After our first scrimmage game, there were many comments from people who watched us play who were anxious about the upcoming year. They expressed their concerns about our lack of a cohesive offense. I agreed we did not play team offense; however, we never do this early.
The motion offense is an offense many coaches choose not to teach because it involves teaching multiple concepts. There is one famous coach who calls it the chaos offense because she assumes players are always confused and thus unable to play well. I agree that the motion offense can look chaotic, jumbled and messy. It can also look absolutely beautiful when all five players understand the principles of offense and buy into reading and reacting to the defense.
Unlike plays or continuity offenses, the motion offense requires teaching players to think while playing. They must not only understand spacing, headhunting on screens, reading their defender, choosing which cut or screen to make and the number of passes to make but they must intimately know the strengths and weaknesses of each of their teammates. It can be frustrating to teach and equally frustrating to learn.
The beauty of teaching players how to play the game and not just what "X spot" to run to on offense is that each of them evolve to a higher level of play. They eventually understand how a combination screen confuses the defense, how a back screen is more likely to get the screener open and how to create space by using different cuts. They will always be able to get open no matter what their defender does because they are watching and reacting to where she goes.
Not only does the motion offense create better offensive players; it creates better defensive players. Our defensive players become smarter because they understand what an offensive player is trying to do by cutting or screening. They get the game. When we face opponents who adjust a play from the coach on the sideline by how we defended the first time, we adjust with their adjustment. For example, a coach notices we are switching screens, so she chooses to call a "slip" screen. Because we work on slip screens daily in practice, we are prepared to defend it.
Our offense takes time. Every year there is a breaking point when I am prepared to ditch motion and go to some continuity offense. Just about the time I am ready to throw in the towel, the light bulb goes off and we begin to jell as a unit. It shouldn't take us as long this year to understand and grasp motion offense because we have several returners. So I must remind myself and others who witnessed our first scrimmage, it was just the first.
Tuesday, October 27, 2009
Tuesday, October 20, 2009
Watching the Wide-Eyed Freshmen
After 20 years of being a head coach, I know one thing is a certainty: the freshmen are going to get overwhelmed, their brains exhausted from information overload. As I watch our newcomers this season, Chrissy, Tianni and Emma, try to keep up with our incessant teaching, I can't help but laugh at their wide-eyed stares. Their brains are cooked, drained and completely fried from our first eight practices.
When Tianni feels as if her I.Q. has dropped below double digits, Lindsey Kentner will say, "I've been there. It will get better." When Emma will look at me as if I'm speaking Russian, Katy Arick will interpret my words. When I yell at Chrissy for not remembering to hedge the screen, Lisanne will say, "Hang tough! We've all been through it." When I expect the seemingly impossible, loading another play upon them or worse, a new defensive rule, and all the fresh faces cannot believe there is more to learn, Tarenna or Ali will knowingly pat them on the back.
I know it is a difficult transition coming into the Golden Eagle program, because it is my philosophy to teach. I have rules for everything from offensive spacing to using screens to transitioning to defense to coming off the court to sitting on the bench. With initial entry into the Eagle program, players become confused, their feet stuck on a message that is trying to get from their brain down their legs. They become paralyzed from being analyzed. I understand their pain and would love to simplify the teaching but I also know the teaching is what will eventually make them better than they ever could have conceived.
With each practice, their feet will become more automatic, moving on muscle memory rather than brain focus. Their understanding of the game will make them smarter and this game intelligence will create confidence. I know this to be true because I have seen players evolve from their first year through their senior year. Each year they become better as their skills have improved. I see them adopt an attitude of belief in self and team. They become not only good but great.
So for Chrissy, Tianni and Emma, they will have to believe what the upper class players tell them. If they can live through this year, this self doubt, they will become phenomenal players. This I have witnessed year after year after year.
When Tianni feels as if her I.Q. has dropped below double digits, Lindsey Kentner will say, "I've been there. It will get better." When Emma will look at me as if I'm speaking Russian, Katy Arick will interpret my words. When I yell at Chrissy for not remembering to hedge the screen, Lisanne will say, "Hang tough! We've all been through it." When I expect the seemingly impossible, loading another play upon them or worse, a new defensive rule, and all the fresh faces cannot believe there is more to learn, Tarenna or Ali will knowingly pat them on the back.
