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National Team Game a Must for Coaches

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By Matt Settles

Coach Settles  is entering his 12th season as a high school coach in Indiana. The former collegiate player at the University of Southern Indiana is also a regular contributor to the Soccer Toolbox

I have played in tons of soccer games since starting when I was a little kid and playing club, high school, and collegiate soccer.  Also, I have coached hundreds of games with club soccer for many years and now going into my 13th year of coaching high school soccer.  I experienced a first on July 8th, 2017 in Nashville, TN when I attended a U.S. Men’s National Team Game with my family.  It has always been on my list as something I wanted to do, but never got the opportunity as most of their games were not anywhere close to where I live.  When the 2017 Gold Cup venues were announced and Nashville, TN was on the list, I knew this may be my best chance.  Even better, our family would be returning from vacation that day so we could stop on the way back home.  My wife and I made it a surprise for our two young daughters as we did not tell them about our tickets until we were pulling into the stadium.  Not only was it a great family trip and unbelievable experience, there were several things I took away as a soccer coach that I think every coach must experience.

First, the atmosphere of the fans and stadium was like nothing I have ever seen before.  If you are looking to motivate yourself as a coach or your players, go and experience a national team game.  Soccer is alive and well in our country and only growing and getting bigger.  Second, if you do go to a game, get there early and watch the warm ups.  Most casual fans did not care or pay much attention, but I found the pre-game warm ups very interesting as a coach.  There are obviously a lot more resources on the national team with more coaches, trainers, and other staff members around helping, but everything is structured and there is a lot of preparation put into warming up the players.  From dynamic stretching to small sided drills to the starters working together as a group, the warm up covered everything and prepared the players to start the game at a high level.  Third, the tactical changes made by the coaching staff were very interesting to watch.  There were changes made during the game, at halftime, and when substitutions were made.  The coaching staff was constantly looking for ways to take advantage of the other team and you could see this through their instructions to the players on the field or when they sent a player in.  I found this very interesting because I think a lot of soccer coaches wait for halftime to make any kind of tactical change.  They either don’t want to switch up their game plan or don’t want to distract their players on the field.  If you wait until halftime, you could be waiting too long or may see the other team make a tactical change that takes away the opportunity.

The game ended in a 1-1 tie and was not the result the U.S. wanted, but turned out to be the start of their journey to a Gold Cup championship.  All the players selected for the roster had lots to prove with the World Cup coming up next year in 2018.  It will be interesting to see how the roster looks in the coming year with new players looking to earn a spot and how strong our team will be heading into the largest sporting event in the world.  If the get the opportunity to make it to a national team in the future, I would highly recommend it and you won’t leave disappointed.


Filed Under: Intangibles, Professional Development

8 Coaching Mistakes to Avoid

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Have you ever done something as a coach and later realized your were wrong? Most of have. Here are coaching mistakes and 8 coaching corrections.

By John O’Sullivan, founder of Changing the Game Project

In 2002, I received a phone call from Patrick, a former high school player I had coached. He had graduated college and was applying to medical school.

“Coach,” he said, “I just wanted to let you know that I am studying for my medical school exams, and it is really hard. But every time I want to put down my books, or if I am in the gym working out, I think of you coaching our team. I picture you telling us “Is that the best you can do? Can’t you do one more? Can’t you do it a bit better?’ and I keep going.”

“Really?” I said. “You still remember that?”

“I think of it everyday,” he said. “Your words and your coaching really have made a huge impact on me, and many of my teammates. So I just wanted to say thanks.”

I didn’t know what to think. I was proud, but more so, I was scared. I was scared because for every kid like Patrick – a player whom I had a great relationship with – I could think of a few players I didn’t serve well. I wasn’t always positive, and I certainly was far more concerned with results than I was for how I made players feel. I reached a lot of kids, but I know others quit because of me and the environment I created. I know some grew to hate a sport they used to love because, as Joe Ehrmann puts it in his amazing book InsideOut Coaching, I was transactional in my coaching, and not transformational.

No one ever taught me differently. They certainly didn’t talk about the relationship part of coaching in traditional coaching education. I am not blaming anyone here. I just didn’t know better.

Every week on our blog, on Facebook and Twitter, we post messages about being better coaches and parents for our kids. We speak about creating a positive, supportive and enjoyable environment. We speak about putting the needs, values and priorities of the athletes first and foremost. We talk about making youth sports an environment of respect and trust, not fear and intimidation. And we speak about focusing on the development of the person and the athlete, and not just the outcome of the game or season.

