Category Archives: Coaching strategy

Using Feedback As Motivation

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In the absence of feedback, people will fill in the blanks with a negative. They will assume you don’t care about them or don’t like them.—Pat Summitt

Try this experiment with your team.  As players migrate in at the beginning of practice, just quietly walk around the track/gym/ice/pool deck and observe your athletes.  Don’t chat with them about their day, don’t give them a friendly head nod of acknowledgement, don’t smile.

As they start their warmup, don’t offer corrections to their form, don’t encourage them to stay focused on practice and not whatever happened outside of the track/gym/ice/pool deck, don’t talk about your expectations for practice.

When they do their drills, just walk around, expressionless, and take it all in.  No correction, no praise, no “if you want me to stop saying it, then do it right” speeches.

When they’re in the competition phase of practice, don’t get excited about great plays for goodness sakes!  And if someone makes a great hustle play, be sure to keep it ho-hum.  When they mess up the play you’ve been working on for weeks?  Say nothing.

That all sounds ridiculous, right?

Feedback is an essential component of every practice and we’re giving it all the time, whether we’re saying anything or not.  We coaches have to be mindful of what we’re projecting, both verbally and non-verbally to our teams.

I’m not saying you shouldn’t project annoyance, disappointment, or frustration to your team…just be sure that it’s your intent.

We’re always saying something when we’re with our teams, even when we’re silent.

On The Value Of Hard Work

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There is no elevator to success. You have to take the stairs.—Coach K

The other day, I was speaking to another coach about her season and the different approach she decided to take with her team.  She said instead of yelling or punishing her players for what she perceived as a lack of effort, she decided to use those episodes as teachable moments where she would explain where the athlete was falling short.  Assuming, I suppose, that the athlete didn’t realize they were coming across as lazy or not giving full effort.

Effort is a doozy.  Some things are out of our player’s control, but effort and communication aren’t.  Even the very worst athlete on your team can perform those skills at amazing levels.  Working hard is not optional and is the only way to success.  Sometimes, though, our teams think they are working hard, but we know it will take much more effort from them to reach the success they desire.

That got me to thinking about redirection strategies coaches can use.  When an athlete or team is off track, for one reason or another, it’s our job to get them back…and there are many tactics we can use.

6 ways to help your team value and understand hard work

Yelling.  This is the easiest, I suppose.  I’m not a big yeller.  Mostly because it’s just not in my personality, but also because I think it signals a loss of control. I’ve got to model keeping my composure if that’s a quality I view as an asset within my team.

Physical punishment.  There are those who say that coaches should never use running or conditioning as a punishment…that you’re making something positive into a negative.  I understand the sentiment, but I disagree.  I would rather not have to be the motivation for my team, but sometimes teams are externally motivated and that’s one of the tools that can be used.  Used correctly, “opportunities for fitness” (as I call them) are very effective.

Talk to your captains.  Explain to them what you see.  Explain to them that your frustration with the perceived lack of effort is maddening.  Explain to them that opportunities for fitness are on the horizon.  Strong leaders will pull the team together and get them back on track.

Review goals.  Every team sits down at the beginning of the year and comes up with goals.  They want to win conference or beat a rival they lost to the previous year, whatever it may be.  As you go through those goals with them, you ask if not giving full effort in each practice is going to get them there.

Watch film.  There are certain plays in every sport that are hustle or effort plays.  Usually it’s something that no one in the stands will notice whether you’re doing it or not, but it’s a critical skill that is important to the team’s success.  Show your team the film.  Show them not doing that thing that is essential to your team’s success.  I usually show them each instance in a game—it can end up being ten or twenty times of the same mistake—and then ask them how we’re supposed to be successful if we’re not willing to do the hard stuff of our sport.

Visualize.  Have them think about the last game of the season and what they want that to feel like.  Will they take the final shot?  Or win the game on an ace?  Or pass an opponent on the final curve to win the race?  Walk them through it and then ask them what they’re willing to do to experience those feelings in real life.