I know it is a difficult transition coming into the Golden Eagle program, because it is my philosophy to teach. I have rules for everything from offensive spacing to using screens to transitioning to defense to coming off the court to sitting on the bench. With initial entry into the Eagle program, players become confused, their feet stuck on a message that is trying to get from their brain down their legs. They become paralyzed from being analyzed. I understand their pain and would love to simplify the teaching but I also know the teaching is what will eventually make them better than they ever could have conceived.
With each practice, their feet will become more automatic, moving on muscle memory rather than brain focus. Their understanding of the game will make them smarter and this game intelligence will create confidence. I know this to be true because I have seen players evolve from their first year through their senior year. Each year they become better as their skills have improved. I see them adopt an attitude of belief in self and team. They become not only good but great.
So for Chrissy, Tianni and Emma, they will have to believe what the upper class players tell them. If they can live through this year, this self doubt, they will become phenomenal players. This I have witnessed year after year after year.
Tuesday, October 13, 2009
The First Day of Practice
Official practices begin on Thursday which means that all players and coaches can be on the court at the same time with a basketball. Although basketball instruction has been taking place in small four-player groups throughout the past 6 1/2 weeks, we have not yet been able to put any of our offensive or defensive systems into place. We have focused on the principles or fundamentals of play.
When we begin on Thursday, the returners will know what to expect: more of the same emphasis on principles. The newcomers will undoubtedly want us to play more five-on-five. They will expect more focus on the systems. What they don't know is that 80% of our practices are spent in breakdown drills. It is my philosophy that the system isn't as important as the knowledge of how to use it.
In other words, I am more concerned about teaching athletes how to become better basketball players than executing a particular play or set.
For example, we spend hours upon hours teaching players how to set up their defender, go shoulder to shoulder off screeners and to read and react to where their defender goes. We might do this as footwork only or in 2-on-1 scenario or advance to 3-on-2 or 4-on-3. We move the players through drills adding speed and defenders until we get to 5-on-5. Then we break it down and build it up again. We do this from day one until the last day of practice and we do it for everything we teach.
We do the same thing with defense building on what we think are the essential pieces of defense: ball pressure, denial, help side, talking, boxing out, help-recover and closeouts. We use these principles on our half court defenses as well as our full court defenses. Whatever defense we play, we always go back to our defensive principles.
Everything is connected to how we teach our principles: how we defend screens, how we run plays, how we prepare for opponents, how we set up our scouting reports.
Inevitably, our newcomers don't understand the importance of our principles and they yearn for more scrimmages. Our returners know the benefits of the emphasis on fundamentals and they settle into practices knowing they will reap the benefits of becoming solid players.
When we begin on Thursday, the returners will know what to expect: more of the same emphasis on principles. The newcomers will undoubtedly want us to play more five-on-five. They will expect more focus on the systems. What they don't know is that 80% of our practices are spent in breakdown drills. It is my philosophy that the system isn't as important as the knowledge of how to use it.
In other words, I am more concerned about teaching athletes how to become better basketball players than executing a particular play or set.
For example, we spend hours upon hours teaching players how to set up their defender, go shoulder to shoulder off screeners and to read and react to where their defender goes. We might do this as footwork only or in 2-on-1 scenario or advance to 3-on-2 or 4-on-3. We move the players through drills adding speed and defenders until we get to 5-on-5. Then we break it down and build it up again. We do this from day one until the last day of practice and we do it for everything we teach.
We do the same thing with defense building on what we think are the essential pieces of defense: ball pressure, denial, help side, talking, boxing out, help-recover and closeouts. We use these principles on our half court defenses as well as our full court defenses. Whatever defense we play, we always go back to our defensive principles.
Everything is connected to how we teach our principles: how we defend screens, how we run plays, how we prepare for opponents, how we set up our scouting reports.
Inevitably, our newcomers don't understand the importance of our principles and they yearn for more scrimmages. Our returners know the benefits of the emphasis on fundamentals and they settle into practices knowing they will reap the benefits of becoming solid players.