Yet for many years, I was not that coach. That eats at me everyday.

One phone call changed everything for me. Because of that call, the coach I am today is a far cry from the one I was when I started coaching over two decades ago. It taught me that our influence as a coach is never neutral. It taught me the tremendous impact of our words and actions on kids. Most importantly, it taught me to be intentional about every single thing I did as a coach.

Today I want to share with you eight things I wish I did differently. We don’t get a do over, but we all can “do better.”  I share these because I know there are others out there like I was, and I want them to know its OK not to be perfect, as long as you are honest with yourself and not afraid to change.

Here are eight things I wished I never did as a coach, and what I should have done instead:

1. I Focused on Outcomes (Instead of Learning): I was so competitive as a player, so naturally when I started coaching, that carried over. Results mattered. A lot! I judged everything by whether we won or lost, not how we played, or how much we improved. When we lost I questioned my players effort, attitude, focus, you name it. When we won, nothing else mattered. I was willing to compromise a lot to win, including relationships with players, respecting officials, and maintaining the integrity of the sport. That did not serve my players well.  Instead of focusing on “did we win?” I should have focused on “did we learn?” Every practice and game is an opportunity to learn, and often in losing we become more reflective learners. It is an opportunity to allow all levels of learner the opportunity to grow. The objective for every young athlete should be to learn, as it promotes a growth mindset and prepares them to win later on in life, when it matters much more.

2. I Focused on Being Serious (Instead of Enjoyment): “This is competitive sports, it’s not about enjoyment! We are developing winners!” How many times did that thought run through my mind when I started coaching? How many times did I look at my bench and not see smiling, happy young athletes, but dour, scared kids who no longer wanted to practice or play because they were afraid of losing, being yelled at for mistakes, and being benched? Too many. Instead, I should have put enjoyment first. Enjoyment is one of the three critical ingredients of athlete development according to Canadian sport scientist Dr. Joe Baker (ownership and intrinsic motivation being the other two). Enjoyment is the happiness you feel when pursuing your potential, and it breeds fearlessness in your athletes. It is not the same as pleasure. Great coaches and parents don’t have to be happy clappy. Long distance runners will tell you that mile 20-26 of a marathon are not very pleasurable, but they still enjoy running. Coaches can focus on enjoyment and be demanding at the same time. They can create challenging, competitive learning environments and still have kids saying “that was awesome, when do I get to do that again?” I wish I learned that sooner.

3. I Tried to Inspire by Demeaning (Instead of Being Demanding): My friend Travis Thomas hit the nail on the head with his article “The Fine Line Between Demanding and Demeaning.” I saw my young coaching self in that piece. I tried to inspire athletes by demeaning them. I coached through sarcasm and personal attacks. I thought if they got angry enough, they would perform. Instead of being demeaning, I needed to be a demanding coach. A demanding coach expects more out of people than those people expect of themselves. They say “good, now do it better.” They inspire performance by helping athletes find their inner greatness, instead of thinking that humiliation will drag it out of them. Demanding coaches make their athletes’ eyes shine, while demeaning coaches extinguish the fire. I confused the two. Coaches, please be demanding, not demeaning!

4. I Took Credit for the Good and Blamed Others for the Bad (Instead of the Opposite): I used to be very quick to blame my players for their poor effort, poor focus, and poor execution, and rarely looked at my own role in their losses. I judged myself by my intentions, and my athletes by their actions.  Instead I should have given them credit for success, and personally owned more of their failures. When you give athletes ownership for doing things well, they come back wanting more of that. They work harder in practice. They go all in for you, because they know you are all in for them. Instead of saying “look what I did” tell your athletes “look at what you have become.” And instead of blaming athletes for their mistakes, try taking, as ex navy Seal Jocko Willink calls it, “extreme ownership” of issues yourself. When you blame an athlete for a mistake, he or she will likely blame another, and the blame cascades down until no one takes responsibility. But if you take ownership, your athletes will as well.

