Brain Changers in Action: From Olympic Slopes to SMS Classrooms

Gaining Momentum

Steamboat Mountain School’s exploration of brain science continues to gain momentum, fueled not only by research and professional dialogue, but also by inspiration from the broader world of learning and performance.

Recently, Olympic freestyle skier Eileen Gu shared her excitement about neuroplasticity in a widely circulated interview, describing how understanding the brain’s capacity to change has shaped her approach to training. Her enthusiasm for the science behind growth and skill development resonated deeply with our faculty. When a world-class athlete attributes part of her success to the brain’s ability to rewire through deliberate practice, it reinforces what cognitive science has long affirmed: talent is developed, not predetermined.

That same message is at the heart of our ongoing professional learning with Glenn Whitman from The Center for Transformative Teaching and Learning. As part of Monday’s professional development day, teachers met in their Professional Learning Community (PLC) groups with Whitman to reflect on how their classroom strategies align with research-based practices outlined in Neuroteach.

Feedback Loop

Faculty had previously shared their planning documents with Whitman, allowing the conversations to focus on meaningful feedback rather than additional preparation. PLC groups were not required to create new materials beyond their initial collaborative discussions. Instead, the day served as a thoughtful checkpoint, an opportunity to examine where classroom practices strongly reflect cognitive science and where small refinements might increase impact.

Central to these conversations was neuroplasticity: the understanding that the brain physically changes in response to effort, feedback, and experience. Just as Eileen Gu trains specific movements repeatedly to strengthen neural pathways for competition, SMS teachers design learning experiences that strengthen students’ academic pathways. Through spaced retrieval, formative assessment, explicit executive functioning instruction, and emotionally supportive classroom environments, faculty are intentionally shaping how students learn.

Elite Athletes and Academics

The parallel between elite athletics and classroom learning is powerful. In both arenas, growth depends on purposeful practice, reflection, and resilience. When students understand that productive struggle strengthens their brains, much like physical training strengthens muscles, they begin to see challenges as opportunities rather than limitations. 

Our partnership with Whitman and the Center underscores a broader commitment: professional growth mirrors student growth. Teachers, too, are engaging in their own form of neuroplasticity, refining instruction, examining evidence, and continuously adjusting practice based on research.

As this yearlong journey continues, families can look forward to further conversations about brain science and learning. From Olympic slopes to SMS classrooms, the message is clear and consistent: with intentional practice and the right support, every brain can grow.

 

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