off.

Moreover, this mindset spreads quickly. A head coach who openly mocks visualization will likely influence assistant coaches to avoid it too. Parents who distrust new coaching methods may undermine them at home. Before long, athletes pick up on that skepticism, and curiosity shuts down. In that kind of environment, it becomes very hard to introduce fresh ideas or help players grow beyond traditional models.

Why It Matters for Athlete Development

Athlete development thrives on curiosity and openness. Young athletes benefit when coaches and parents seek out new tools and strategies that help them grow. When those in charge dismiss ideas just because they do not personally grasp them, they deny athletes opportunities to learn and improve.

For example, think about the rise of mental performance training. A decade ago, many people scoffed at it. Now it is a core part of elite sports, backed by science. Imagine how many athletes were held back by coaches who said, “I don’t see how that works, so it must not.” In fact, entire programs lost competitive edges because they refused to evolve.

It is the same story with everything from sports psychology to nutrition science to video review tools. If we only trust what we already know, we create an environment where innovation dies on the vine. Even worse, we teach young athletes that it is normal to reject what they do not understand.

Furthermore, this fallacy limits not only individual athletes, but entire teams and programs. When leadership operates from personal incredulity, they resist professional development. They avoid evidence-based practices. They stop asking questions. Eventually, that culture seeps into the athlete experience. Players may start believing that certain training styles are “weird” or “wrong” simply because their coach or parent says so. Over time, these beliefs become barriers to growth.

How to Fix It

So how do we fight this fallacy in youth sports? First, it starts with humility. Coaches, parents, and club leaders must be willing to admit when they do not know something. Saying “I’m not familiar with that method” is a much better response than “That won’t work.”

In addition, we need to foster curiosity. Ask questions. For instance, instead of brushing off a new technique, why not ask: “What research supports this? How have other athletes used it? Can we try it and see what happens?” Moving from dismissal to inquiry transforms the conversation and keeps us learning.

Moreover, seek out learning opportunities. Attend workshops. Read current research. Engage with experts in fields you do not yet understand. When leaders make this effort, they model lifelong learning for their athletes.

Most importantly, lead by example. If you model curiosity and openness, your athletes will too. They will learn that it is okay to explore new ideas, to experiment, and to keep learning. That mindset is the foundation of lifelong development, both in sports and beyond.

Another key tactic is to build collaborative discussions into your team culture. When a new method or idea comes along, talk about it as a group. Share what you know. Ask others what they think. Test it together. This not only reduces personal incredulity, but also builds a culture where innovation is welcomed, not feared.

Bringing It All Together

The Personal Incredulity Fallacy might be common in youth sports, but it is also one of the easiest to fix. It does not require deep technical knowledge or massive program overhauls. Rather, it simply requires a shift in mindset: from “I don’t get it, so it’s wrong” to “I don’t get it yet, so let’s learn.”

That small shift can open doors for athletes, coaches, and parents alike. It invites growth instead of guarding turf. And in a world where youth sports often struggle with innovation, that mindset makes all the difference.

Furthermore, breaking this habit builds trust. When athletes see their coaches and parents willing to admit what they do not know and eager to learn, it fosters respect. It shows that learning is not a weakness, but a strength. That lesson stays with young athletes long after their sports careers end.

Up Next in Our Series

Stay tuned for our next post, where we will tackle another classic fallacy that shows up in youth sports all the time: the Loaded Question Fallacy. Trust me, this one will sound very familiar if you have ever heard a coach or parent ask, “So, are you still struggling with confidence?” We will unpack why that kind of question can derail an athlete’s mindset and how to avoid it.

The post Logical Fallacies Series: Personal Incredulity appeared first on Dan Mickle.

There was this coach I once worked with who had a very specific whistle. Two quick tweets for water, one long tweet to circle up, and three short tweets to sprint. It was like training Pavlov’s volleyball team. No one questioned it. Not even me. Until one day, a new assistant said, “Why don’t we just talk to the players?” Cue the awkward silence, as if she had asked why we wear shoes indoors.

It got me thinking: when did tradition start becoming our answer to everything?

“Why do we do it this way?”

“Because that’s how it’s always been done.”