Tuesday, October 6, 2009
Devolping Strength Within
Yesterday a former player of mine emailed to ask me how to develop mental toughness. She felt her team members were not displaying the attributes they should in terms of being mentally tough. I believe I know what many coaches might say. They would lean toward the physical part of practice to create the mental part.
In other words, many coaches believe the way to mental toughness is to put athletes in positions where they have to physically push through their self-imposed limits. For example, we make our players run 15 suicides in a row with only a thirty four second rest between each suicide. It is tough. It hurts. They gasp for breath but in the end most of them make their times. They see a result they didn't believe they could accomplish. This gives them confidence which produces mental toughness.
Confidence is really what mental toughness is. It is the belief system developed by players they can do and achieve what they desire. The problem is most players doubt. It is this doubt which doesn't allow them to achieve. It is not their abilities which hold them back; it is their belief system. When a desire is matched by a belief, then a player becomes mentally tough and all types of wonderful achievements occur.
While the physical part of practice is critical to success, the greater part of achieving goals is the mental part. No action in the world can overcome the inner belief system of not being good enough. Success has to start within the player.
We try to approach mental toughness training in a variety of ways. We have chalk talks every Thursday where we talk about the aspects of mental preparedness: how to respond to pressure; how to improve self talk; how to use rituals to get mentally prepared for games; how to play in the now.
We address self-awareness through the use of a journal. We ask them to answer questions about themselves where they have to think about their inner most thoughts. We might address their biggest strengths or weaknesses. We might ask them their state of mind before the best game they ever played. They might be asked to define the characteristics which prevent them from being a great player. It is through self-awareness they can create changes. If they don't know what they are thinking, they cannot change their thoughts.
In order for team members to become aware of what are the desirable traits, we have them fill out a questionnaire after each practice and game. By filling out the short questionnaires, they become more in tune with how they are developing their mental abilities.
We develop a great learning environment where we constructively criticize and provide positive feedback. We spend more time telling players what they can do versus telling them what they cannot do. We place more emphasis on recovering from a mistake than the mistake itself. We hold positive circles where each team member shares a positive trait. We emphasize the good about the team and team members.
Mental toughness is a difficult skill to teach, yet is it by far the most essential trait an athlete can develop. When a player learns to change her belief system to match her desires, she will not only become an elite athlete; she will experience success in all life endeavors.
In other words, many coaches believe the way to mental toughness is to put athletes in positions where they have to physically push through their self-imposed limits. For example, we make our players run 15 suicides in a row with only a thirty four second rest between each suicide. It is tough. It hurts. They gasp for breath but in the end most of them make their times. They see a result they didn't believe they could accomplish. This gives them confidence which produces mental toughness.
Confidence is really what mental toughness is. It is the belief system developed by players they can do and achieve what they desire. The problem is most players doubt. It is this doubt which doesn't allow them to achieve. It is not their abilities which hold them back; it is their belief system. When a desire is matched by a belief, then a player becomes mentally tough and all types of wonderful achievements occur.
While the physical part of practice is critical to success, the greater part of achieving goals is the mental part. No action in the world can overcome the inner belief system of not being good enough. Success has to start within the player.
We try to approach mental toughness training in a variety of ways. We have chalk talks every Thursday where we talk about the aspects of mental preparedness: how to respond to pressure; how to improve self talk; how to use rituals to get mentally prepared for games; how to play in the now.
We address self-awareness through the use of a journal. We ask them to answer questions about themselves where they have to think about their inner most thoughts. We might address their biggest strengths or weaknesses. We might ask them their state of mind before the best game they ever played. They might be asked to define the characteristics which prevent them from being a great player. It is through self-awareness they can create changes. If they don't know what they are thinking, they cannot change their thoughts.
In order for team members to become aware of what are the desirable traits, we have them fill out a questionnaire after each practice and game. By filling out the short questionnaires, they become more in tune with how they are developing their mental abilities.
We develop a great learning environment where we constructively criticize and provide positive feedback. We spend more time telling players what they can do versus telling them what they cannot do. We place more emphasis on recovering from a mistake than the mistake itself. We hold positive circles where each team member shares a positive trait. We emphasize the good about the team and team members.
