Category: Coaching

Does Your Kid’s Coach Create Passion in the Players?

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With summer right around the corner, kids can’t wait to hear the school bell ring for the last time so they can hit the pool, courts, track, gym, golf course, or athletic fields. Some will be trying out a sport for the first time, while others will be seeking to take their game to the next level.

There is no better way to spend the summer than playing sports – unless you have a bad coach or program instructor. Being a coach for a youth sports program sounds so easy, but working with entry level youngsters requires a special skill set. For most people this knowledge has to be acquired.

In the Spring Issue of Volleyball USA magazine, UCLA’s women’s coach Mike Sealy wrote an article entitled, “You Can’t Force-Feed Passion.” Sealy closed the article with a quote that his father, who was a high school football and basketball coach, kept on his desk.

What am I?
I am a Teacher.
What can I do?
I can expose you to ideas, but I cannot tell you what to think.
I can guide you, but you must discover the limits of your own potential.
I can encourage you, but your greatest fulfillment must come from within.
I can listen to you, but I will not tell you what to say.
I can look with you, but I cannot tell you what you will see.
I can move with you, but I cannot tell you what to feel.
I can speak with you, but I cannot tell you what to hear.
I can do some things with you, but you can do more with yourself.
I can guide you on the path of discovery, but I cannot tell you the answer.

Parents can help their kids stay passionate about sports (and life) by putting them on teams and in programs where the coaches and instructors share Coach Sealy’s vision.

Here’s to a summer filled with passion and sports and good coaching!

 

It’s Time for Kids to Learn to Play the Game

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Kids today have so many great opportunities to participate in sports. There is an endless supply of structured opportunities for our youth to learn to play sports – leagues, clinics, camps, private lessons, and tournaments.

But is this a good thing?

What happened to the pickup games? Do kids play anymore without adult supervision? What about playing sports for the fun of it?

Have sports become too structured?

Think back to when you were young and you got your first bike.
• Did your dad buy a set of training wheels so you wouldn’t crash?
• Did you attend a summer camp to learn to ride your new bike?
• Did your father hire a bicycle professional to teach you to ride?
• Did he make you run laps or do 10 pushups when you crashed into the neighbor’s flower bed?
• Did he hire a sports psychologist to help you learn how to ride past your neighbor’s flower bed without crashing into it?
• Did your dad have a sports doctor on retainer to teach you how to stretch before riding your bike or help you recover from your injuries when you crashed in your neighbor’s flower bed?
• Did he have you practice riding up and down the street doing a progression of drills on your bike? First, pedaling down the street using only your left foot and pedaling back using only your right foot?
• Did your father sign you up for a bicycle league so you could compete against your friends to see who was best?
• Did your dad purchase the Dartfish video system so he could compare your bicycle skills to the nation’s best?
• Did he hire a dietician so that you could perform at maximum efficiency while you learned to ride your bike better?

Most likely your dad took you out, put you on your bike, ran along beside you, gave you big a push, said a prayer, and looked for the box of band aids.

America’s youth are fortunate to have so many great opportunities to learn to play sports more efficiently and safely. At the same time, American youth are missing out on the best part of sports – learning to play the game.

Bicycle analogy compliments of John Kessel, USA Volleyball.

Stay Focused on the Present

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The University of Colorado Women’s Volleyball team completed its inaugural season in the PAC-12 with a 1-21 record. On November 18, the Buffs captured their only conference win in a thriller against Washington State 3-2. Despite their dismal win-loss record, the team improved in key areas – teamwork, court coverage, spirit, and a more balanced offense. As well, many of the players elevated their skills.

With that in mind I asked Assistant Coach Tom Hogan, what he did to keep the spirits of the players up during the extended winless drought and how he raised the performance of the team despite their record. His answer was simple, “We worked hard in practices and matches to stay focused on the present. When you focus on the past or the future, your performance drops off. That is what we did and we were able to do it better than in years past.” It is important to note the emphasis on the words, “worked hard.”

These words of wisdom apply to any sport. For example, when a tennis player enters a tournament he/she should stay focused on the match at hand, rather than thinking about who they might play in the second or third round of the tournament. They should concentrate on the things they can control, such as how hard they try, proper hydration, staying focused on the present, and what they must do to maximize their performance. At the same time they must disregard the factors they cannot control, such as the weather, temperature, bad line calls, or crowd distractions.

As illustrated by Coach Hogan’s comments, the basics of sport are simple. As anyone who has coached or played a sport can testify, consistent execution during good times and bad is the challenge.

 

Club Volleyball Tryouts – Read the Play, Move Your Feet, Communicate

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Most club volleyball tryouts are nerve wracking.