And boom, just like that, curiosity is squashed and growth goes back into its cage like a lion after feeding time. Tradition has this sneaky way of dressing up as wisdom. It wears a respectable hat and demands your trust. But sometimes, it’s just old habits refusing to die with dignity.

When Tradition Becomes the Ceiling

The problem isn’t tradition itself. I love a good pre-game ritual as much as the next coach. I still use the same playlist to pump myself up before speaking gigs. (Spoiler: it includes Chopin and Eminem. Don’t judge me.) But when tradition becomes the ceiling rather than the foundation, that’s when we have a problem.

I’ve seen teams run outdated plays because “Coach ran these back in ’98 when they won States.” Never mind that it was with a different team, different talent, and during the age of flip phones. Or clubs refusing to offer mental performance programs because “our kids just need to toughen up.” Right. (For more info on game traditions, check out Rethinking Timeouts.) Because that worked so well for every burned-out, bitter athlete who quit at 16.

The Trap of Tradition in Youth Sports

The truth? Some of the most revered traditions in youth sports are really just collective comfort zones. A buffer against accountability. If the drills are stale, blame the system.  A player doesn’t fit, blame the player. No one questions it, it must be working, right?

Wrong.

The world has changed. Athletes have changed. Parents, coaches, and the stressors we all carry? Yup, they’ve changed too. But here we are, still acting like it’s 2003, running tryouts like a bootcamp for Marine recruits, handing out line drills as punishment, and thinking silence equals discipline.

And the kicker? We’re not even trying to be cruel. We’re just doing what we were taught. What we think works. What feels familiar. But there’s a fine line between familiar and lazy. Between tradition and fear of change.

A Better Tradition: Make Curiosity the Culture

Want a tradition worth passing down? Make curiosity your culture.

Ask the uncomfortable questions:

• Why do we do this drill?
• What do our athletes actually need right now?
• Are we preparing them for their next game or their next decade?

Break the cycle by listening more and yelling less. Replace fear-based coaching with relationship-driven leadership. Celebrate progress over perfection. That doesn’t mean we throw out every playbook from the past, but it does mean we revise them with today’s needs in mind.

Speaking of shaking things up: our Mental Performance Boot Camp running July 21–24 is designed for athletes ready to do the same. It’s a four-day online event focused on helping athletes aged 12–18 build real, usable mental skills for sport and life. Not lectures, not punishment: just growth.

Details here: https://dmick.click/bootcamp25

Tradition is Not the Enemy, But It’s Not the Answer Either

Tradition is a beautiful thing. But it should never be the reason we stop evolving. You can honor the past without letting it trap you.

So here’s to breaking whistles, rewriting routines, and maybe—just maybe—talking to our players instead of training them to decode morse code tweets.

Because growth isn’t always loud. Sometimes, it’s just a quiet question: “Is there a better way?”

And if you’re brave enough to ask it?

You’re already on the path.

TLDR; Recap:

• Tradition can help us feel grounded, but it should never be an excuse not to grow.
• Repeating what we were taught without reflection is how progress dies.
• Curiosity, feedback, and adapting to today’s athletes are the new hallmarks of great coaching.
• The Mental Performance Boot Camp (July 21–24) is designed to help young athletes develop focus, resilience, and confidence. Check it out: https://dmick.click/bootcamp25

See you in the future.

And as always: #DontSuck

The post Dear Tradition, It’s Time We Talked. appeared first on Dan Mickle.

The Strawman Fallacy in Youth Sports: Don’t Misrepresent the Argument

Welcome to my new blog series on logical fallacies! If you’ve ever been in a heated discussion in youth sports, you’ve probably encountered some flawed reasoning. Over the next few posts, I’ll be breaking down these common fallacies to help you sharpen your thinking and improve communication with athletes, coaches, and parents. First up: the Strawman Fallacy.

What is the Strawman Fallacy?

The Strawman Fallacy occurs when someone misrepresents or exaggerates another person’s argument to make it easier to attack. Instead of addressing the real point, they create a distorted version, what we call a “strawman.” The distorted version is easier to knock down.