5. I Did Lots of Talking (Instead of Listening): I was pretty full of myself and my perceived knowledge, and was certain that the more I poured into my players, the better. I was the sage on the stage. I gave all the answers, instead of asking kids “how can I make this better so you will play more?” I was very good at lecturing my kids, when instead I needed to be a better listener. Sometimes our kids actions and words tell us they need a down day, some time off, or even to be pushed a bit harder. Sometimes they will tell you exactly what they need to be inspired, if you take the time to listen to them. Great coaches are people who listen, who interact, and who learn as much from their athletes as their athletes learn from them. I missed out on a lot of learning.

6. I Acted Like a General (Instead of a Teacher): Recently I heard James Leath, head of leadership development at IMG Academy, tell a story of a 7-year-old flag football player being visibly startled by his father yelling “catch it!” a second before the ball reached his son. His son dropped the ball and when he got back to the huddle, said, “Sorry. Throw to someone else, please.” I used to be one of those joystick coaches. I solved every problem on the field. I constantly instructed. I took away responsibility from the kids, and limited creativity, in order to get a result. I was a general, instead of a teacher.  I should have guided and mentored them, and accepted failure as a natural part of the learning process. Great teachers do not always give the answer; they say ‘what would you do in this situation?” or “where else could you be now?” As TOVO Academy Barcelona and Cruyff Institute Founder Todd Beane says in this great interview with Skye Eddy Bruce of SoccerParenting.com “If we’re going to be true to the child’s learning process, the intelligence has to be on the field and not on the sidelines. I wish someone told me that in my first coaching course!

7. I Used Fear as a Motivator (Instead of Love): While I didn’t realize it at the time, I tried to lead and motivate through fear and intimidation. “Do this or lose your starting spot! Do this or you are off the team! We better win or you will regret it tomorrow in practice!” Sure, this can work in the short term, but it is not a long term plan. The chances of sustainable growth, participation and enjoyment are slim to none. Instead, I should have been more more like today’s most successful coaches, and motivated through love and connection. Coaches such as Pete Carroll, Steve Kerr, Carlo Ancelotti, Pia Sundhage and Joe Maddon are very demanding, but instead of fear they inspire through love and respect. Think about how you would react if someone threatened your child, or your spouse, or your sibling? You would stand and fight no matter what the odds, because you love them. Could anyone intimidate you or scare you to fight that hard for another? No way. Nothing is more powerful than a bond of love and respect among teammates, coaches and parents working together. No team will fight harder than that team. No athlete will play harder for a coach then one who feels cared for and loved.

8. I Knew it All (Instead of being Humble): I used to sit in the back of the classroom at coaching courses and never asked questions in order to demonstrate that I had nothing left to learn. My problem was that I equated humility and inquisitiveness with weakness, when in fact they are a strength. Many coaches will never admit they are wrong, for fear of coming across as soft. Many people stop learning new things, out of the fear that admitting they do not know it all makes them seem ignorant. Instead of wasting years being a know it all, I needed to be humble, curious, and a life long learner.Every single great coach I have met since starting Changing the Game Project has been a passionate student and lifelong learner! You must model it to your athletes. You can admit when you are wrong. Athletes will forgive you, and better yet, are far more likely to go all in for you and their team if they know mistakes are OK, because even the coach makes them.

I plead guilty to every one of the eight charges described above. But that is OK, because years ago I had a conversation with Patrick that changed my life. I am not the coach I used to be; far from it. I am not perfect, and I am not supposed to be. At times I still struggle to say “what did you learn” when we lose 8-0. I still have a hard time biting my tongue and watching a goal get scored instead of joy sticking a player into position.  I sometimes fail to own my mistakes, listen well, and be humble.

But all that is OK because my journey is not over. It should never end. I don’t want to have a 40 year coaching journey by reliving the same season forty times. I want every season I coach to be better than the last.

Everyday I am trying to get better. My players know it. Their parents know it. And I know it.

Coaches, we owe it to the kids to honestly evaluate our coaching, and if necessary hit the reset button like I did. Have the courage to change. Take ownership of who you are and what you do. Be a difference maker.

Be better!

Changing the Game Project  is a site that is your one stop shopping for  the latest and greatest information, research, and best practices regarding high performance, motivation, Long Term Athletic Development, fitness, nutrition, college recruiting, and more.

 

Coach Sullivan is offering a FREE video series which is part of his Coaching Mastery program which includes motivational and team building techniques used by some of the top coaches in the world. To gain access to his free video series click the link below or the image at the left.