What strategies have you used with your team to get them to work harder and go beyond what their perceived limits are?

Creating A Connected Culture

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When members of a group of any size, from a basketball team to a business organization, share a vision that makes them feel proud, feel valued, and feel that they have a voice to express their ideas and opinions, it creates a connection, a bond, a feeling of unity or esprit de corps.
Why Coach K Coaches Like a Girl

Okay, I don’t like the title of the article I quoted above.  First of all, girls aren’t typically coaches, women are.  Second of all, it’s repetitious (coach, coaches).  Lastly, comparing a grown person to a child of another gender is rarely a compliment.  That being said, I get it.  It comes across as a slight or maybe even a slam against Coach K when, in actuality, the author paints “coaching like a girl” is a positive.

He’s being provocative.

The author does a great job of describing why Coach K’s been successful…attributing it to the female presence in his life.  I don’t know how true or accurate that is and I certainly don’t think you have to be a woman to create a connected team.  What I really enjoyed about the article was his formula:

Vision + Value + Voice = Connected Culture

Vision:  I believe this has to be two-fold.  Vision for each individual player: an athlete will put up with not playing, with being pushed mentally and physically, with a whole lot…as long as they see how it fits into the grand plan.  And of course we’ve got to have a vision for the program.  That vision will influence how we recruit, how we plan practices, how we schedule opponents…everything.

Value:  Our players invest a lot of themselves into our program.  Their time, their heart, their passion, their egos.  We ask a lot of them and they give us a lot, the least we can do is make sure they know we appreciate what they’re putting into the program.

Voice:  This doesn’t mean that you always do what your players ask of you, but they should feel comfortable in their belief that their opinions will be heard and considered.

Giving our teams a vision of the future of the program, combined with valuing their effort and giving them a voice is a great way for us to create a team culture that will withstand the normal ups and downs of a season.

Culture Change: Evolution or Revolution?

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A coworker of mine let me know about The Corner Office, which is a management/leadership section within the New York Times magazine.  It has lots of interviews of hot shot management types that are very interesting and, I think, applicable to the coaching profession.

Changing a team culture needs to happen when you take over a new team, when your team is stuck in a negative rut, and sometimes when a new and dominant set of leaders take over.  How should you go about it?

A model for changing a team culture:

  1. Evaluate the team.  Sit down with your assistants and go through your team, player by player.  What positives do they bring to the team?  Negatives?  Do you have the players you need to win?
  2. Figure out what needs to be changed.  Do you have good team leaders?  It’s easy to dust off old practices each year, but maybe you need to get to some clinics to learn some new ways to teach your old tricks.
  3. Figure out what doesn’t need to be changed.  Similar to #2.



Decide:

  1. Evolution.  Slow, steady change.  Probably best for a team you’re currently coaching.
  2. Revolution. Fast, radical change.   Probably best for taking over a new team.



Action plan:

  1. Set the strategy.  Where will you start first?  Staff improvements? Recruiting?  Increasing the skill base of your current players?
  2. Come up with a structure/plan.  Implementing the strategy.
  3. Identify the right players.  We can’t anything without our players.  Make sure you’ve got the right team leaders in place, the right players in the right positions, and the right recruits in the pipeline.



So that’s the coach version of the business turnaround plan from The Corner Office.

Teaching The Habit Of Excellence

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“It’s a compliment to demand excellence from somebody.”
30 Second Approach to Decision-Making

I’m sure everyone knows the Aristotle quotation, “We are what we repeatedly do. Excellence, then, is not an act, but a habit.”  It’s perfect to use in the coaching profession and should be an accurate description of what our practices look like.

I would even hazard a guess that our athletes know and love this quote.  But knowing it and loving it are separate issues from living in daily on our fields and courts!  Truly embracing that quotation means signing up for getting their butts figuratively kicked by a coach.  It means leaving their comfort zone and stretching to become the best player possible.  Inevitably, there will be times when our athletes fall short.  What to do then?