Here’s a simple example: Will suggests, “We should invest more in health and education.” Warren doesn’t engage with Will’s idea. Instead, he says, “So you want to completely gut our military and leave the country defenseless?” Warren has misrepresented Will’s position, turning a conversation about balanced investment into an extreme, easily dismissible idea. This is the essence of the Strawman Fallacy: misrepresentation for the sake of winning an argument, not engaging with it honestly.

How the Strawman Fallacy Shows Up in Youth Sports

In youth sports, the Strawman Fallacy can show up in debates about player development, team dynamics, and coaching strategies. It’s easy to twist someone’s words to make their argument sound ridiculous or out of touch with reality. Let’s look at some examples of how this happens.

Example 1: The “Competition vs. Teamwork” Debate

A coach might say, “We need to focus more on teamwork and emotional resilience, rather than just raw competition.” A parent, focused on their child’s desire to win, might twist this into, “So you want to eliminate competition altogether and just play for fun? What about the kids who want to succeed?” This misrepresents the coach’s point. The coach isn’t saying competition is unimportant; they suggest a more balanced approach that focuses on developing teamwork and competitive spirit. The parents’ response makes the argument easier to dismiss, but doesn’t engage with the actual idea.

Example 2: The “Relaxed Practices” Misunderstanding

A coach says, “We need to create a practice environment where athletes feel safe to make mistakes and learn from them. This will reduce stress and burnout.” A parent might hear this and reply, “So you want the kids to slack off and never push them to improve?” Again, the coach’s point is misrepresented. The coach isn’t suggesting that practices should be lazy; they’re advocating for a supportive atmosphere where athletes feel comfortable taking risks and growing from their mistakes.

Example 3: The “Specialization vs. Multisport” Debate

A coach might argue, “Specializing too early can lead to burnout and limited development. Playing multiple sports helps build athleticism and reduces injury risks.” A parent might respond with, “So you think my kid should play three sports and never focus on one? That’s ridiculous!” Here, the parent distorts the coach’s message. The coach isn’t saying kids should play every sport; rather, they emphasize the value of varied experiences to develop a well-rounded athlete.

Example 4: The “Mental Health and Performance” Discussion

Mental health is a hot topic in youth sports today. Coaches and sports psychologists often say, “We need to help kids manage stress, anxiety, and emotional regulation, especially in competitive environments.” A parent might misinterpret this as, “So you think mental health is more important than winning? That’s nonsense!” In this case, the parent is distorting the coach’s point. What the coach really means is that mental wellness plays a critical role in long-term performance and overall well-being. The message is not that competition should be disregarded, but that mental health is crucial for sustainable success.

How to Fix It: Recognize and Address the Real Argument

So how do we avoid falling into the trap of the Strawman Fallacy in youth sports? The key is to recognize when we’re misrepresenting or distorting someone’s argument. Here are a few steps to make sure we’re engaging with the actual point being made.

1. Listen Carefully

Active listening is essential. Whether you’re a coach, parent, or player, make sure you fully understand the argument before responding. Don’t jump to conclusions or assumptions. Understand the real point before offering a counter-argument.

Example: If a coach says, “We need to focus on developing the whole athlete, not just their skills,” don’t assume they’re dismissing individual performance. Ask for clarification if you’re not sure.

2. Ask for Clarification

If you don’t fully understand someone’s point, ask for clarification. It’s always better to clear up confusion before misrepresenting someone’s argument. Avoid jumping to conclusions or making things up in your response.

Example: If a coach says, “We need to improve team dynamics,” don’t assume they mean the team should focus only on teamwork. Instead, ask, “Does that mean we should spend less time on individual performance?”

3. Avoid Exaggeration

When you disagree with someone, resist the urge to exaggerate their argument. Stick to the facts and engage with the real issues being discussed. Exaggerating someone’s point only weakens your own position and makes productive conversation more difficult.

Example: Instead of saying, “You want to get rid of all competition,” you can say, “I don’t think we should completely minimize competition, but I understand your point about balancing it with team-building activities. Can we explore that further?”

4. Focus on the Real Issue

In youth sports, we should always focus on what’s best for the athletes. When we engage in a discussion, let’s stay focused on the real issue at hand, not on exaggerated or misrepresented versions of someone’s argument.

Example: If a coach is advocating for mental health support, don’t misinterpret that as dismissing athletic performance. Understand that mental health plays a crucial role in performance and work to balance both.

