But how would a younger person now that's striving to play premiership rugby or Premier League football, how would they gain a little bit of clarity?

I think this is one of the most fascinating questions because if you're ever doing something that matters to you and you're doing something that is difficult, you're going to get knocked around an awful lot, particularly if you're pushing boundaries and you're trying things and you're experimenting and you're always going to come up against various different points at which you have to make judgements And to answer this, I might draw on a slightly different piece of research where we looked at what were the emotional experiences that athletes had when they were trying to progress towards high performance.

And what we found were that there were a series of different emotional disturbances for athletes, and that each of these tended to test their pre-developed skills.

And this refers to a different body of work that's looked at the rocky road in talent, which is an idea and it's not mine, but the work of Dave Collins, Anya McNamara and colleagues who suggested that the various different bumps in the road that people have or that athletes have will test previously developed mental skills and test the support networks around an athlete rather than just things being difficult automatically being a good thing.

Now, what we found in this study, and it was with a group of rugby league players, was that they experienced the highs and lows of their journey.

And when things were going well, they tended to become more self-confident.

They tended to reflect, but not really reflect in depth or detail.

The part that you spoke about before with regards to reflecting when things are going well and also bad, is there, from the studies that you've done, the experience that you've had, is there a sweet spot of what type of reflection, what frequency or what things people should be potentially reflecting on and also creating an action plan off the back of it?

How do we get over this tacit knowledge transfer problem in your experience?

Without getting too geeky with my answer here, for the last few years, I've been playing around with a series of tools called cognitive task analysis tools.

If we take the fundamental principle that if we're going to help somebody else learn that we need to be able to make explicit what is tacit.

So I can do this.

but I don't know how to talk about it.

And I don't know how to give you information about what I do.

If we take that as a really quite important principle, that if we're going to transfer information to somebody else, well, I might know how to do it implicitly or tacitly.

Is that something you see a lot of?