Leadership in Coaching Part Two: Teaching Fundamentals

written by Ed Fry, Athletic Leadership Instructor, Clemson University

The March installment (part 1) of the three part series, Leadership in Coaching, described the three things always found in successful programs. These are (1) organization, (2) the teaching of fundamentals, and (3) discipline.

In part 1, we discussed writing mission and vision statements, basically beginning with the end in mind. We covered funneling organization down from program goals to season goals, season goals to game goals, and game goals to individual goals. I received great feedback on the organizational tips we provided, everything from the "organizational blueprint" to the "six most important list" and President Reagan's three color folder system. This month's article covers the second aspect of the success formula - the teaching of fundamentals.

"The coach is a teacher first and the subject is fundamentals." - John Wooden

Great coaches are great teachers! Period! They know their material, present it in such a way that their players understand, and can properly execute the fundamentals under pressure. What does a coach need to know about the learning process in order to be an effective teacher of the game? First and foremost, the coach must understand that motivation is the key to learning. Long term motivation is not achieved by gimmicks. True and lasting motivation of athletes, or anyone for that matter, occurs through the coach's daily interaction with his or her athletes. If the coach shows a genuine concern for what is going on in their lives and for their future, the players will respond in a very positive and powerful way.

There are three very important laws of learning which apply to the teaching of athletics:

1. Any physical act must be learned by doing. We sometimes get caught up in talking too much in practice. I didn't realize how much time I was wasting in practice talking instead of having my players doing until I started videotaping practice. Talk less-do more!
2. Use the "whole-part-whole method." Show the entire skill or play in its entirety so that the players will better understand how the parts will fit into the whole once you start breaking things down. Then break the skill or play down into parts and work on them. If the parts improve, the whole improves. Put it all back together again and see what you've got!
3. Repetition! Repetition! Repetition! I once heard a coach say "Repetition may not entertain, but it teaches." If we expect our players to be able to execute under pressure, they must be able to properly perform the fundamentals in their sleep if necessary! The only way to do that is through constant repetition.

Over the years I have seen coaches who embarrass kids when they make a mistake, and subsequently lose the player from a teaching standpoint. There is a right way and a wrong way to correct mistakes. The right way is to:

1. Recognize that a mistake has been made. I know that may sound ridiculous, but I have witnessed time and time again coaches in practice settings who either turn a blind eye to players' mistakes, or don't know the fundamentals well enough to notice that mistakes are being made. Pay attention to detail. What kills more people in Africa, elephants or mosquitoes? That's right; it's the little things that kill you!
2. The player must admit the mistake. In order to correct a mistake, the player must realize that the mistake was made. This doesn't necessarily have to be a verbal acknowledgement, but rather an inner admission that, "Yeah, I messed up and I can do this better."
3. Apply constructive criticism. Use "sandwich psychology." Sandwich the constructive criticism between two positive comments. For example, "Vick, that's the way to step into the shot, but you really need to hold your follow through longer. Do that and you'll be getting your name in the paper a lot this season!"
4. Move on. This is one of the most crucial steps. Don't hold grudges, or continue to harp on something after it has been corrected.

Practice doesn't make perfect. Perfect practice makes perfect. There are so many things the coach has to go over in a relatively short time, it is nearly impossible to cover everything. That's why it is important to remember that it is not what we teach, but rather what we emphasize that counts. Jim Calhoun, Hall of Fame basketball coach, would often instruct coaches to come up with a list of the four or five things that you want your team to do well this year and work on those things.

Do not drill for the sake of drilling. Effective coaches analyze their philosophy of how the game should be played to identify the skills their players must execute to be successful. The skills to be learned then determine the drills to be used. I have developed a list of essential practice guidelines that have served me well over the years, and are adaptable to any team sport:

1. Use your assistants. Teach them what to teach and then let them teach it.
2. Start with drills that will warm them up. Have a cool down activity following practice.
3. Use drills that have a conditioning element. Conditioning should be progressive in intensity.
4. Follow tough drills with easier ones. A drill should not be longer than 5-10 minutes.
5. Make drills competitive, and simulate game conditions as much as possible.
6. Give new material early in the practice session.
7. Use drills that combine fundamentals to save time. Integrate common offenses you will face into defensive drills.
8. Analyze practice afterwards. Video tape helps.
9. Gradually cut down practice time over the course of the season. Early season practices may go 2-2½ hours; late season practices 60-90 minutes. Fresh legs are crucial heading into the playoffs.
10. Correct mistakes from the last game before going on to anything new.
11. Work through a time and score situation every day after the first scrimmage. Have the players and assistant coaches come up with them.
12. End practice on a positive note with a team drill.

I hope that your thoughts have been stimulated by something you have read in this article. Please give me feedback as to whether or not you have found this information helpful. The final installment of the series will look at the importance of discipline in your program. Send correspondence to efry@clemson.edu.

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