They involve playing in a different gym, seeing new coaches armed with clipboards and pens
ready to make notes, and long lines of nervous girls anxiously attempting to impress the other players and coaches with their abilities. Many players and their parents enter such an event believing that the way to make a good mark is to have good skills such as a great serve, good hands, and a hard spike.

While these skills are important, coaches have different philosophies and may have different criteria for their clubs’ tryouts. Some coaches measure sport specific skills, such as passing, setting, or serving. Other coaches will evaluate general athletic skills such as jumping, leaping, speed, strength, or agility.

Tom Hogan, a coach in the CU Women’s Volleyball program and former USOC assistant coach, told a group of players at a TCA Volleyball Club tryout in Boulder that standout athletes possess the following qualities:
• They read the play and they react to the ball, even when it is not coming directly to them.
• They move their feet and get to the ball.
• They communicate on the court – they get along with their teammates and support them; they talk when they are going for the ball; they have a positive presence on the court. While Hogan’s list was specific to volleyball, it applies to most other sports.

Very few of the players and their parents would have populated their tryout list with these qualities. In other words, a high-caliber coach has a different perspective on the sport and what makes a quality player. This is something for parents and players to keep in mind as the club season progresses.

 

Concussions – No Joking Matter

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With the start of the high school fall sports season, coaches, parents, and players should take a few minutes to have a discussion about concussions.

Concussions are a form of brain injury. They are caused by a bump or blow to the head. As well they can be caused by a hit to the body that moves the head back and forth rapidly.

According to the Center for Disease Control approximately 1.7 million people receive traumatic brain injuries each year. About 52,000 die, 275,000 are hospitalized, and 1,365,000 make visits to emergency facilities. It is unknown how many people do not receive treatment for their injuries.

Symptoms of a concussion may show up immediately or hours or days after the injury. The following information is from a publication by the Center for Disease Control.

Parents, coaches, and teachers may observe the following symptoms:

  • Appears dazed or stunned
  • Is confused about events
  • Answers questions slowly
  • Repeats questions
  • Can’t recall events prior to the hit, bump, or fall
  • Can’t recall events after the hit, bump, or fall
  • Loses consciousness (even briefly)
  • Shows behavior or personality changes
  • Forgets class schedule or assignments

The athlete may report the following symptoms:

Thinking/Remembering
• Difficulty thinking clearly
• Difficulty concentrating or remembering
• Feeling more slowed down
• Feeling sluggish, hazy, foggy, or groggy

Physical
• Headache or “pressure” in head
• Nausea or vomiting
• Balance problems or dizziness
• Fatigue or feeling tired
• Blurry or double vision
• Sensitivity to light or noise
• Numbness or tingling
• Does not “feel right”

Emotional
• Irritable
• Sad
• More emotional than usual
• Nervous

Sleep
• Drowsy
• Sleeps less than usual
• Sleeps more than usual
• Has trouble falling asleep

What to do if a Concussion is Expected

Seek medical attention right away. If the potential concussion occurs during a game, the athlete should be removed immediately. Note: Concussions are not limited to boys and the sport of football.

Help them take time to get better. Be patient, a brain injury will take time to heal. As well, it will likely be necessary to limit physical activities and such things as reading or computer work.

Learn more about concussions. The source of this information is http://www.cdc.gov/Concussion/ and http://www.cdc.gov/traumaticbraininjury/statistics.html.

 

 

Is it Necessary to Have Equal Playing Time in Youth Sports Programs

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Should participants in youth and recreation sports programs have equal playing time over the course of a season? There are a number of justifiable reasons for not giving young participants equal playing time and the definition of unequal time on the court varies from coach to coach.

The following reasons are based on past experience, a review of literature on the topic, or discussions with other coaches, parents, athletes, or experts in the field.
• Winning is the top priority. In other words a coach makes a decision to play the strongest team in hopes of maximizing the number of wins.
• It is fair to give more inexperienced players playing time after the outcome is determined.
• There are many life lessons to be learned from unequal playing time – one of them is that the team takes precedence over the player.
• Unequal playing team teaches players that you have to earn when you get. In other words, the better players often work harder than the benchwarmers.
• Playing time is a privilege that is earned, not a right.
• The majority of learning occurs during practice. Unequal playing time is a non-issue.
• Organized sports are not designed to facilitate equal playing time. Equal playing time is more likely to occur in unstructured play.
• Unequal playing time teaches players to appreciate teammates with stronger skills. As well it provides them with an opportunity to learn to respect those with lower skills.
• Volunteer parent coaches often have difficulty monitoring and ensuring equal playing time. They shouldn’t have the burden of equal playing time placed on them.
• Playing time should be allocated based on attendance at practice.
• Players who show the strongest commitment or hustle should have the most playing time.
• Injured or ill players should be rested until they are well enough to play.
• Players who have violated team rules will not have equal playing time.
• Playing time may be awarded based on classroom performance.
• Players who are not emotionally or physically developed should not play as much.
• A player who is not in condition may not have the stamina to play a full game.
• At some point, kids note that they have inferior skills. Inexperienced players are not likely to benefit from situations where they are getting beat soundly.
• Team chemistry is essential; the group of players that produce the best team chemistry should play a majority of time.
• In individual sports, league rules may dictate that players must play a certain number of matches at their level to qualify for a conference championship at that position. This may be relevant in individual sports like tennis.
• Players may be specialists, which dictate they only play in certain circumstances. For example, a linebacker may be most effective in passing situations and play primarily on third downs.
• Players who have demonstrated poor sportsmanship will receive less playing time.
• Players may be required to play a minimum amount of time to receive rankings or be acknowledged for awards or statistics.
• Playing time may be determined by head-to-head competition (individual sports), skills tests (team sports) or some other type of selective process.