Coaching Mastery

 


Filed Under: Intangibles, Professional Development

Infuse Your Team with Passion

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This article was provided by the Coaches Toolbox, a collection of free resources for coaches of all sports

By Dr. Cory Dobbs, The Academy for Sport Leadership

Every team has players who always do less than they are asked; still others who will do what they are asked, but no more; and some who will do things without anyone asking. What every team needs is more of the third group, players who serve to inspire those around them to do things that will make the team better. These are the players who constantly renew their commitment to being their best for the team and whom others would do well to model.

A fun and energizing environment is much more productive than a routine and stale environment. Student-athletes who enjoy their sport and their teammates come to practice with moare energy—more passion. And this can be contagious.

Click here

to get FREE and exclusive access to 10 more top articles from Dr. Cory Dobbs!


To help lift your team’s performance look for ways to infuse your team with passion. Help teammates believe in themselves. Build their confidence and self-esteem. Search for ways to make your teammates feel important and appreciated. Celebrate and get excited about the successes and accomplishments of your teammates. Make it a daily goal to point out the strengths and contributions of those around you.

You can infuse your team with passion by the acting out the following eight principles in your daily activities:

1. Keep Your Fire Burning. Fill your energy tank frequently. Your teammates feed off your fire. Avoid burn-out by regularly relaxing and refreshing your mindset.

2. Take Charge of Your Moods. Recognize your present mental and emotional state and take time to reflect on how your attitudes impact and influence your teammates.

3. Listen to Teammates. Spend time with your teammates and attempt to understand their feelings, perspectives, and experiences. Make it a way of life rather than a onetime event.

4. Be There for Others. Team building is about recognizing, respecting, and appreciating your teammates. Your friendship can be just the encouragement a teammate might need to make it through a challenging time. The smallest gesture, a simple act of kindness, at just the right time can make a big difference.

5. Act with Integrity. Blaming, finger-pointing, and accusing others will lead to negative reactions. Do what you say you will do. In other words, walk the talk. Your attitudes and actions should be consistent with your words.

6. Be Genuine. Your teammates will see right through you if you are phony and superficial. They want you to care about them and help them achieve their goals. Belief in your teammates will breed trust and healthy relationships. Point out others’ strengths and contributions—daily!

7. Refrain from Excuse-Making. Players that are committed to excellence identify what top-notch performance looks like and then take action steps towards that standard, never making excuses for disappointments and failures along the way.

8. Mend Broken Fences. Great teammates are those willing to admit mistakes. Durable and enduring relationships are built by pushing through adversity. Conflict is natural. Restore relationships where conflict has caused tension. Be patient, persistent, and pleasant when restoring a relationship.

To find out more about and order Sport Leadership Books authored by Dr. Dobbs including Coaching for Leadership, click this link: The Academy for Sport Leadership Books

About the Author

Dr. Cory Dobbs is an accomplished researcher of human experience–a relentless investigator always exploring “how things work.” He is the founder and president of The Academy for Sport Leadership and A Leader in Every Locker and has written extensively on leadership development of student-athletes.


Filed Under: Intangibles, Leadership

Building an Elite Team

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By Cory Dobbs, Ed.D., The Academy for Sport Leadership

“A team is not just a collection of individuals.  When everyone clicks into place, a team is truly a community, a tightly knit fellowship.” 

Many coaches are expert tacticians, strategists, and teachers of techniques.   Few are adept at building teams.  I mean high-performing teams.  Think SEAL Team Six.  The elite fighting force, the team that captured Osama Bin Laden.  Sure, your team may master an offense or a defense, but it’s a fact that most teams don’t reach an elite level of teamwork.  To do so requires a deliberate and intense effort to building the team.  As a researcher I’ve studied hundreds of teams and can only conclude few teams, won-loss records aside, ever achieve an elite level.  Study after study of elite teams, like SEAL Team Six, continue to reveal it’s not the personnel but processes that lead to an elite level team.

Take a moment and re-read the quote above.  I’ve purposefully left off the name of the author.  I did so out of respect for his work, but I do find this quote to be lacking in terms of action-ability.   Most coaches and players unknowingly live by a “click or clash” framework of relationship building.  That is, some people just click together while others clash with one another.  And it’s rarely explicit, but very implicit—teammates prefer to go along to get along.  Not in elite teams.

