Growth Mindset v Fixed Mindset

Uniquely Intelligent: The Power of a Growth Mindset in Football and Life

At the heart of our work lies a core belief: every player is uniquely intelligent. And that belief is not just wishful thinking—it’s backed by science.

Research shows that intelligence is not fixed. The brain’s incredible ability to change and grow—neuroplasticity—means that with the right environment and effort, a person can form new neural pathways and expand their potential throughout life.

Our brain-centred football curriculum taps into this potential. By leveraging the latest neuroscience, we help players develop learning habits that bring out the best of their physical, technical, and mental intelligence, laying the foundation for long-term success both on and off the field.

But we continually wrestle with a vital question:
How do we help children truly see that they are uniquely intelligent?

This is no small task in an era dominated by social media, where comparison is constant and often crippling. And for a child sitting in a classroom—or on a pitch—feeling “behind,” it’s hard to believe they have something uniquely valuable to offer.

We have some strong opinions on this—and thankfully, they’re supported by robust scientific research. At the core, we believe that mindset and belief systems shape a child’s trajectory. When these two forces align with truth, a child will begin to act—and believe—that they are, indeed, uniquely intelligent.

Defining the Linchpins: Success, Mindset, and Belief

Before diving deeper, let’s unpack the words that silently guide our thinking and behaviour every day:

• Success – What does success look like to your child? Is it winning? Joy? Mastery? Understanding their personal definition is vital.
• Mindset – A collection of attitudes that shape how we view challenges, setbacks, and learning.
• Believe – To believe is a verb. It’s the confidence that something is real, whether seen or unseen, with a strong implication that action will ensue from this belief.

These core words are operating in the background whether we know it or not. They determine how we navigate the journey of life. Carol Dweck, Professor of Psychology at Stanford, has spent decades studying how children develop beliefs about intelligence. Her findings are both powerful and practical. The answer as to whether we can help a child believe they are uniquely intelligent lies, partly, within her research.

The Fixed Mindset v The Growth Mindset

The number one goal for those with a fixed mindset is to look smart at all costs. But with a growth mindset, their cardinal rule is to learn at all times and at all costs. How many children at school or on the field are trying not to look or sound stupid to the detriment of their growth? How many children believe that they are dealt a certain level of intelligence that cannot be improved on?

Think about this on the field:
How many children hesitate to try a new skill or speak up in training—not because they don’t want to—but because they don’t want to look “dumb”?

Children with a fixed mindset believe success should come effortlessly. They think if you’re truly talented, you shouldn’t have to work hard. But this belief is incredibly damaging. In contrast, those with a growth mindset know that effort activates ability. They embrace hard work as the engine of improvement.

Does your child see errors as something to learn from, or is it something they want to ignore and quickly move on from? Does their self-worth suffer when they have to try hard to achieve a football skill, or do they become more determined to achieve it?

How do you Grow a Growth Mindset?

Praising children’s intelligence can harm them. This is something that we find enormously difficult to put into practise. “You’re such a smart little guy,” or “Well done, you’re so clever,” are comments that we learn to use when we’re trying to positively encourage someone. Carol Dweck believes that this encourages a child to have a fixed mindset. She believes in praising process. But it’s more than that, it’s praising process within a growth mindset framework. It won’t work well to simply switch over from praising a child’s intelligence to praising their process, especially if the child is in a fixed mindset.

Rather, she encourages us to convey to children a new value system. She wants people to discuss the topic around the dinner table, to ask questions like ‘who had a fabulous struggle today?’ Dweck urges us to frame difficulties in a positive light. On the sports field it looks like asking children what they learnt when they lose a game, and encouraging them that there is always another opportunity to win, to see learning a new skill as something exciting and not daunting, and to help them to recognise self-limiting beliefs like ‘I can’t’.

The Power of “Yet”

Another practical tip in developing a growth mindset is what Carol Dweck calls the power of ‘yet’. If a child begins to try a new football skill and they think, ‘I’m not able to do this,’ no matter how much they try, their core belief will keep resisting their ability to improve. Like a strong wind against a marathon runner, they will be held back from their full potential. Whereas, a child with a growth mindset will think, ‘I’m not able to do this, yet!’

The word, ‘yet’, holds all possibilities and all potential. It says to the child’s brain that they are capable of achieving. Using words like ‘yet’ are absolutely key in determining a growth mindset. If we’re to take the leap of taking on this concept and teaching the young ones in our lives to grow up with a growth mindset, we need to be sure that we believe intelligence can grow, and that talent is not the only thing that matters.

Intelligence can Grow

Just a few decades ago, scientists believed intelligence was genetically fixed. Thankfully, they were wrong.

Modern research confirms that we can physically grow our brains through learning, challenge, and repetition.

• Neurons multiply when new skills are developed.
• Myelin sheaths form around brain cells with intense focus and practice, allowing information to travel faster and more efficiently.
• Neural networks rewire themselves to recruit support from other brain regions—especially with long-term effort.

For example, in the brains of beginner guitarists, scans show activity in their fingers. But in experienced players, both their fingers and palms light up. Their brains have grown in capacity through practice.

Football is no different. Repetition, focus, feedback—all of it changes the brain. And players with a growth mindset make the most of that opportunity because they value effort, embrace feedback, and pursue mastery. Unsurprisingly, those who have a growth mindset tend to study more deeply and grow their intelligence more.

A Lifelong Journey with a Growth Mindset

Growth mindset is not a destination. It’s a mindset that must be cultivated again and again across different areas of life.

Some children may already have a growth mindset when it comes to sport, but not academics. Others may believe in their effort on the pitch, but think social skills can’t be improved. All of us have both mindsets in different areas.

That’s why it’s a lifelong journey—one worth pursuing. As parents and coaches, we should actively show the children in our lives what this looks like, that failure is not the end, it’s simply feedback to grow from, and that effort is the pathway to mastery, not an indication that we’re not ‘good’ at something.

In a true growth mindset way, we’ll end off by saying we believe that it’s worth the effort to begin rewiring our mindsets and developing ways that will enable a child to embrace learning and growth, understand the role of effort in creating intelligence and maintain resilience in the face of setbacks.

We hope you’ve enjoyed the read! Do you think you have a fixed mindset or growth mindset? Have you found a way to grow a growth mindset in yours or your child’s life? Leave a comment below!

References

Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology. 1998:33-52.doi: 10.1037/0022-3514.75.1.33

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