This article was provided by Coaches Network

By Dr. David Hoch, CMAA, CIC

Many assistant coaches see their job as a stepping stone. The main reason they serve as an assistant is that they are hoping and preparing to one day become a head coach, and there is nothing wrong with this approach. However, there is more to being an assistant coach than simply signing on and putting in time while waiting for an opportunity to move up. There are steps to take and things to learn. If you are an assistant coach, the following ideas should help you on your journey.

Be open to learning. When you are starting out as an assistant coach, set aside your assumptions about the game and don’t assume you already know everything. While you may have played, there are many different styles and philosophies in every sport. Always remain receptive to new ideas and methods. Serving as an assistant represents a hands-on opportunity to learn every detail of one approach—the one which is being used by your head coach. But to benefit from that opportunity, you must start by being receptive. After all, don’t coaches look for coachable players? Try to be a coachable assistant.

Soak up knowledge. Take every opportunity to ask questions. You are trying to learn as much as possible, not only about skill instruction, the offensive and defensive systems which are being used, and the moves and adjustments made in games, but about everything connected to coaching. This includes what to look for in athletes, how to communicate with parents, and how to issue and inventory uniforms and equipment. You need to be a sponge.

Learn from opposing programs. Use scouting assignments as an opportunity to not only perform the responsibility of recording the offensive and defensive systems of an upcoming opponent and the tendencies of their athletes, but also to add to your knowledge base of the game. Yes, turn in your written scouting report to your head coach, but also make notes for yourself pertaining to the different, interesting, and unusual things that you see.

Know your role. Offer advice to your head coach when asked and try to refrain from offering it when you aren’t asked. It is vitally important to remember that, as an assistant, you make suggestions and the head coach makes decisions. There may be times when the head coach doesn’t want your input and it is important to understand your role.

Show public support. When you are speaking publicly, always be supportive of the decisions made by your head coach. While you can disagree and debate in private, in front of athletes, parents, and the broader community, you need to be supportive. Loyalty, reliability, and dependability are qualities that are valued and expected of good assistant coaches.

Be reference-worthy. Remember that you will want your head coach’s help when you are ready to make the next step. Even if you don’t include your head coach on your list of references, the person or committee evaluating your application will usually contact him. Therefore, your working relationship does become an important factor in your future. What will he say? Were you loyal? Hard working?

Choose the next step carefully. Honestly and realistically evaluate vacant head coaching positions before applying. This requires more than simply determining whether you could win games at a prospective school. It is important to determine whether a position offers a situation where you will be happy, grow, and have an impact. You have to do your homework—ask questions, find out what friends and colleagues know about the program, and try to learn everything you can before applying. There may some openings that you should pass over. Wait for one that will be a great fit.

Show appreciation. When your time to move up does come, don’t forget to thank the person you served under as an assistant for their help and guidance and for the opportunity. Often, they have invested time and effort into your growth and development. It is important in life, and for your future, to acknowledge and express gratitude for their help. Always remember these people and your roots.

 

 

This article was provided by Coaches Network

By Dr. David Hoch, CMAA, CIC

Most coaches would say that they treat all players the same, and that’s a sound approach. In terms of athletic ability, however, not all players are the same. Some are much more talented than others, and occasionally you will end up with a player on your team who could accurately be labeled a star. And while having a stand-out athlete on your squad can be a bonus, it also comes with unique challenges.

First, remember that this exceptional player must be held to the same standards and expectations as the other members of your team and needs to follow all of the team rules. He or she should work hard, be receptive to coaching, and relate well with the other players.

However, not all star players are positive or coachable, and some struggle to understand what it means to be a supportive teammate. What do you do with a player who has exceptional talent, but who is arrogant, selfish, or relates poorly with everyone else on the team? The following suggestions should help:

Teach proper behavior. If your star player’s behavior is causing problems for the team, pull him or her aside in a closed-door meeting. Using logic and reason, clearly explain why the player’s attitude, comments, or actions are not appropriate. Don’t assume he or she knows, and use this as a teachable moment to offer clear, specific ways to improve.

Address problems immediately. If the player continues to act in negative ways, address specific incidents immediately. Meet with the player again, and in a calm but firm voice, explain why his or her actions or comments were not acceptable.

Consider requiring an apology. If the nature and severity of the mistake warrant it, ask the player to apologize to the teammate that he or she mistreated. Obviously, you have to weigh the facts and to determine whether an apology is appropriate and needed, but this is a consideration.