5. Engage in Open Dialogue

The more open and honest the communication, the easier it will be to avoid the Strawman Fallacy. Make sure to keep the conversation clear and respectful. Misunderstandings often happen when communication is lacking.

Conclusion: Let’s Stay Honest and Clear

The Strawman Fallacy is all about misrepresentation, and in youth sports, it can prevent honest, constructive debate. Coaches, parents, and athletes alike need to make an effort to engage in clear communication and stay focused on the real issues. By practicing these habits, we can avoid the Strawman Fallacy and ensure that everyone’s perspective is heard and respected.

Stay tuned for our next blog post, where we’ll explore another common logical fallacy that disrupts healthy discussions in youth sports. You won’t want to miss it!

Remember it is either One Day or Day One..And as always… #DontSuck

The post Logical Fallacies Series: The Strawman appeared first on Dan Mickle.

As a coach, have you ever explained a skill to your athletes only to watch them fumble through it like they’re assembling an IKEA bookshelf without the instructions? (And let’s be real—half of us have done that with actual IKEA furniture, and it never ends well.) Teaching new skills isn’t about dumping all the pieces in front of them and hoping they figure it out. It’s about giving them a step-by-step guide, just like that trusty—albeit slightly confusing—manual that comes with a Billy bookcase.

Why Breaking Skills Down Works

Imagine giving a brand-new player a volleyball and saying, “Just serve it over the net.” That’s like handing someone an unopened IKEA box and saying, “Just build a chair.” Technically, they could figure it out eventually, but you’ll spend a lot of time watching them struggle. Instead, breaking a skill down into smaller, digestible parts makes it easier for athletes to understand, execute, and improve.

The human brain processes information more effectively when it’s given in chunks. This is why we don’t teach algebra before basic arithmetic. Motor learning follows the same principles—start with the foundations and build up from there.

Step 1: Start With the End in Mind

When you buy IKEA furniture, you (hopefully) have a vision of what it should look like at the end. The same goes for coaching. Before teaching a skill, define what success looks like. For example, if you’re teaching a basketball layup, break it into:

• Approach
• Takeoff
• Hand positioning
• Release
• Follow-through

Instead of expecting athletes to figure out the whole movement at once, guide them through each component separately.

Step 2: Follow the “One Bag at a Time” Rule

If you’ve ever built IKEA furniture, you know that opening all the bags of screws at once is a disaster waiting to happen. The same applies to coaching. Too much information at once leads to confusion, frustration, and—worst case—athletes quitting before they even get started. Focus on teaching one piece at a time.

Let’s take a soccer pass as an example:

• Foot placement
• Contact point on the ball
• Follow-through
• Accuracy

Mastering each small step before moving on ensures that the entire movement comes together smoothly.

Step 3: Use Clear, Visual Instructions

IKEA instructions don’t use words—just pictures. While we do use words in coaching, clarity is key. “Keep your elbow high” is more effective than “Get in a good position.” When possible, demonstrate the movement and use analogies that resonate with your athletes. “Dribble like you’re carrying a pizza” makes more sense to a kid than “Keep the ball low and controlled.”

Step 4: Let Them Build It (With Guidance)

If you’ve ever tried to build an IKEA desk while someone hovers over your shoulder, you know it’s annoying. The best coaching happens when athletes are given space to try, fail, and adjust. Guide them, but don’t micromanage. Give feedback based on what they’re doing well and what needs improvement, rather than overwhelming them with corrections all at once.

Step 5: Reinforce with Repetition (But Keep It Fun)

Nobody likes repeating the same drill over and over without variety. Athletes, like impatient furniture builders, want to see progress. Incorporate challenges, mini-games, and progression drills to reinforce skills while keeping engagement high.

Final Thoughts

Coaching isn’t about barking orders and hoping something sticks. It’s about guiding athletes through the process, one step at a time, so they build their skills with confidence. Next time you teach a skill, think about the IKEA method: start with a vision, break it down into manageable steps, and provide clear, simple guidance.  And if all else fails, remind them that even IKEA furniture takes a few tries to get right—so patience is part of the process. Now, go build some skills (no Allen wrench required).

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