Nothing Measured,Nothing Changed,Nothing Gained

Doug Garner, M.S., M.Ed.Head Coach, University of Texas Arlington

Commissioner, NWBA Junior DivisionIWBF International Classifier

5 athletes come to your program and want to participate. All different ages.Suzie (8) has an outgoing personality but has less than average strength.John (12) is a high level spinal cord injury with limited functional capacity but is very

motivated.Kim (10)is shy, has no confidence and not sure she really wants to be there.Gary (12) has it all but doesn’t really like sports, his parents want him more active.Ben (13) has most of what he needs but he has been pampered most of his life and

doesn’t have a good work ethic.Suzie doesn’t like Kim.Kim moves slowly and Suzie is hyper all of the time.John listens and follows directions and Gary is in “la la land” a lot of the time.

And we, as coaches, are expected to turn these very different children into champions? Two hours, one or two days a week – at a time.

Focus: LTAD – Long Term Athlete Development

A process of measurement About collecting quantitative information Conducted to improve educational programs

(highlight the good in improvement) A way to demonstrate program effectiveness Does NOT take the place of teaching

Focused:a) On student learning and development outcomes b) On what is workingc) On key aspects of improvement and development

Ultimately – what is ROE – Return on Effectiveness – healthier, active, happy participants? Wins? College Scholarship

Opportunities?

Communication tool used to align people and goals - Help Coaches identify areas of improvement (or need for improvement) for the program and provides information leading to program change and personal advancement

Shows program developers the actual impact the program has on students Engagement - Provides parents with evidence of the value a program has for

their child – Parents want results – this helps you help them align with you to measure results and maintain focus on LTAD –Long term athlete development

Athlete Motivation – Helps set goals and gives the athlete evidence of personal development and the outcome value of their time, efforts and energy

Meets annual program reporting and program review requirements Addresses accrediting agency program evaluation requirements May apply to other funding or regulatory agencies requirements Optimize and accelerate results and performance - Value-added assessment

gives coaches a powerful diagnostic tool for measuring the effect of pedagogy, curricula and professional development on academic achievement

“When you turn over rocks and look at all the squiggly things, you can either put the rock down, or you can say, ‘my job is to turn over rocks and look at the squiggly things,’ even if what you see can scare the hell out of you.”

Fred Purdue, Sr. VP at Pitney Bowes as quoted in Good to Great

General Fitness: Strength, Power, Endurance, Range of Motion, balance and core stability

Sport Specific Fitness: Speed, Agility, Power, Endurance Knowledge of the Game: Knowledge, Comprehension,

Application, Analysis, Synthesis, Evaluation (Cognitive Domain)

Sport Specific Skills (Individual): Shooting (various), Passing accuracy, ball handling, Agility (Psychomotor Domain), Communication (Affective Domain)

Sport Specific Applications (Small Group): Picking, Numerical Advantage Success,

Sport Specific Applications (Team/Large Group): Rebounding, defensive stops, team scoring,

Other Program Objectives

SHOOTINGEnvironment: Practice Shooting (Open set)? Game Shooting (Closed set?), range, Physical Factors: rest, range of motion/flexibility, energy level, strength (skill specific

strength)

Psychomotor Factors: Technique, Functional Ability (disability specific factors affection function), handedness, type of shot (lay up? Free throw?)

Cognitive Factors: Do they know: Hand position on ball? Elbow Position? BEEF? Court Placement? Timing? Arc? Release?

***Affective Factors: Confidence? How do they take instruction? What is motivation for working on shooting? Relationships on/off court? Self-efficacy? Do they have a girlfriend/boyfriend? Relationship with Parents?

KNOW YOUR ATHLETES. LISTEN ON AND OFF THE COURT TO COMBINE SUBJECTIVE DATE WITH OBJECTIVE MEASUREMENT.

Athlete and coach decide that one goal for the athlete will be to be a more consistent shooter for next season. (Stage One Goal – now break it down)

What is next?Consistency in Practice? How does Practice Shooting transfer

over to Game Shooting? 60% vs. 80%? Open skill set vs. closed skill set transfer – eliminate variables.

1st Step Goal: Demonstrate 75% shooting effectiveness in practices. Spot Shot measurement 1 X week for 4 weeks, then monthly – to be measured End of practices?

Design shooting drills to expand number of shots in practices – 1. Open set drills ONLY!, 2. Add Additional variables – time?

Range? Defender? 3. Add game like situations – 2 on 2?

For what purpose – Goal? Ex: Be able to chair stop anyone on our Team (Combination speed AND agility!)

Speed: What is it? Acceleration, Deceleration, Lateral Movement Peer Speed? (classification/experience – Team USA? Past teams?) – Functional Speed

Developing Speed? Strength - Push/Recovery (pull)? Technique?Optimizing function/Seating position/know yourselfBreak it down – what are we really talking about here? Power

Push?Measure: Hand Speed? Baseline to FT? Lane Lines? Strength? Beginning of practice vs. end of practice (muscular endurance)?

Interns Most of your work is done outside of practice Measurement doesn’t change behavior, consequences change

behavior. Use visuals to demonstrate results – charts, notes, locker room signs. Measurement facilitates reinforcement

Athlete involvement – Everyone fills out shooting charts Clock in Gym – 23 Minute shooting/5 minute shooting w/chart Parent Involvement: Home reports on behavior? Affective Behavior: Teacher reports? Eye Contact? Focus Drills that help all: EX: Communication – talking drills It all comes back to: LTAD – Long Term Athlete Development