Reinforce the positive. Your star player will hear lots of compliments on his or her athletic successes. Make sure that this player also hears praise when they acts in ways that support the team. Everyone needs to hear what they have done right, and elite athletes are no different.

Praise other players’ successes. Make a concerted effort to congratulate all of your other players for their efforts—playing tough defense, making good passes, and all of the other things that are necessary for a team to succeed. While you may have a star player, a team still needs everyone’s contributions, and it is vital to recognize them.

Praise others publicly. Mention and highlight the contributions of all team members when you talk to the media or post articles on your website. Everyone will be aware of a star player’s accomplishments during a game—they will be extremely obvious. It is up to you to make sure that the other players get recognition for the less noticeable things they did that also contributed to a successful effort.

Ultimately, having a star player on your team can be a huge benefit or a major headache. As the coach, you have a lot of power to influence how the situation unfolds. It is wise to spend some time understanding how your star player is affecting the dynamics of the team and working proactively to ensure that the team’s cohesion, goals, and well-being are always the ultimate priority.

 

David Hoch retired in 2010 after a 41-year career as a high school athletic director and coach.  In 2009, Dr. Hoch was honored as the Eastern District Athletic Director of the Year by the Nastional Association for Sport and Physical Education.  He was also presented with the National Interscholastic Athletic Administrators Association Distinguished Service Award, and in 2000 he was named the Maryland State Athletic Director Association’s Athletic Director of the Year.  Dr. Hoch has authored over 460 professional articles and made more than 70 presentations around the country.

 

This article was provided by Coaches Network

When it comes to correcting player mistakes or doling out discipline, coaches are in a tough spot. Today’s athletes often don’t respond well to negativity—and neither do their parents. The solution? Keep it positive. Here are a few tips for crafting an effective approach for working with athletes.

Never humiliate players

Whether a coach is name-calling or poking fun at a player’s performance, humiliating athletes is not an effective or permitted method for motivating players. And it’s not always expressed verbally. Dr. Sue Wiley, Vice President for Intercollegiate Athletics at the University of Indianapolis is a former volleyball coach and she recalled a drill that she used to run that she would no longer consider appropriate. A player who missed a serve was told to stand on the sideline while her teammates were told to run. Wiley was trying to make the point that the player’s error impacted the whole team. She states, “But now, I would not allow any of my coaches to run a drill like that. It could be construed as demeaning for the player and there needs to be another way to teach the lesson.”

Avoid sarcasm

Dr. Greg Dale, Director of the Sports Psychology and Leadership Programs for Athletics at Duke University, explains that you can’t always tell which players can handle sarcasm. While one might shrug it off, another is hurt deeply. He suggests that you can use it when discussing yourself or the situation, but never directed toward an individual.

Think before raising your voice

Understand the difference between yelling during the game to communicate versus yelling at an individual. “Today’s players do not respond well to being yelled at, and it isn’t as accepted as it used to be,” says Pat Coons, Head Boys’ Basketball Coach at Westview (Ore.) High School.

Stop cursing

Wiley tells her coaches, “If you can’t communicate without cursing, educational athletics is not the place for you.” Dale concurs. He says, “Cursing at players is not acceptable. I invite coaches to make the argument, ‘There is no way I can be a great coach without swearing at the kids.’ No one has been able to argue that successfully. Cursing has no place in a positive team culture.”

Remain in control

When a coach loses his or her temper, yells, or throws things, it does not positively impact the players. Coons remembers such an incident and says of his players’ reactions, “They were not inspired—they were terrified. I thought afterward, ‘I can never let anything like that ever happen again.’”

Reconsider punishment

While tasking players with strenuous physical activities for mistakes during games or other rule violations is a common practice, coaches now need to use it judiciously. For example, Wiley says that her coaches are no longer allowed to run players until they vomit—she would consider that abusive.

Coons, meanwhile, finds that he is shifting away from player punishments. “I’m using it far less these days,” he says. “In the old culture, motivation was based on the fear of punishment. Fear isn’t the way I want to motivate my players anymore, and it isn’t as accepted. There are a lot better ways.”

Assess your coaching style

Coaches are asking colleagues for help, and providing it in turn. “A lot of coaches have asked me to come watch their practices and give them my thoughts, and it can be eye-opening,” says Steve Donahue, Head Men’s Basketball Coach at the University of Pennsylvania. “Most of the feedback I provide revolves around the words they use. I count how many times they curse at players or say something in a derogatory way. I watch their body language and the body language of their players. When I tell them what I’ve seen, they’re often totally surprised.”

This post was written by Eric Musselman.

IMO, it is a great reminder that our words as coaches can last a lifetime with the athletes that we coach, so it is imperative that we choose them wisely and intentionally.

