BUILDING STUDENTS PART 2: GUIDING STUDENTS TO BECOME RESPONSIBLE ADULTS

The most effective way to teach students that these skills matter beyond parkour is to give them real

responsibility and real compensation.

This means authentic responsibilities — unlike much traditional work experience, where tasks rarely affect the business. Our students are integrated into real roles that genuinely matter.

Passing the Torch

Developing new team members requires a conscious passing of the torch. I jokingly said to a client recently that while we all know about helicopter parenting, the workplace equivalent is micromanaging.

Handing over responsibility during classes is essential, not only for building a strong team but also for building confident individuals. As students grow, they are trusted with spotting and instructing increasingly complex movements.

We give them space to make mistakes within a reasonable level of risk, allowing them to practise judgement while I’m still present to guide and correct when necessary. Ultimately, this means stepping back so they can step forward — building confidence without being overshadowed.

Responsibility for Others

Assistant coaches like Jamie gradually take on responsibility for others, starting with younger age groups. Over time, this grows, allowing them to work with students ranging from ages 4 all the way up to 14.

We discuss risk assessments and initially assign very low-risk roles, such as:

• Leading warm-ups and stretches

• Teaching ground-based movements

• Teaching technical skills with minimal injury risk

We also train them in class control techniques and how to keep students safe. Importantly, for insurance purposes, they are always supervised by me or another qualified coach, even when they are capable of running a class independently.

Being a Reliable Part of the Team

Responsibility for oneself and others is one level — reliability is another.

Students learn how to:

• Support and facilitate gradings

• Set up and pack away classes

• Communicate effectively (lateness, sickness, other commitments)

They are expected to communicate directly with me, not through their parents — something many adults aged 20–30 still struggle with. They also learn task prioritisation, timekeeping, and professionalism before, during, and after class.

And yes, students are paid. Typically, they begin with a voluntary phase, followed by paid on-the-job training. While they start with only a few hours per week, those who perform well are given more responsibility and more hours.