At its most dynamic level a team is a system, a network of interdependent components that work together to try to accomplish the aim of the system architects.  This differs from the most basic level of a team as a collection of players.  When the process of team building becomes more strategic, the calculus changes.  A laissez-faire approach changes to a more direct and deliberate approach.  Relationship building becomes the central focus.  Relationship is everything.  When you see the process of team building as social system, then the integrity of every interpersonal interaction is essential to developing an intensive teaming capability.

I’ve uncovered, through wide-ranging research and practice, twenty principles and concepts and isolated eight “roles” that are necessary for building elite teams.  Yes, I’ve cracked the code to building high-performance teams.  High-performing teams make deliberate teamwork their focus.

The Teamwork Intelligence approach is a disciplined way of thinking about and building a high-performing team; it involves discussing teamwork as both a system and a set of processes.  This allows us to explore the context in which teamwork occurs, the characteristics of the coaches and players, individual and team values, experience, the timing of events, the history in which teamwork is embedded, and how teamwork intelligence plays a role in individual and collective successes and failures.   Teamwork intelligence delves into team work as a process and as a way to understand the person (both players and coaches) embedded within a system.

To think about teamwork as a system, we need to consider the inputs, such as training for teamwork intelligence, the process, which we can describe as the system and the context in which the players and coaches interact, and the outcomes, which are the levels of motivation, performance, and well-being of players and coaches.   To leverage the process of teamwork intelligence I have designed five building blocks that must be operationalized:  (1) the four dimensions of team building and the associated eight roles of teamwork; (2) the three mindsets of a team player; (3) the three layers of a team player; (4) the five core concerns of every team member, and (5) the five forces of performance-enhancing relationships.  By optimizing these five components—the teamwork intelligence system—we are able to enhance each individual’s vital force and, in turn, the collective force of the team.

SO, WHAT IS TEAMWORK INTELLIGENCE?                   

Teamwork Intelligence is the purposeful and intentional relational process of team members together raising one another to higher levels of motivation, collaboration, compassion, and performance.  It’s deceptively simple: in order to build a high-performing team you have to create the conditions for team members to commit and unify—to coalesce into a single organism.  Such oneness is not inevitable; it is forged methodically and deliberately.
WHY IS TEAMWORK INTELLIGENCE THE SMART THING TO DO?

A significant aspect of teamwork intelligence is knowing the expectations one should have of one’s teammates.  One of the most significant expectations is that of high-level ownership with the purpose of each player investing in the development of a high-performing team.  Through expectations and collective achievements, identification, loyalty, and trust are built.  The goal and expected outcome is the development of the team’s full potential.

Extreme Ownership is a central concept of Teamwork Intelligence.  Teamwork Intelligence is not only about teaching student-athletes how to comply with a set of rules and procedures; it is about recognizing the profound difference between compliance-based behavior and values-based performance.  Extreme Ownership is about creating a culture in which every team member is committed to performance excellence and team member wellness based on personal commitment to the best interests of the team.  Extreme Ownership occurs when student-athletes own their personal learning and performance as well as team learning and performance.

Teamwork Intelligence generates higher levels of autonomy, extra effort, commitment, performance, and satisfaction.  High performance is what the student-athlete wants to do, not because it brings personal glory, but because they feel a sense of extreme ownership of the team.  The extreme owner is all in as a team player and willingly goes all out for the team.

I’ve seen enough to validate the claim that knowing what to do can lead to higher levels of doing.  However, I’ve also observed far too frequently a high degree of learned helplessness.  Student-athletes have, for the most part, grown up in a sport system in which they prefer to wait for the coach to take corrective action, to “instill” motive and values, and basically avoid taking responsibility for the building of the team.  This is why elite teams are emphatic about deliberately building a team and insistent on teamwork intelligence.

Teamwork Intelligence provides a framework for seeing interrelationships of the elements of the team system rather than static “snapshots” that tend to distort the differences between a mediocre team and a high-performing team.   Teamwork Intelligence provides a set of principles and includes a set of specific tools and techniques (such as role clarification provided by The Eight Roles of Teamwork) for building a high-performance team.  Investing in the development of relationships will pay off.

Okay, so are you willing to invest time, energy, and resources into developing an elite team?  If so, get started as soon as possible.   Explore the principles and practices The Academy for Sport Leadership has discovered and developed and teach in our Teamwork Intelligence Workshop.

 

To find out more about and order Sport Leadership Books authored by Dr. Dobbs including Coaching for Leadership, click this link: The Academy for Sport Leadership Books

 

About Cory Dobbs, Ed.D.