I hope there are a few thoughts contained herein that you can edit so that they are meaningful to your athletes.

Here is what Coach Musselman has to say about the post.

Over the last 10 years, I’ve tried to make a note of every time a player said, “Coach always says…”. I’d see an article, highlight it, and toss it in a file.

During that time, I’ve come across hundreds of examples across every sport. It’s a simple reminder of what messages players retain and recall, sometimes years after they’ve left the field or the gym.

Here’s a selection of them.

I hope that some of them strike a chord with you and that they help you with the messages that you craft for your team.

“Enthusiasm is like rippling water; it spreads.”

“Make the easy play.”

“Don’t let your mind convince you that you can’t do something.”

“Play with your heart on defense and your head on offense.”

“The next play is the biggest play.”

“The pain of regret is worse than the pain of disappointment.”

“Let the mistakes go because if you hold on to them you’re going to keep making mistakes.”

“Practice is not about punishment, it’s about improvement.”

“How do you want to be remembered?”

“In 10, 15, 20 years, we won’t remember the scores but will remember the times we had.”

“Something that is moving tends to keep moving, and things that are stopped tend to stay stopped.”

“Don’t fear who you play, even if you know they have an advantage over you.”

“If you can’t be on time, be early.”

“Stay calm and play your game.”

“Every play matters.”

“Things in the past don’t matter, it’s what’s going on now that counts.”

“Don’t take anyone for granted.”

“Keep a cool head in a hot situation.”

“Not to think about ourselves; think about your teammates.”

“There are only two directions we can go — up or down.”

“Don’t let the day go by.”

“A game is just a practice with more people.”

“Play with poise.”

“Being a member of a team is a privilege, not a right.”

“Nobody is going to outwork us, but nobody will have more fun either.”

“You have to go out and find the best competition to compete against if you want to get better.”

“If you are not doing it the right way, why are you doing it? Learn how to do it the right way and practice it the right way.”

“If it was easy, everyone would be doing it.”

“You’ll be remembered by your last performance.”

“Toughness is a skill.”

“Don’t let anyone know that you’re frustrated.”

“You can’t think you’re good enough. If you think you’re good enough, you’re never going to get better.”

“If you do the little things right you’ll have a much better chance to win.”

“What you put in is what you get out.”

“You’re six inches away from success.” [Six inches is the distance between your ears.]

“Winning isn’t like a light bulb. You can’t just switch it on when you need it.”

“You don’t improve during the playoffs. You improve at practice.”

“If you want to be a champ, you have to surround yourself with champs.”

“The season is a marathon not a sprint. What matters is that our team gets better with each game and practice.”

“Fix the small problems and most of the big problems correct themselves.”

“Life is a journey, not a destination.”

“We either get better or we get worse. We never stay the same.”

“Hesitate and you’re dead.”

“You have to go hard on every play because it could be the difference in the game.”

“An excuse is the easiest thing in the world to make.”

“I don’t want excuses. I want results.”

“In every crisis lies opportunity.”

“The game doesn’t teach character, it reveals it.”

“Games typically come down to five plays. You either make those plays or you don’t.”

“Keep your mouth shut and keep working.”

“You have to rise to the occasion.”

“The mental is to the physical as 4 is to 1.”

“Just get better every game (and practice).”

“You never have a rebuilding year, you rebuild within yourselves.”

“Concentrate on effort; the results will take care of themselves.”

“Stop talking about doing it and do it.”

“Good things happen to good people who work hard.”

“Life is about relationships.”

Turn the page. Good stuff, bad stuff, just turn the page.”

“Effort is good, but intelligent effort is what we want.”

“Action is quicker than a reaction.”

‘We’re not playing our opponent. We’re trying to beat the game. The opponent is just another hurdle.”

“Have your teammates’ back.”

“Process.”

“Do your job and half of somebody else’s.”

“The person on top of the mountain didn’t fall there.”

“It’s not the quantity of practice, it’s the quality.”

“The advantage goes to the aggressor.”

“The people who move ahead are the ones who are ready when their opportunity comes.”

“Two or three bad things happen to you every game. You just have to come back and make another play.”

“It’s like a bundle of sticks. If you are one stick alone, it’s easy to break, but if it’s 11 sticks all together it’s hard to break.”

“Come back harder after you’re hurt.”

“No negative body language.”

“Hard work doesn’t guarantee success.”

“Your job is to find a way to turn the bad into good.”

“Take advantage of every opportunity that comes along. You may only have one chance.”

