Author: Vernon Gambetta
Thinking
Yesterday while browsing through the new books section at the library a little book caught my eye. I looked it and read the dust jacket and then put it back on the shelf dismissing it as another feel good self-help book. But something drew me back to it so I took it off the shelf and sat and read the introduction and I was hooked, I finished the book in one sitting. This is a book about thinking plain and simple. The author P.M. Forni, who is a professor at Johns Hopkins, makes a strong case for taking some time each day to shut out the technology and distractions and just take time to think. This really resonated with me. It made think how about how easy it is to caught up in all the hustle and bustle and lose sight of what counts. There is nothing complicated about this book, the thoughts are straightforward and thought provoking, it will make you take time to stop and think.
Now What?
You found a new exercise or drill – now what are you going to do with it? It looked great on You Tube. Should you put it into your program? Lets see. The first question you need to ask yourself is, do you have a program, a system? No, I am not being sarcastic, but if you have a program you should have a criteria for evaluating new exercises. I have a system that has evolved over my 43 years of coaching. I constantly look for better methods, new ideas and approaches but those must fit into the system. I have found out the hard way that wildly grabbing exercises or drills does not work. In fact it is a formula for failure. It is actually pretty simple ask yourself the following: What is it? Why is it better than something you are already doing? How will you do it? When will in fit in the program? Who is it designed for? Once you answer all those questions then and only then should you put it in your toolbox. Here are some other thoughts to consider. Just because it worked last year does not mean it will work this year. Athletes grow literally and figuratively. Conversely it may not have worked before, but now circumstances are different so it may work now. Training age has advanced and now they will be able to thrive on it. Have a system and apply the system. Constantly evaluate – that is the characteristic of a good system
Learning
Learning sustains me. I love to learn. I am always trying to learn new things and better understand old things. To me this is what makes each day exciting. From the time I was a kid I always wanted to know why. I am always learning so I can find a better way and to find out why things that I have done worked or did not work. Are you learning? How are you learning? Do you read? Do your practice? Do you have a plan, a direction for your learning? How do you apply what you learn?
More than a workout
Anyone can write out a training session. Pick some exercises or drills, write them down, email them to the athlete, post them on a bulletin board write them on a white board and turn them loose to train. WRONG! No, now the work begins. Now you coach. Now you the coach through your coaching to make the words and numbers come alive. You turn those exercises and drills on paper into action. Coaching means that you actually coach not just write workouts, you teach, you motivate, you correct, you discipline. You must be totally involved if you want the athlete committed. Anyone can hold a clipboard, blow a whistle or call out times, but are you coaching? Coaching is hands on, total involvement focused on the athlete. It's not looking at numbers on an iPad or some monitoring device, it is watching the athlete, correcting, directing and encouraging so the work is turned into results.
Corrective Exercise: When the Cure Becomes the Cause
In sport today there is an inordinate emphasis on corrective exercise designed to address supposed movement dysfunctions discovered during non-functional assessments that are looking for limitations and dysfunctions. I find it ironic that despite this emphasis on corrective exercises designed to prevent injuries, preventable injuries are off the scale. Why is that? The answer is quite simple. Instead of doing a sound comprehensive training program the athletes are doing corrective exercise that are done in a sterile controlled environment in unusual positions designed to address contrived movement dysfunctions. It does not work, jut look at the results. I am quite pragmatic; the proof is in the pudding. 98% of the supposed dysfunctions can and should be addressed by a sound comprehensive training program that is designed to address individual differences. So-called corrective exercises must be transparent part of the comprehensive training program. I emphasize that a comprehensive training program must address individual differences and prepare for the demands of the sport. There is rarely any need to have a separate corrective exercise program that supplants normal training. In most cases the athlete is expected to still practice their sport and compete. There is only so much time and energy, so put that time and energy into training that prepares for the rigors of competition not into contrived movements designed to prevent injuries that should never happen.
The Youth Sport Business
As the old prospector said: There gold in them thar hills, real gold, it’s called kids playing sports. The business of youth sports is the 800-pound gorilla in the room that is never talked about. Do the math – a soccer club with 1,000 members that charges $500.00 per player is not unusual. So the directors of these clubs have a vested interest in playing more games or matches. AAU Basketball is big time business with shoe contracts and huge travel budgets. They are all selling the pot of gold at the end of the rainbow. They are feeding the parent’s fantasy. Telling parents that that if little Johnny plays for them and takes extra lessons at $50.00 a session (After all we know you need 10,000 hours to make it to the NFL or NBA) Johnny will be the next Lionel Messi or Tim Tebow. I am not against free enterprise, we all have to make a living, but this does feel quite right. It is adults using kids for financial gain. Folks this is no longer a bake sale operation. The “coaches” make much more that the average high school coach or teacher and they are really not accountable to anyone. They are killing high school sports. This might be the root of the whole problem. I know I am old school, but I would like to see sports for kids back in the elementary, middle and high schools with trained teachers as coaches. I know that with all the financial restraints in education that this would difficult, if not impossible, but we have to find a way. Sports are part of the education process; they are an outgrowth of physical education that is physical and educational. There is more to youth sport than preparing to for a scholarship. There are lessons of teamwork, fair play, learning to lose and win with grace that must be part of the process. I don’t see much of this in the club sport phenomenon that exists today. Let’s bring some sanity to all this and let the kids be kids and save the parents money so they can take a family vacation and sit around the dinner table and have a conversation with the family meal. Old school values, I hope not.
Dimensions of Communication
As I mentioned in an earlier post communication is the key to effective coaching. In order to communicate effectively it is imperative to be aware and use all the dimensions of communication. Those dimensions are: Sending and Receiving – Listen more and talk less. Listen to what is actually meant, rather than what is said. Verbal and Non Verbal – The great majority of what we communicate is non-verbal. Content and Emotion – It is the substance of the message that determines the impact of the message, how you feel about it. To understand what must be communicated – To give information: Find out what they need to know. To get information: Ask what it is you need to know. Over the years I have learned that it is not what you know, but how you communicate what you know and the behavior that you want that determines your effectiveness as a coach. In that vain keep in mind that: Coaches tend to be good at: 1) Sending 2) Verbal 3) Content Coaches tend to be poor at: 1) Receiving 2) Non verbal 3) Emotion Communication also consists of: 1) Observing 2) Touching 3) Just being there. Know your communication strengths and weaknesses and constantly work to improve your communication skills and you will be a better coach.
Innovation & Change
"Flexible thinking, lateral thinking, openness to new ideas, and a willingness to experiment, should be in all our minds. Change seems to be the only constant in life, so we ought to try to make ourselves and the things we come in contact with change for the better." Dave Hemery 1968 Olympic champion in the 400m hurdles. To be successful as a coach requires lateral thinking and the flexibility to be able to adapt training to changing demands. Good coaches are constantly experimenting, fine tuning and prototyping. There is a clear choice between: INNOVATION – This requires risk taking which oftentimes does not result in short term gain IMITATION – This is very comfortable, it may yield short-term gain, but will produce long term stagnation. Coaches who are open and willing to innovate as needed will produce adpatable athletes who can thrive in the competition arena.