Review
Culture
Football
Sport
5 min read

Shootout: what penalties say about life

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

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

A footballer takes a penalty kick.
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.  

Article
Character
Comment
Education
Fun & play
5 min read

Is your child school ready?

What really matters as a child develops
A teacher looks on as a young child concentrates on writing.
Department for Education.

In the coming weeks, those little critters will start to emerge, easily identified by their autumn plumage of coloured sweatshirts and oversized backpacks. Anxious parents and caregivers can be spotted, shepherding their young along paths and pavements, casting worried glances left and right at the pelican crossings. Listen carefully and you may hear the squeak of uncomfortable new shoes and juveniles complaining about the wearing of a coat, as adults of the species re-establish social bonds with cries of, “Back to school already, I can’t believe how fast it’s gone!”   

As they congregate upon the tarmac staging ground, some will be taking part in this ritual for the very first time. Neophytes who have maintained social bonds throughout the pre-school years might be seen to greet their fellows cordially, “Did you have a good summer? Can Flo make it to Izzy’s party?” Others will stand alone, scanning the playground for a half-remembered face from the bygone days of antenatal classes. That was only five years ago, but it feels like a millennium. The faces are changed; everyone looks more…tired. 

The world has been turned upside down in those past five years. It’s been said so often that it is almost trite, but nonetheless true: nothing prepares you for becoming a parent. In the UK, new parents increasingly raise their children without the immediate support of extended family, coupled with the tyrannous expectation that one will retain one’s employment rank and contribution to the labour market alongside this new and 24/7 full time job of looking after baby. The Key Performance Indicators of parenting are ambitious. Deliverables for the first five years include toilet training, instilling speech and language skills, establishing basic recognition of 26 alphabetical characters (including the child’s ability to recognise the alphabetical sequence that spells their own name) and ensuring the recognition of and (ideally) ability to correctly sequence numbers 1 to 20.  If your child can do all of this by the age of 5, whilst also learning not to punch, kick or bite other children, not to eat food off the ground, and not to stick rocks up their nose, then congratulations! Your child is school ready

It may comfort some readers to know that very few 5-year-olds manage to hit absolutely all of these milestones. As the education secretary, Bridget Phillipson, commented recently – parenting is too hard. She is working to establish a new iteration of Labour’s ‘Sure Start’ programme (rebranded as ‘Family Hubs’) to offer parents more support in the community. As part of her rationale she states, “When one in four children are leaving primary school without having reached a good level of reading, then something’s gone seriously wrong in those early years that has to go beyond the school gate.”  

Whilst I’m keen to see more support for new families – I’m intrigued by this particular rationale for it. Ability to read well by a certain age seems an unlikely metric by which to measure whether a child has had a positive experience of childhood; it appears indicative of what autism-researcher Anne McGuire calls “The normative time of childhood,” in which the success is measured against an imagined future of economically productive years. By this metric, if a child learns to read at a prodigiously young age this is taken as an indicator that they will enter the workforce with greater velocity than their peers, essentially that they will have “more future-yet-to-be-realized” than those around them. McGuire writes, “In a neoliberal regime where ‘time is money’, the child is figured as ‘time-rich’ and so represents a good investment opportunity indeed.”  

McGuire’s analysis is piercingly accurate of how we often talk about our children, despite knowing all too well that it represents a fallacy. There are multitudinous stories of adults who have gone on to make staggering contributions to human flourishing, despite being placed (literally or figuratively) under the dunce’s cap at school. But even without focusing on those who go on to excel, those who attract fame, fortune, or both, we don’t have to look far to find cause to re-evaluate what it means for a child to be school ready.  

My son’s year group recently finished their own primary school journey, and a quick glance through some of the leavers’ books reveals that children are very good at valuing each other for what is here in the present, without recourse to an imagined economic future. As children wrote goodbye messages for each other they said things like,

“Thank you for always having such good ideas for games to play.”

“You helped me on my first day when I got lost.”

“You’re a great house captain and you always help the teacher.”

No one was particularly keen to predict fame and fortune for the future of their friends, and there was an understandable indifference towards academic milestones. As a literary corpus, the leavers’ books were testament to the old adage that people will not remember you for what you say or do but will remember you for how you make them feel.  

One the subject of childhood, Jesus once said something that defies easy explanation. He was out, teaching in the open air, surrounded by crowds of adults including important religious leaders and wealthy individuals who wanted to ask complex and deep theological questions, but in the midst of it all there were parents bringing their children, elbowing their way to the front of the crowd to ask Jesus to pray for their little ones. When some of Jesus’ followers tried to usher the children away, Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” The precise meaning of this utterance has eluded thinkers and theologians for centuries – what exactly is it about childhood that Jesus was alluding to?  

I wonder if it is something about the capacity of children to live in the immediate, and therefore to value what really matters – justice, kindness and friendship. In primary school, yes it helps in some ways for children to arrive aged 5 with a certain command of the alphabet and the ability to finish the day wearing the same set of underwear that they arrived in. But perhaps what matters more is children arriving ready to enter the fray of friendships – being kind, being helpers, having the self-confidence to know that they have something to give to the learning community that they are joining, whatever their learning speed might be. Such things are gloriously untethered to economic potential or a future-yet-to-be-realized, but they are closely tethered to a child’s understanding of themselves as a valuable and important person. If Labour’s intention to offer new parents more help in the community goes some way towards communicating to our pre-school children that they have that have – and will always have – value, regardless of what they will or won’t attain to academically or economically, then it will help many more children reach the milestone of being school ready.  

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