Mental toughness is a difficult skill to teach, yet is it by far the most essential trait an athlete can develop. When a player learns to change her belief system to match her desires, she will not only become an elite athlete; she will experience success in all life endeavors.
Monday, September 28, 2009
Recovering From Recovery Week
When I was an athlete training with the national team handball team, we trained twice a day year around. It was our life. We got up in the morning, ate, went to the sports medicine center, practiced, went back to the trainers to pack ourselves in ice, ate, slept, then completed the entire morning scenario a second time. It was what I did for over five years.
So when I try to sneak a recovery week into our training schedule for the purpose of our athletes getting a little rest, I may not achieve all the recovery the players wanted. I think I am going easy on them when they think I have swapped one kind of running for another.
This past week instead of running timed sprints on Monday, we played ultimate frisbee and keep away. I believed these were rather innocuous games involving a little running, a little movement here and there, so I couldn't understand why they were out of breath and sweating when we were done. I mean 35 minutes of running should be relaxing. Right?
When Wednesday came around, I had another set of fun games for them to play. One was called Hungarian Dodge Ball and the other was titled Czechoslovakian Dodge Ball. Both of them involve sprinting full court while dodging balls. Again they were putting their hands on top of their heads, leaning over in taking huge gulps of air and perspiring. These were simple, fun games. Why were they acting as if they had just worked out?
By Thursday they were as fatigued as if we had completed a week of our usual conditioning. When I asked Lindsey Kentner, our extreme cardio woman who never gets tired, if she was feeling recovered, I was surprised when she told me that she wasn't. Using my astute deductive reasoning, I deduced if Lindsey was not fully recovered at the end of the week, then the other players would not have found fresh legs either.
Since the purpose of recovery week was for the athletes to refresh both minds and bodies, I had to convince myself on Friday to allow them to simply have fun without any running. I had to talk myself into the belief that we don't want to work harder than every other team in the nation, we want to work smarter. We desire to work smart hard, an endearing term which means we use the muscles of our brain as well as those of our bodies.
I would say when I was an athlete, we didn't use our brains which resulted in many overuse injuries and several losses along the way. Now I know the power of using our brains and hopefully, I am sharing that power with my players which meant that on Friday they were able to laugh and have fun fully recovering mind, body and spirit.
So when I try to sneak a recovery week into our training schedule for the purpose of our athletes getting a little rest, I may not achieve all the recovery the players wanted. I think I am going easy on them when they think I have swapped one kind of running for another.
This past week instead of running timed sprints on Monday, we played ultimate frisbee and keep away. I believed these were rather innocuous games involving a little running, a little movement here and there, so I couldn't understand why they were out of breath and sweating when we were done. I mean 35 minutes of running should be relaxing. Right?
When Wednesday came around, I had another set of fun games for them to play. One was called Hungarian Dodge Ball and the other was titled Czechoslovakian Dodge Ball. Both of them involve sprinting full court while dodging balls. Again they were putting their hands on top of their heads, leaning over in taking huge gulps of air and perspiring. These were simple, fun games. Why were they acting as if they had just worked out?
By Thursday they were as fatigued as if we had completed a week of our usual conditioning. When I asked Lindsey Kentner, our extreme cardio woman who never gets tired, if she was feeling recovered, I was surprised when she told me that she wasn't. Using my astute deductive reasoning, I deduced if Lindsey was not fully recovered at the end of the week, then the other players would not have found fresh legs either.
Since the purpose of recovery week was for the athletes to refresh both minds and bodies, I had to convince myself on Friday to allow them to simply have fun without any running. I had to talk myself into the belief that we don't want to work harder than every other team in the nation, we want to work smarter. We desire to work smart hard, an endearing term which means we use the muscles of our brain as well as those of our bodies.
I would say when I was an athlete, we didn't use our brains which resulted in many overuse injuries and several losses along the way. Now I know the power of using our brains and hopefully, I am sharing that power with my players which meant that on Friday they were able to laugh and have fun fully recovering mind, body and spirit.