Demand the excellence we seek!  The opening quotation is from a NY Times Magazine interview with the president of a compliance company.  She (Shanti Atkins) outlined how she handles the achievement gap: the difference between where we are and where we want to be…perfect for us coaches!

Demanding excellence: The coach’s role

  1. Set a high standard.  First off, Atkins says we’ve got to make sure that our teams see that we’ll apply the same standards to ourselves.  We’ve got to demand excellence from ourselves and our staff first and foremost.
  2. Celebrate successes.  Secondly, we’ve got to brag on ourselves.  Whether it’s a great recruit or designing a great practice, we’ve got to make sure we keep our teams included.
  3. Acknowledge where you fell short.  Finally, we have to make sure we keep it real with our players.  If we don’t make the mark, there’s nothing wrong with telling them…there’s actually a lot right with it!



Demanding excellence: The player’s role

  1. Praise effort/skill. “Look, I think you’re a good player.”
  2. Express your belief in their potential. “When I first saw you, I knew you’d be a great player and you haven’t disappointed.  You’re not where you want to be yet, but by the end of your senior year, you’re going to be a rock star!”
  3. Refocus their individual goals.  “You’ve got to do these things (come in for extra practice, watch more film, get stronger in the weight room, etc.)  to have your fairy tale ending.  I think you can work harder than you have been, so let’s come up with a plan to get you where you want to be.”



I would assume this is just the beginning of the “demanding excellence” idea.  If all we do is chat, but never put it into action in the gym, we won’t get the results we’re looking for.

Demanding excellence is a compliment, let’s not forget to do it with our teams.

Maintaining Close Relationships With Your Team

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I used to call this a “stop and chat”, but apparently there’s an actual name for this management technique called Management By Walking Around, or MBWA.

What is it exactly?

  • Stop and talk to players face to face.
  • Get a sense how things are going.
  • Listen to what is on player’s minds.



Why is it successful?

Years ago, I worked with a track coach who said it was his goal to talk to each athlete every day…even if only for a few moments.  Connecting with our athletes is a win-win.  We feel good about where our team’s mindset is and the players feel that we care.

If you do it correctly, you’ve been MBWAing all season, so the team won’t be startled when you stop and chat with them.  This strategy will pay dividends when and if something big happens within the team that you need to get to the bottom of.

How to MBWA with your team

  • Make it part of the routine.  The team should know when they come into the gym that you’re probably going to be talking to them, it shouldn’t be weird or awkward…just part of being on the team.
  • Just you, not the other coaches.  If your whole coaching staff approaches one of your players, I’d imagine they’d start racking their brains, trying to figure out why you were coming toward her with a posse!
  • Chat with everyone.  Seems obvious, but be sure to talk to each person on the team.  Super stud and practice player alike.  That way you can’t be accused of being unfair.  Well, you can, but it won’t be true.
  • Ask for suggestions.  This one is an easy one for a MBWA before a game, because you can always ask for suggestions for places to eat dinner.  It’s super important for them (for some reason) and the team’s gotta eat.
  • Follow up with answers.  If you’re doing a MBWA and one of the athletes asked a question you don’t know the answer to, you’ve got to be sure to get back to him with the answer.
  • Don’t criticize.  There’s plenty of time for that!  Keep it light…this is about relationship building!



If you want to read more about Management By Walking Around, check out this article.  Investing our precious time into our players will reap benefits down the line.

What Does It Mean To Play To Win?

play to winsource

I’m not only a coach at my college, but also an administrator.  Because of that, I end up on a lot of search committees.  I’m not complaining though, because it’s an excuse for me to hear different coach’s philosophies and ideas on coaching.

It was at one of these interviews, sitting at a breakfast meeting, that I heard this Play To Win philosophy.  It’s more than that though…more like a curriculum.  The gentleman started explaining what he did with his current team and I started grilling him about what went into his program.  It’s great and I told him I was going to steal it and I have.