“The way you play in the game is a reflection of how you practice.”

“Forget about the last play. Think about the next play.”

“There is no such thing as a comfortable lead.”

“If you make a mistake, make an aggressive mistake.”

“The game starts in warm up.”

“If you have a passion for something, then do it as hard as you can — and as well as you can — every time.”

“Finish.”

“‘Potential’ is a scary word. It takes work to be good.”

“The team that makes the most plays and wins the turnover battle is going to win the game.”

“Don’t put your head down if you miss a shot.”

“Emotion comes and goes; passion is forever.”

The following article was provided by Training and Conditioning and provides the results of a study conducted to determine if athletes that are specializing in one sport are at greater risk of injury. I am not suggesting that we ask our players to play less volleyball, but the data is very interesting and maybe something we should consider when talking to parents.

A study conducted by the University of Wisconsin School of Medicine and Public Health and funded by the National Federation of State High School Associations (NFHS) Foundation revealed that high school athletes who specialize in a single sport sustain lower-extremity injuries at significantly higher rates than athletes who do not specialize in one sport.

The study was conducted throughout the 2015-16 school year at 29 high schools in Wisconsin involving more than 1,500 student-athletes equally divided between male and female participants. The schools involved in the study represented a mixture of rural (14), suburban (12) and urban (3) areas, and enrollments were equally diverse with 10 small schools (less than 500 students), 10 medium schools (501-1,000 students) and nine large schools (more than 1,000 students).

Athletes who were specializing in one sport were twice as likely to report previously sustaining a lower-extremity injury while participating in sports (46%) than athletes who did not specialize (24%). In addition, specialized athletes sustained 60 percent more new lower-extremity injuries during the study than athletes who did not specialize. Lower-extremity injuries were defined as any acute, gradual, recurrent, or repetitive-use injury to the lower musculoskeletal system.

“While we have long believed that sport specialization by high school athletes leads to an increased risk of overuse injury, this study confirms those beliefs about the potential risks of sport specialization,” said Bob Gardner, NFHS executive director. “Coaches, parents and student-athletes need to be aware of the injury risks involved with an overemphasis in a single sport.”

Among those who reported previously sustaining a lower-extremity injury, the areas of the body injured most often were the ankle (43%) and knee (23%). The most common type of previous injuries were ligament sprains (51%) and muscle/tendon strains (20%).

New injuries during the year-long study occurred most often to the ankle (34%), knee (25%), and upper leg (13%), with the most common injuries being ligament sprains (41%), muscle/tendon strains (25%), and tendonitis (20%).

In addition, specialized athletes were twice as likely to sustain a gradual onset/repetitive-use injury than athletes who did not specialize, and those who specialized were more likely to sustain an injury even when controlling for gender, grade, previous injury status, and sport.

Thirty-four (34) percent of the student-athletes involved in the Wisconsin study specialized in one sport, with females (41%) more likely to specialize than males (28%). Soccer had the highest level of specialization for both males (45%) and females (49%). After soccer, the rate of specialization for females was highest for softball (45%), volleyball (43%), and basketball (37%). The top specialization sports for males after soccer were basketball (37%), tennis (33%), and wrestling (29%).

The study, which was directed by Timothy McGuine, PhD, ATC, of the University of Wisconsin, also documented the effects of concurrent sport participation (participating in an interscholastic sport while simultaneously participating in an out-of-school club sport), which indicated further risk of athletes sustaining lower-extremity injuries.

Almost 50 percent of the student-athletes involved in the survey indicated they participated on a club team outside the school setting, and 15 percent of those individuals did so while simultaneously competing in a different sport within the school. Seventeen (17) percent of the student-athletes indicated that they took part in 60 or more primary sport competitions (school and club) in a single year. Among those student-athletes in this group who sustained new lower-extremity injuries during the year, 27 percent were athletes who specialized in one sport.

The student-athletes involved in the study were deemed “specialized” if they answered “yes” to at least four of the following six questions: 1) Do you train more than 75 percent of the time in your primary sport?; 2) Do you train to improve skill and miss time with friends as a result?; 3) Have you quit another sport to focus on one sport?; 4) Do you consider your primary sport more important than your other sports?; 5) Do you regularly travel out of state for your primary sport?; 6) Do you train more than eight months a year in your primary sport?

Although some sports (field hockey, lacrosse) are not offered in Wisconsin and were not included in the study, the study concluded that since specialization increased the risk of lower-extremity injuries in sports involved in the survey it would also likely increase the risk of injuries in sports that were not a part of the study.

The above content is a press release from the NFHS.