Chapter 1

Listen

            Asking questions and listening to the player’s response gives the instructor an opportunity to accomplish several goals for the training session. Asking and then listening provides the coach with information about how the player is doing physically and emotionally, how the player has done in recent games as well as any concerns or distractions that may need to be addressed before or during the training session. Observe coaches working with players and you will see the dialogue between player and coach is actually a monologue of the coach telling his players what to do. Communication and coaching is much more than talking. Successful coaches have learned the art of listening to their players to gather valuable information in prioritizing their time with the player.

            Every question is important for two reasons number one you learn more about the individual player and number two you engage the player into the learning process. By listening to what the player says and sometimes even more importantly what he does not say (non-verbal communication) will tell you a lot about how he is actually doing.

Examples can be as simple as:

                                    How was school today?

                                    How did you do at your last game?

                                    When do you play next?

                                    Where did you hit in the batting order?

                                    Did you pitch?

                                    How does your arm feel?

 

 

Learn more about the individual player

            Once you have listened to the player and have a good sense of his overall well being you can begin to tie in his interests with your interests (of making him a better ball player). Most people (kids especially) are multi-dimensional in their interests. They like many different things. Interests run the gamut including sports, video games, books, movies, etc. However, there is always that one thing that gets the kid going. You have the role of being more than just a coach. You have the opportunity to earn the role of mentor if you invest time into getting to know the player. Mentoring the player will build the ground work to teach baseball as well as life skills.

 

            Mentor the player by learning what other interests he has outside of baseball. Video games, other sports, music, art, collecting baseball cards, hunting and fishing are only a few of the hobbies that my students have. Basically whatever interests a kid has outside of baseball are opportunities to know the player on a deeper level. Later you’ll see how to tie back into baseball from their interest and hobbies but for now let’s focus on their interests.

 

            Regardless of the particular interest it is important to validate that player’s uniqueness as an individual. Every great team is made up of individuals with their own giftedness, strengths and quirks. By validating the player you not only get to know his unique character better but by valuing him he will build trust and confidence in you. It has been said many times: “no one cares how much you know until they know how much you care.” You are a “wise and trusted counselor” to your players. In order to mentor you must know the individual you are mentoring. Coaches sometimes fall into the trap of wanting the best players that are out there to fill their roster. Of course coaches need skilled players to form a competitive team. Where I think coaches miss it sometimes is when they cut their “fringe” players that may not fit the coach’s particular mold. Rather than developing the players own individual strengths to support the team.

 ...End of Chapter 1 Sample

Chapter 13

      Make instruction/directions concise

            Use the step up principle in developing players. Take the small seemingly insignificant parts of the game and drill them until they become second nature for the player. In doing so you have a format which to make small or should I say precise adjustments to help the player succeed. How to communicate those small, precise adjustments are what we will cover in this chapter.

            Before I give you a baseball example, let me give you one from my parenting experiences. I have a 2 and a half year old daughter that likes to jump down 4 or 5 stairs to a pile of pillows on the hardwood floor. As I was walking by I told her to "be careful". My wife heard my great parenting and remarked that "Claire probably does not know what I meant by the phrase be careful”. She was right. So then I told our future cliff diver to "stop jumping off the stairs". When coaching players specify exactly what it is you want the player to do.

            So often I will work with a player and at the end of the work out the dad will say to me "that is the same thing I have been telling him for the past six months". That may be the case… so what is the difference from when I tell a player something versus when the dad or the coach says it.

            From observing other coaches I believe it is the depth and specificity to which I explain ideas and concepts. This is not to say that I spend a long time explaining but to say the words I use have been carefully selected to get exactly what both the player and I are looking for. Whenever players hear relative statements it is very difficult to do what is asked of them.

            Let’s take hitting for example. One of the most common phrases from about 10 years old on to the big leagues is “stay back”. In this scenario the player is undoubtedly lunging forward at the ball. So the coach identifies a problem and tells the player to stay back. This makes perfect sense if the player knows what he is staying back from or what part of his body needs to stay back or once he has stayed back when is it ok to transfer the weight forward. More information needs to be communicated to the player than a quick little phrase of “stay back”.

            Let me give you another example that a mom brought to my attention several years ago. She was a very intelligent lady but she just did not know much about baseball and the coach of her son’s team kept telling him

”don’t aim the ball just throw it”.

To this intelligent parent that phrase made no sense whatsoever.

            What would be a better way for the coach to communicate the idea of being aggressive to the target?

How about one of these alternate phrases

“Once you get on line go for it.”

“Focus on your delivery and you will be just fine.”

“Attack the strike zone”

            The coach wants the pitcher to be more aggressive and not so concerned if the pitch is going to be a ball or strike rather concentrate on throwing properly and the outcome will take care of itself. However, players become scared of throwing a ball so they timidly throw the pitch with poor mechanics and invariably they throw balls.

           We went over the step up method to player development in a previous chapter. By taking hitting, pitching, fielding, throwing, base running or whatever the task is and have it broken down to a concise level the coach can then be very direct and exact in his corrections. Coaches, players and parents have a break down in communication when they use broad terms that are hard to understand exactly what it is that the player is supposed to do.

            Will it take more time and forethought to your coaching or parenting approach if you use concise phrases? Yes. But as a coach breaking the game down into its simplest form is not only your job but it is a challenge and fun to coach to the detail of simplicity.

 

Conclusion

·        Coach players using specific instructions and key reference points

·        Choose your words wisely

·        The specifics will only make sense if they have been explained in detail and practiced into memory

 

Clichés and coaching phrases are of little or no use if they have not been properly and fully explained.

 

 

Table of contents
1. Listen.....................................................................2

2.Mapping..................................................................13

3. Smile when you make a     correction...................................................................20

4. Be attentive to your proximity.....................................................................24

5. Use friendly humor.........................................................................33

6. Say what you want............................................................................39

7. Remind them of their progress along the way..............................................................................44

8. Ask players questions as a means of review and confidence...................................................................47

9. The fine art of coaching your own son...............................................................................50

10. Understand that player development is a process........................................................................56

11. Establish an environment of success........................................................................62

12. Make instruction/directions concise.........................................................................66

13. Creative drills to peak and keep their interest.........................................................................70

14. Challenge them to succeed by being accountable for their actions..........................................................................77

15. If they absolutely don’t get it HOLD to work on it at a later time...............................................................................80

16. Explain how correcting one area will improve other break downs.............................................................................84

17. Allow them to learn to “shake off” bad reps................................................................................90

18. Ask them their dreams/goals Why not you? Dream Big!.................................................................................93

19. Explain how negative or difficult experiences can strengthen player..............................................................................99

20. Catch them doing something good................................................................................104

21. Speak words of affirmation........................................................................107

22. Establish a game plan to be prepared in any situation...........................................................................112

23. Games are meant to be played prepared, confident and at full speed...............................................................................119

24.Accuracy.....................................................................126

 25.Hustle.........................................................................130

26.Preparation..................................................................134

27.Focus...........................................................................138

28.Perseverance...............................................................141

29.Commitment..................................................................145

30.TEAM............................................................................148

31.Sacrifice........................................................................152

32. Winning and Loosing..............................................................................156

33.Composure....................................................................160

34. I’ve got your back....................................................................................164

35.Balance..........................................................................168

36. Choices, Decisions, Consequences.....................................................................171

37. One Nice Thing....................................................................................175

38.Finish...............................................................................179

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Copyright Brandon Smith 2009.