Playing to win sounds so cliché and so obvious.  But how many of us really think our student-athletes are always behaving with the team’s best interests at heart?  So let’s talk about the Play To Win curriculum.  I tweaked what he talked about (his included leadership training, study tables, etc.) to fit what would work with my team.

Play To Win

  • What does it mean to win? This is where I talked to my team about the different ways of winning.  A high team GPA is a win.  Players who go to study abroad are a win.  And, of course, winning games is a win.
  • Requirements of being on a team.  A lot of times, folks want to be on a team, but they don’t want to put in the work.  That work could be hitting the weight room or it can be figuring out how to be happy with whatever role you have on the team.
  • Leadership/captains.  The main point of this bullet is their role in squashing “girl drama”.  I don’t believe a leader should be involved in “girl drama” and they should be active in shooting it down if they see it.  And of course the typical captain stuff: liason between coach and team, hold teammates accountable, etc.
  • Off-season.  At my level, we don’t get much of an off-season because it’s against NCAA rules.  And my team is from all across the country, so getting together in the summer for pick up games isn’t a realistic solution.  So I talked to the players about being accountable for their workouts.  We’re only in season for three months…the rest of the time is on them.



I also addressed recruiting, our non-traditional season, and having high standards in the classroom.  It all culminated with my asking them to begin with the end in mind.  I asked them what they wanted to say about our season in November, when it’s all over.

To think winning happens in the small amount of time we have with them during the season is hopeful at best, delusional at worst.

If you decide to come up with your own Play to Win curriculum, shoot me an email so that I can check it out!

Feedback That Gets Results

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“I’m giving you these comments because I have very high expectations and I know that you can reach them.” —The Simple Phrase that Increases Effort 40%

That’s it.

That’s the magical feedback.

4 reasons this works

  1. Authentic.  We can’t give this particular feedback to every player on our teams, just the ones we really believe can help the team achieve its goals.  I’d imagine we would lose our credibility if the impact players heard us deliver this line to a teammate who was clearly not a player of influence.
  2. Crystal-clear signal of social trust.  It makes the receiver a part of a group (impact players) and shows them they are special.
  3. Belonging.  This phrasing shows the player that they not only belong to the group, but are an important piece.  Beyond that, it shows them (and their teammates whom they’re bound to tell) that the coaches have high standards for the team.
  4. High expectations.  Plain and simple, if you say this phrase, you’ve got to make sure you give the player a task that can be accomplished.  Challenging, but realistic.



Check out the article, it’s very good.  As coaches, we’re always looking for ways to connect with our players and to show them we care about them.  This seems like a good place to start.

Leading The Resistant Player

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I’m sure we’ve all coached a player who has been tough for us.  It can be for many reasons.  It could be because they’re not friendly with their teammates.  It could be because they’re only concerned with how the team can help them. Or it could be because no one has taken the time to point out how their actions impact the team.

I always fall on the side of the last explanation.  I like to think that players aren’t being bad teammates because they’d rather be bad teammates.  I like to think that they don’t understand they’re driving everyone crazy and it’s my job to guide them along the way to being a great teammate.

Don’t know if you’ve got a resistant player?  Check out these scenarios:

Coach: Let’s go over our new offense for the season.
Resistant player: My high school coach ran a different offense and we always won.
Coach: *sigh*

Coach: I need everyone to sign this birthday card for Susie.
Resistant player: Me and Susie don’t get along, do I need to sign?
Coach: *sigh*

Coach: The sky is a beautiful blue today!
Resistant player: Technically the sky isn’t really blue.
Coach: *sigh*

These resistant players not only represent gray hairs on our heads, but also opportunities to mentor a young person.  I like to think of players as flowers.  We don’t know if we’re planting the seeds of teamwork in them (and therefore much less likely to benefit from the beautiful flower in their future) or if we’re weeding an already well-tended garden.  The earlier we are in the process, the more frustrating that player will be.