There are successful programs with varied philosophies about playing time. For a look at the justifications for equal playing time go to the post on July 23, 2011, entititled “Should Participants in Youth Sports Programs Have Equal Playing Time?”

 

 

Should Participants in Youth Programs Have Equal Playing Time?

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Should participants in youth and recreation sports programs have equal playing time over the course of a season? There are a number of justifiable reasons for giving young participants equal playing time. Among those who believe in equal playing time, there is a consensus that it should be a part of youth sports until the age of at least 12.

The following reasons are based on past experience, a review of literature on the topic, or discussions with other coaches, parents, athletes, or experts in the field.
• Players best learn the technical and tactical fundamentals of the game by playing it.
• The only way to learn to win and deal with mistakes is to be on the court or field.
• Players will learn the true meaning of teamwork when they find they can perform (and win) when the better players are on the bench.
• When you give kids a chance to play, inevitably they will make a big play that wins a game.
• The only way to learn the love of sport is to play the sport.
• Players must play to learn to perform under the pressure of competition.
• Some believe that practice is a necessary evil and the game is the icing on the cake that is the reward for putting up with practice. All should enjoy the rewards.
• Equal playing time reduces conflict between coaches and parents.
• Some parents expect a return on their investments or contributions, which may mean they expect equal playing time. Comparable playing time may reduce conflict between parents.
• Equal playing time may reduce conflict among players.
• Players are less likely to become exhausted or hurt.
• Team depth is improved when all players are given an opportunity to gain playing time.
• A team may value a win more if everyone participated in the process.
• Coaches who can develop all the players on a team are recognized as the top coaches.
• Because all players contribute, team chemistry is improved.

There are successful programs with varied philosophies about playing time. For a look at the merits of not equal playing time go to the post on August 4, entitled, “Is it Necessary to Have Equal Playing Time in Youth Sports Programs?”

 

Markovian Chains – Helping You Stay Focused on Each Point

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Have you ever played a tennis match and come off the court with the feeling that you could have been the victor with a point here or there? That gut feeling is founded in the mathematical theory, Markovian Chains, discussed below. (The discussion is basic so keep reading).

Tennis has a unique scoring system. The ultimate outcome, or the match, is based on the number of sets won. A set is the first to win 6 games and be ahead by two, while a game is the first to 4 points and win by two.

The probability of winning a point, game, set and match are substantially different. For example, a player has a better chance of winning one point against Roger Federer or Maria Sharapova than they have of winning a game, set, or match.

It is possible to use Markovain chains and basic probability theory to explain the amplifying effect in going from point probabilities to match probabilities.  The size of the amplifying effect quantifies the difference in the probabilities for points, games, sets, tiebreaks, and matches.

To save you the hassle of learning the mathematical theory, the table below provides the probabilities for you. In that table you will see the following three scenarios:

• It should be intuitive that if a player wins 50 percent of the points, that player will win 50 percent of the games, 50 percent of the sets, and 50 percent of the matches (column I).  There is no amplifying effect.

• The impact of the amplifying effect can be seen when a player increases the percentage of points won from 50% to 54% of the points (column V).  A player winning 54% of the points will win 59.9% of the games, 76.3% chance of the sets, and 85.9% of the matches. In non-mathematical terms, this means that by finding a way to increase the percentage of points won from 50% to 54%, or 4 percentage points, a player theoretically has increased the chances of winning the match by 36 percentage points.

• The amplifying effect is even greater if a player can increase the percentage of points won from 50% to 60% of the points (column IX). This increase in points won translates into a 73.6% probability of winning the game, a 96.3% probability of winning a set, and a 99.6% probability of winning the match. By finding a way to increase the percentage of points won from 50% to 60%, or by 10 percentage points, a player theoretically has increased the chances of winning the match by almost 50 percentage points.

By developing a discipline in which a player focuses on each point, it will suddenly become very easy to pick up several points a set – and these points will be enough to make the difference in a match.