Tuesday, September 22, 2009
Using Discipline To Improve Team Concepts
When I played volleyball in high school, I was fortunate enough to have a great coach, Shirley Langdon, who taught me the value of discipline. I often got mad at her seemingly dispassionate nature when it came to matters of discipline. I thought she should have held more understanding in her heart especially when it came to me. (I'm certain some of my current and past players feel the same way about how I've handled them.)
One day during the preseason when my mother was taking me to practice, we had a flat tire. I immediately began crying because I knew I would be in trouble for being late. During those days without cell phones (yes I existed before the invention of cell phones), I walked to the nearest pay phone and called the school secretary asking her to inform Coach Langdon of my predicament. When I came through the gym door late, I thought Coach Langdon would offer me some sort of shortcut through the sprints since I had made the effort to contact her and I had a legitimate reason for being late. No such luck. I cursed at her (underneath my breath of course) for the entire thirty minutes I sprinted. I never forgave her for that one until I became a coach.
I now appreciate and understand the value of discipline. I comprehend that when I teach discipline I am teaching self respect, integrity, mental toughness, and the molding of a group of individuals into a team. I don't believe a team can become great without discipline. It is the means to which all ends are achieved.
I didn't understand then why Coach Langdon didn't relieve me of the sprints, but now I know she cared so much about me she wouldn't let me have any excuse for not being good. She took my excuses and threw them out the door. Nothing mattered to her except we did what we were supposed to do when we were supposed to do it. Because she took that approach which seemed harsh to most of us, we did perform exactly as she believed we could. There were no excuses which we could use to tell her why we didn't block a hit or why we didn't get the ball across the net. We did it because she made us believe we could. No excuses were accepted. We battled and we fought for her. We gave until we didn't think we could and then she demanded more of us. It was her way of giving to us a power we didn't know we had.
When I discipline, it is always for the good of the team. My intent is to make them better as players and as people. It is to get them to understand they are responsible for their success and excuses only serve to take them further away from what they desire.
Last Friday, the Eagles forfeited their right to game day which is implemented as a reward for their hard work throughout the week. During game day, we substitute a game for our usual timed sprints. The amazing thing was when I told them why we were running sprints instead of playing ultimate frisbee or one of our other fun games, they didn't quibble, get angry at one another or shoot me nasty looks. No, instead they worked as hard as they possibly could and made the most of the day. This impressed me--this no nonsense approach to finding the best within the situation. I liked that. I believe this team understands the necessity for discipline which means they have matured. Mature players are always wonderful to coach.
One day during the preseason when my mother was taking me to practice, we had a flat tire. I immediately began crying because I knew I would be in trouble for being late. During those days without cell phones (yes I existed before the invention of cell phones), I walked to the nearest pay phone and called the school secretary asking her to inform Coach Langdon of my predicament. When I came through the gym door late, I thought Coach Langdon would offer me some sort of shortcut through the sprints since I had made the effort to contact her and I had a legitimate reason for being late. No such luck. I cursed at her (underneath my breath of course) for the entire thirty minutes I sprinted. I never forgave her for that one until I became a coach.
I now appreciate and understand the value of discipline. I comprehend that when I teach discipline I am teaching self respect, integrity, mental toughness, and the molding of a group of individuals into a team. I don't believe a team can become great without discipline. It is the means to which all ends are achieved.
I didn't understand then why Coach Langdon didn't relieve me of the sprints, but now I know she cared so much about me she wouldn't let me have any excuse for not being good. She took my excuses and threw them out the door. Nothing mattered to her except we did what we were supposed to do when we were supposed to do it. Because she took that approach which seemed harsh to most of us, we did perform exactly as she believed we could. There were no excuses which we could use to tell her why we didn't block a hit or why we didn't get the ball across the net. We did it because she made us believe we could. No excuses were accepted. We battled and we fought for her. We gave until we didn't think we could and then she demanded more of us. It was her way of giving to us a power we didn't know we had.
When I discipline, it is always for the good of the team. My intent is to make them better as players and as people. It is to get them to understand they are responsible for their success and excuses only serve to take them further away from what they desire.