4-step intervention process for the resistant player

First: talk to them.  It could be that they don’t understand how they’re coming across to teammates and coaches.

Second: take something away from them. If you’ve talked to them (and talked to them), maybe you’ve got to take away playing time or a leadership position to show them you mean business.

Third: empower them to stay or go.  You can present it to them like this: Look.  I know you’re sick of me talking to you about this and, quite frankly, I’m getting tired of saying the same thing.  Do you really want to be on the team?  If they say yes, give them parameters for remaining in good standing with the coaching staff.  If they say no, well, that’s the downside of giving them the choice.

Fourth: don’t let them off the hook.  It’s easy to think that your job is over after step three, but if you don’t stay vigilant, you’ll be back to step one again.

We don’t manage the resistant player with tough love because we like confrontation or being grumpy.  We do it because we believe it’s what’s best for them in the long run.  I’d go as far as saying we’d be hurting their player development if we didn’t stay on them.

1 Thing A Coach Can Do Each Day To Make Their Team Better

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Recruiting.  Most coaches have a strong reaction to that word.  It’s either something like, “Yippee!!” or an expletive that can’t be written in this blog.  I tend toward the yippee crowd, because I understand what recruiting is…but before I get into all of that, check out this post I wrote a year ago when I started this blog, The 1 Thing You Need To Be A More Effective Recruiter.

I believe when we understand what recruiting is, we take a more active and engaged interest in potential student-athletes.  Recruiting is our chance to make an impact, to teach young people leadership, team building, goal setting…more on that in the next post.  And if we’re lucky enough to coach female athletes, we have the added opportunity to show them that girls and women can not only get along in groups…they can achieve great things together.  We don’t get the chance to teach these lessons if we don’t get our recruiting on!  That’s why I’m talking about recruiting during “I Love Coaching” month.

Now that we can agree that recruiting is more than putting together a bunch of folks with an array of skills that will benefit the team (though that’s certainly important!), let’s talk about the four quadrants that make up a successful recruiting class.

  1. Scout. This is the beginning of the process. The most obvious way to scout is to attend recruiting events.  I won’t talk about how much I love the first view when I walk into a convention center and witness volleyball courts as far as my eyes can see…it’s glorious and it never gets old.  More important than scouting is being connected.  If we have contacts with club/AAU teams, high schools coaches, even other college coaches, we can maximize our efforts.
  2. Contact. Once we’ve got athletes that we’re interested in, then it’s time to get in touch with them.  Whether that’s going to see a practice, watching a game, calling, emailing, talking to their club coach, home visits…whatever you can do within the rules of your league is fair game.  If you’re not doing it, someone else will.
  3. Visit. Any Admissions professional will tell you that your odds increase dramatically if you can recruits on campus.  Sooo, we’d better make sure we get them on campus!  Not only do they see campus, they get to sit in on a class, meet your team, and generally see what campus life would be like if they were to attend your college.  I know some coaches who threaten their team with copious time on the bench if they’re negative with a recruit.  I’d prefer to remind them that someone took time with them when they were still making their college decisions and now it’s their time to return the favor.  Also, they don’t want the team to be awful when they leave…the only way to ensure that the level of play stays high is through recruiting efforts.
  4. Retain. Plain and simple, we’ve got to keep them on the hook.  We don’t want to spend months and months on an athlete, only to have them snatched out from under us because we thought we had them wrapped up.  Use your team, have them send your recruits emails or hook up with them on Facebook.  Of course, we should stay in touch with them and remind them of why they fell in love with our team and our college all those months before.  In the last few weeks before I got married, my brother advised me to “not screw it up now”.  Great advice!  Basically he was warning me not to become Crazy Wedding Lady and forget to show my hubs why we were doing this in the first place.  Coaches, we’ve metaphorically “wooed” these recruits…let’s not screw it up by not closing the deal.


Recruiting is any team’s lifeblood.  I think remembering that our job as a coach is to teach life lessons through our sport will make recruiting more meaningful and less of an obligation.

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