Cory Dobbs is the founder of The Academy for Sport Leadership and a nationally recognized thought leader in the areas of leadership and team building.  Cory is an accomplished researcher of human experience. Cory engages in naturalistic inquiry seeking in-depth understanding of social phenomena within their natural setting (visit www.aleaderineverylocker.com).

A former basketball coach, Cory’s coaching background includes experience at the NCAA DII, NJCAA, and high school levels of competition.  After a decade of research and development Cory unleashed the groundbreaking Teamwork Intelligence program for student-athletics. Teamwork Intelligence illuminates the process of designing an elite team by using the 20 principles and concepts along with the 8 roles of a team player he’s uncovered while performing research.

Cory has worked with professional athletes, collegiate athletic programs, and high schools teaching leadership and team building as a part of the sports experience and education process.  As a consultant and trainer Dr. Dobbs has worked withFortune 500 organizations such as American Express, Honeywell, and Avnet, as well as medium and small businesses.

Dr. Dobbs has taught leadership and organizational change at Northern Arizona University, Ohio University, and Grand Canyon University.


Filed Under: Intangibles, Mental Game

Help Your Captains Lead with Integrity

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This article and other helpful coaching tools can be found at Coach Dawn Writes

By Dawn Redd-Kelly.

“The most effective form of leadership is supportive. It is collaborative. It is never assigning a task, role or function to another that we ourselves would not be willing to perform. For all practical purposes, leading well is as simple as remembering to remain others-centered instead of self-centered.”—Great Leadership Isn’t About You

Teaching our athletes to lead is a big job.  Failing to set the ground rules for what you want leadership to look like can lead to hazing, “mean girl” tactics, cliques, and ultimately ineffective performances. We can’t expect our athletes to know what we want if we haven’t explicitly laid it out for them.  In the absence of a coach’s direction, the athletes are going to fill in the gap and I’m sure we can all agree that that probably won’t go well!

I believe our team leaders want to be taught and I know our teams want to be led by captains who make it easy to follow them.  What leaders are easy to follow? The author listed some characteristics in the quotation at the beginning…those are a good start:

  • I rely on my captains to be a go-between. They work closely with the team as well as the coaching staff.  Ideally, they understand that they perform an important role in the team’s success.  They should be close enough to their teammates that they know when things are going a bit sideways and they need to tell the coaches.  But they should also know when not to tell the coaching staff.  My most effective team captains squashed issues before I even knew what was going on!
  • Our teams are faced with the conundrum of needing to be both collaborative and competitive.  If you’ve got two players who play the same position, they will both benefit from in-practice competition, but surely they know that once the whistle blows at game time, they’re expected to support the team…whether or not they’re on the court.  Collaboration should be built into our team cultures, our captains should always be looking to take advantage of opportunities to collaborate.  Asking the younger players questions and not creating a “captain clique” will help create those collaborative feelings on the team.
  • In the trenches. I don’t want captains who say, “Freshmen always do ________ (insert task here).” Freshmen (or newbies) shouldn’t always carry stuff, be expected to defer to upperclassmen, or be treated in a second-rate manner.  That kind of behavior signals insecurity in the leader.  It’s hard for players to follow a captain that lacks confidence and tries to raise themselves up by pushing their teammates down.  Everyone pitching in helps to create good feelings among the players, regardless of how long they’ve been with the team.
  • Other-centered. I’ve had captains who would stay after practice with a lesser skilled teammate and help them with skill work…that’s great.  I’ve had captains who’ve told me about a teammate who beyond-the-norm homesick…that type of concern is necessary.  And we’ve had captains who, after I’ve announced that perhaps an extended conditioning session would be more productive than working on skills, gather the team together to figuratively whip them into shape.

Of course I’ve had ineffective captains as well, but that’s not what this post is about!  It’s about giving our team leaders the necessary skills that make them easy for their teammates to follow.  If we set the standards high for our captains, they will rise to the challenge.

 

For Coaches of Female Athletes

Are you tired of walking into practice and seeing lackluster effort from your players?  Have you had it with trying to get your female athletes to care about the team as much as you do??

Click here to find out more about Coach Dawn’s eBook: Motivating Female Athletes

Comes with a FREE PowerPoint presentation called Guarantee Your Success: Using John Wooden’s Pyramid of Success To Increase Your Team’s Cohesion.


Filed Under: Intangibles

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