Last Friday, the Eagles forfeited their right to game day which is implemented as a reward for their hard work throughout the week. During game day, we substitute a game for our usual timed sprints. The amazing thing was when I told them why we were running sprints instead of playing ultimate frisbee or one of our other fun games, they didn't quibble, get angry at one another or shoot me nasty looks. No, instead they worked as hard as they possibly could and made the most of the day. This impressed me--this no nonsense approach to finding the best within the situation. I liked that. I believe this team understands the necessity for discipline which means they have matured. Mature players are always wonderful to coach.
Tuesday, September 15, 2009
Listening To Our Internal Voices
We ask our players to keep a journal and write an entry one time a week. The purpose of players writing in their journals is to become more aware of who they are--to discover things about themselves they did not know. It sounds a little silly to say that our players do not know who they are. It would appear after 18 years years of living they would have intimate awareness of their inner thoughts, but the truth is that at age 48 I am still learning who I am.
Often we don't stop to listen to our internal voices and the messages we are sending to ourselves. It is these internal messages which drive us to succeed or to fail, yet we have lived with the same voices so long we haven't taken time to digest exactly what we are saying.
Since our mind thinks in pictures, we may not be aware of the negative messages we continue to perpetuate day after day. Imagine for a moment a player going to the free throw line in a pressure situation. As she steps to the line, she tells herself that she cannot miss this shot. She repeats to herself, "Don't miss. Don't miss." When she tells herself not to miss, she cannot help but visualize the miss. Her mind pictures the miss.
What she should be saying to herself is more in the lines of "I see this shot going in. I feel it coming off my fingers exactly as I have done a thousand times before. I can make free throws anytime in any situation." Now she has visualized the shot going through the net, the thousand times she has practiced free throws and convinced herself she can make this shot now. What a different story!
Players who don't take the time to evaluate what they tell themselves will have difficulty finding the success they want. Thoughts perpetuate action. There is no other way to start an action except by thought. The thought always comes first whether we know it or not. If our players recognize what they are saying to themselves can be damaging or preventing their success, they can work on creating better thoughts.
How many players began with the thought "I can't" because they heard somebody in their past tell them they couldn't dribble with their left hand or shoot a three pointer or defend a faster player? Once they start a thought with those negative words, it is almost certain it will come true. If, however, they can think past the person who told them they couldn't, erase that vocabulary and begin with a different and more affirmative outlook, they will be able to find greater success.
By having our players write in their journals, they have the opportunity to grow in awareness. By expanding their awareness, they can impact their success by simply changing the way they speak to themselves on a daily basis.
Often we don't stop to listen to our internal voices and the messages we are sending to ourselves. It is these internal messages which drive us to succeed or to fail, yet we have lived with the same voices so long we haven't taken time to digest exactly what we are saying.
Since our mind thinks in pictures, we may not be aware of the negative messages we continue to perpetuate day after day. Imagine for a moment a player going to the free throw line in a pressure situation. As she steps to the line, she tells herself that she cannot miss this shot. She repeats to herself, "Don't miss. Don't miss." When she tells herself not to miss, she cannot help but visualize the miss. Her mind pictures the miss.
What she should be saying to herself is more in the lines of "I see this shot going in. I feel it coming off my fingers exactly as I have done a thousand times before. I can make free throws anytime in any situation." Now she has visualized the shot going through the net, the thousand times she has practiced free throws and convinced herself she can make this shot now. What a different story!
Players who don't take the time to evaluate what they tell themselves will have difficulty finding the success they want. Thoughts perpetuate action. There is no other way to start an action except by thought. The thought always comes first whether we know it or not. If our players recognize what they are saying to themselves can be damaging or preventing their success, they can work on creating better thoughts.
How many players began with the thought "I can't" because they heard somebody in their past tell them they couldn't dribble with their left hand or shoot a three pointer or defend a faster player? Once they start a thought with those negative words, it is almost certain it will come true. If, however, they can think past the person who told them they couldn't, erase that vocabulary and begin with a different and more affirmative outlook, they will be able to find greater success.
By having our players write in their journals, they have the opportunity to grow in awareness. By expanding their awareness, they can impact their success by simply changing the way they speak to themselves on a daily basis.
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