Shootout: what penalties say about life

Football is a global language and the shootout is the end to Shakespearian tragedy.

Simon Burton-Jones

Simon is Bishop of Tonbridge in the Diocese of Rochester. He writes regularly round social, cultural and political issues.

England v Columbia: 2018 World Cup shootout.

It is hard to pity entitled, overpaid footballers. Until, that is, it comes down to penalties after extra time. Even when you do not care who wins, the drama of the penalty shootout is so intense and all-consuming that every heart rate quickens.

Is there a more exquisite form of sporting torture?

Sport is laden with cliché, and the refrain, ‘it’s come down to the lottery of penalties’ is an established part of the lexicon. But is it just the spin of the roulette? That you can’t prepare effectively for the cauldron of the stadium?

Not according to Geir Jordet, it isn’t. The Norwegian Professor of Psychology and Football is on a mission to convince the world there is lots you can do to get ready and those that don’t are more likely to fail.

There is skill involved in taking a penalty, an ability that can be honed with practice. Individual players can be trained to take their time (but not too long), to establish a routine that helps them take control of the situation, to take careful breaths, and to focus. They can be helped with blocking out the trash talk of opponents, especially goalkeepers, who subtly try to get under their skin in the seconds leading up to a penalty. Extensive research can be carried out by data-rich backroom staff to help with preparation. And behind all this is the recognition that taking a penalty is a team effort, not an individual one.

This latter observation feels especially counter intuitive. There is nothing more lonely than the appearance of one man or woman taking the long walk from the centre circle to the penalty spot. But teams can support one another with words of encouragement and touch. Not just in the grasping of each other’s shoulders in the centre circle, but in reaching out to those who both score and miss. One reason Geir Jordet advises that the manager should choose penalty takers rather than look for volunteers is that they then can take full responsibility for the outcome. It is hard to believe there are still times when a manager looks around at players after extra time, hoping to see in the eyes who is up to the task. These duties should be sorted out in advance, with back-up plans for when players are injured or substituted.

Deciding war between opposing tribes based on an individual contest was quite common in the ancient world – effectively moving to the penalty shootout before the game, to save the effort.

Jordet, in his stimulating book Pressure: Lessons From The Psychology Of The Penalty Shoot Out says that anxiety is normal and should be embraced. Greater openness round mental wellbeing is allowing the modern professional to admit this. Erling Haarland, one of the world’s most accomplished goal scorers, has shared the fear he regularly feels round taking a penalty; it is hard to imagine a player from the 1970s saying the same.

Missing a penalty in the shootout is inevitable; the only way it can conclude. And statistics show that the world’s greatest players, like Lionel Messi, are not notably better at converting penalties than others. On average, the best players have around an eighty percent success rate (which, significantly, is one missed penalty out of five in a shootout). As in other professions, the best results are achieved by creating systems and cultures that can adapt quickly and honestly to errors and learn from them without humiliating those who fail.

Reading the book cast my mind back to the archetypal shootout between David and Goliath. Deciding war between opposing tribes based on an individual contest was quite common in the ancient world – effectively moving to the penalty shootout before the game, to save the effort. Perhaps David should have lost it, and not just because of his size. Beforehand, he had a serious bust up with his side and those who did not see him as a team player. Then Goliath trash talked him like Emi Martinez is famed for with Aston Villa and Argentina. And finally, he ran up to take his shot very quickly, without much reflection. But then again, Geir Jordet would be the first to point out that preparing badly for a contest does not mean you can’t win it – just that you are less likely to.

Football is a global language and the penalty shootout is like the cataclysmic end to a Shakespearian tragedy. English fans are long suffering audiences of this trauma – from Italia 90 to Wembley 2021, via the 1996 Euros when football was coming home until a last minute wrong turning. But many other nations have under-achieved at penalties, like Holland and Spain and, more recently, France. Roberto Baggio of Italy missed the decisive penalty in the first World Cup Final to go to penalties in 1994. He says of it:

‘I failed that time. Period. And it affected me for years. It was the worst moment of my career. I still dream about it.’.

The personal stakes are as high, if not higher, than the nation’s.

We are left with the feeling that hugely divergent outcomes can emerge from the smallest and most random of causes. The human tendency is then to rationalise the outcome in ways that make it seem inevitable. Geir Jordet is aware of this in football, but in other walks of life, we continue to build up wobbly cases on shallow evidence as a way of warding off anxiety or the fear that others will think we are clueless if we admit to the existence of chance. Most people are right less than eighty percent of the time; something we might hold in mind when the next England players make that solitary walk to the penalty spot.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.