Unsolicited Help isn’t Help–It’s Harm

When you’re working with a partner and you see them making an error it can seem like the right thing to give them a correction in order to help them improve. However, unsolicited help is often not help at all, it’s harm.

The Problems with Unsolicited Help

It’s disempowering

90% of learning happens in absence of a teacher. Thus, to truly excel you must become adept and empowered in the learning process. You need to get good at asking for help, managing your own learning, setting priorities, and gaining self-awareness. If your training partners are always hopping in and doing this work for you, you’ll lose the opportunity to develop it for yourself.

It’s annoying or demoralizing

There are always 100 things to fix in one’s form. To get better you can really only focus on one or two at a time. While you’re working on knee alignment, having a partner correcting your hand position, hip alignment, and precision is at best an annoying distraction and at worst an onslaught of negative information. It takes focus to actually affect change, don’t become the screen that’s in its way.

It’s frequently off the mark

Five coaches are not five times better than one. Until you have developed experience and a sense of empowerment, dealing with instruction from multiple directions can be difficult to manage effectively. New students generally lack the tools to parse what is good information from what is bad or the ability to self-prioritize and focus. How do you know that what you are offering them is really where they’re ready to work or able to work? Let’s reduce the noise for our training partners by letting them receive feedback from their teacher. The best thing we can do is endeavour to be their best exercise partner.

It’s often a waste of breath

When someone asks you for help, you know that they’re ready to receive it. When we give unsolicited help, there’s a good chance that we’re hitting the receiver at a moment when they’re not ready or willing to process it. They may be nodding and agreeing while desperately trying to hold on to their focus, putting on an air of politeness for you, or restraining their desire to slap you. All this means that you are wasting your breath and everyone’s time.

How Can I Help?

This is not an article about not giving help, it’s simply about being effective and constructive with the help you offer. If you truly want to help those around you grow, which I’m sure you do, find ways to do it that genuinely create the outcome you want. Here are a few strategies:

Be an excellent training partner

One of the simplest things you can do to help your partner learn is to do your side of the exercises as best you can. Be a consistent and generous training partner. Don’t compete or direct. Allow them the opportunity to discover and learn from the feedback you can offer within the structure of the drill itself. If you’re unsure how to be a great partner, ask your teacher, mentor, or partner for help in doing so.

Model the behaviour you want in your peers

If you think your partner could be getting more help, then make sure you’re modelling good help-seeking behaviour. Remove hierarchy from your training. Make learning and ideas the focus. Your partner may learn and grow more by being your helper than they ever would through the help you offer them.

Wait to be solicited

When I’m in the role of teacher there is an implicit request for help that comes from my students when they join my class. This is not the case when you are a peer in that class. Even when I am in the teacher role I endeavour to get my students into a habit of looking after their own needs. The greater a role they can play in directing me as a tool for their benefit, the more effective my help is when I give it.

If you feel that you have something to offer your training partner, sit tight and wait. If you feel that perhaps they want your help but are not yet empowered to ask for it, invite them first: “I have a pointer for you, would you like it?”

Be aware though that even when you start this way, many people will agree simply out of politeness or because they feel it’s what they’re “supposed to do”. So turn your emotional perception up to max and make sure you’re truly offering something that is desired.

Talk about learning and empowerment

There is a bigger conversation about empowerment and learning to be had with your training partners. How do your peers, your group’s teachers, and facilitators want to give and receive help? The meta-conversation about learning is often as important as the technical learning itself. Make sure that everyone in your group knows that they are the centre of their own learning process and should be the active director of it and not a passive recipient.

Going Deeper: Why Are You Giving Unsolicited Help?

I have found that some students who are offering help are not actually coming from a place of helpfulness but from a place of insecurity. I am familiar with this place because, for the longest time, I was a star at giving unsolicited feedback while I struggled with my own sense of worth and my own demons of perfection. It’s worth taking an honest and gentle look at your own motivations. Are you offering help from a sincere desire to positively influence change or is it coming from a desire to distract from your own fears of imperfection, to bolster your own sense of worth, or to reinforce your place in the hierarchy?

We’ll explore this subject more deeply in a future post. For now, be as compassionate with yourself as you are with those around you. Learning is a vulnerable process and necessarily uncomfortable. Spend time getting comfortable with your discomfort, and allow your training partners the opportunity to do the same.