Instructors should operate on the assumption that their students with modest talent will experience greater frustration than others who are naturally athletic.

Instructors should operate on the assumption that their students with modest talent will experience greater frustration than others who are naturally athletic.

• A. True
• B. False
• C. Sometimes
• D. Not enough information

Answer: (B)

Assuming that students with modest talent will feel more frustrated than naturally athletic peers biases coaching and shifts focus away from how you teach. Frustration isn’t determined by talent alone—it’s shaped by how you design practice, what feedback you provide, and how you help a student build skills step by step. The better approach is to create lessons that are clear, progressively challenging, and sprinkled with achievable successes so that all learners experience steady progress and confidence. Since you can influence frustration levels through instruction and support, you shouldn’t default to believing modest talent implies more frustration. Instead, tailor guidance to each student, watch their responses, and foster a growth mindset so everyone has a fair chance to improve.

Assuming that students with modest talent will feel more frustrated than naturally athletic peers biases coaching and shifts focus away from how you teach. Frustration isn’t determined by talent alone—it’s shaped by how you design practice, what feedback you provide, and how you help a student build skills step by step. The better approach is to create lessons that are clear, progressively challenging, and sprinkled with achievable successes so that all learners experience steady progress and confidence. Since you can influence frustration levels through instruction and support, you shouldn’t default to believing modest talent implies more frustration. Instead, tailor guidance to each student, watch their responses, and foster a growth mindset so everyone has a fair chance to improve.