Principles and Myths in Teaching and Leadership Development

Sharing Secrets vs. Sharing Apples

• "He who receives an idea from me, receives instruction himself without lessening mine, as he who lights his taper at mine, receives light without darkening mine” - Thomas Jefferson

Sharing Secrets vs. Sharing Apples

Your job is to show up to practice with a smile on your face… My job is to send you home with a smile on your face… Don’t ever allow the pressure of competition to be greater than the pleasure of competition

The struggle of the blind climber Erik Weihenmayer's journey to the top of Everest is a triumph of the human spirit. And though he cannot see, what we see is achingly beautiful. The cinematography is spectacular, and the editing is spot on. Watch this film. It will make you want to achieve things in your own life. It will make you want to take the next air plane to the Himalayas and make your own trek. The world is a better place with men like Erik who overcome all to achieve their goals. And with a film like this, the achievement is so palpable you feel like you can reach out and touch it.

Farther Than the Eye Can See

Six Friends

I have six friends

Who serve me true

Their names are What, Where, Why,

How, When and Who

Deliberate Acts of Leadership Develop Amazing Leaders

Science vs. Traditions

Information, Not Criticism

Principles First, Before Methods

Without ambition one starts nothing. Without work one finishes nothing. The prize will not be sent to you. You have to win it. The man who knows how will always have a job. The man who also knows why will always be his boss. As to methods there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.

Sin ambición uno comienza nada. Sin trabajo uno termina nada. El premio no se enviará a usted. Tienes que ganar. El hombre que sabe cómo siempre tendrá un trabajo. El hombre que también sabe por qué siempre será su jefe. Métodos puede haber un millón y, a continuación, algunos, pero los principios son pocos. El hombre que agarra principios puede seleccionar correctamente sus propios métodos. El hombre que trata de métodos, haciendo caso omiso de principios, va a tener problemas.

Principios primero, antes que los métodos

Facts, not Opinions

OPPORTUNITYISNOWHERE

What is Truer than Truth?

Citius, Altius, Fortius

Are You Practicing for Practice or for Performance?

Learning Research

• The Myth of Learning Styles • http://thinkneuroscience.wordpress.com/2013/04/11/the-myth-of-learning-

styles/ • The Importance of Interleaving • http://www.wired.com/geekdad/2012/01/everything-about-learning/ • Guided Discovery, Implicit and Explicit Learning • The Talent Code • http://thetalentcode.com/2013/04/05/a-quick-glimpse-into-the-future-of-

learning/ • PseudoTeaching – Reach as High as You Can • http://fnoschese.wordpress.com/2011/02/21/pt-pseudoteaching-mit-physics/ • John Wooden – You Haven’t Taught Them if They Haven’t Learned • Atul Gawande

http://www.newyorker.com/reporting/2011/10/03/111003fa_fact_gawande?currentPage=all

• “Leadership, like swimming, cannot be learned by reading about it.” ~ Henry Mintzberg

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Growing the Game Together

Never Be a Child’s Last Coach

BE CONSISTENT

No written word, or spoken plea Can teach your team what they should be Nor all the books on all the shelves It’s what the leader is himself

Wooden on Leadership

Give Them a Love of Your Sport

Create Places to Play

Creating Places to Play

Make Your Sport Easy to Set up

Make Your Sport Very EASY

Inexpensive Divider Nets

Teach What Skill First?

We Teach the Way We were Taught

We Learn by Doing So Make the Kids the Coaches

Increase Your Contacts Per Hour

Never Take a Player’s Performance Personally

Words that Come to Mind When Thinking of Great Teachers

Coaching = Parenting = Teaching

This is a Hammer, not a Switch

“To be sure, we need innovations to expand our knowledge and therapies, whether for CF or childhood lymphoma or heart disease or any of the other countless ways in which the human body fails. But we have not effectively used the abilities science has already given us. And we have not made remotely adequate efforts to change that. When we’ve made a science of performance … thousands of lives have been saved.” Gawande, A. (2008) Better: A Surgeon’s Notes on

Performance

The Rice Effect

• Research http://chronicle.com/blogs/players/new-research-shows-effects-of-verbally-aggressive-conduct-in-coaching/32899?cid=pm&utm_source=pm&utm_medium=en Saturday Nite Live http://www.usatoday.com/story/life/people/2013/04/08/melissa-mccarthy-snl-stumbles-heels-rutgers-mike-rice/2062419/ New York Times – Calm Down Coaches http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1& SafeSport.org - Athletes, Parents, Coaches & Club Directors

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http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&http://www.nytimes.com/2013/04/04/opinion/blow-is-coach-rices-behavior-typical.html?hp&_r=1&

Specificity in Motor Learning

• “Training is specific. The maximum benefits of a training stimulus can only be obtained when it replicates the movements and energy systems involved in the activities of a sport. This principle may suggest that there is no better training than actually performing in the sport. This text maintains that the principle of specificity is the single most pervading factor that influences the improvement of performance from a physiological perspective. Training effects are, in the main, so specific that even minor departures from movement forms, velocities, and intensities result in undesirable training effects. This means that incorrectly designed training activities will have no carry-over value for a particular movement form, and may even have the potential to negatively influence activities.”

• Like we all have learned how to bike ride by riding a bike, playing the game of volleyball teaches players how to play the game of volleyball. There is a program in another team sport, women’s soccer, where at the collegiate level one coach and school has won about two-thirds of all championships in history. The head coach, Anson Dorrance, has some great books out, including the classic, Training Soccer Champions. In two chapters, Anson‘s core statements are: “In the Entire Off-Season, All we do is Play…” and “Conditioning is Homework.”

• A reference back to motor learning science that relates to the importance of both specificity and developing fundamental abilities is found in the IMPACT manual over the last two decades with the following quote by Dr. Richard Schmidt. “Drills and lead-up activities take considerable practice time and do not produce much transfer, so use them sparingly in later practice stages.” AND “It is fruitless to try to train fundamental abilities (e.g. quickness, balance) so concentrate on the fundamental skills instead.”

Fooled by Randomness - Taleb

• Breaks of the Game - Halberstam

• Mindsets – Carol Dweck

• How We Know What Isn’t So- Gilovich

• The Drunkards Walk –

• Thinking Fast and Slow – Khaneman

• Decisions, Decisions – Discover mag 1984

• The Tea Leaves of Sports Talk –

• Stats before Algebra and Calculus….The most important video you will ever see….

Motor Learning Principles and the Superiority of Whole Training in Volleyball

• Random vs. Blocked Practice: The random versus blocked practice methods represent a fundamental paradox regarding athletic performance during training and subsequent performance during competition [29, 30]. Based on performance measurements during practice, blocked activities, in which athletes repeatedly rehearse the same task, result in superior performance during the training session [2, 31]. In comparison, performing tasks and skills in random order decreases skill acquisition during training. Consequently, based on measurement of performance effects during practice, many coaches and players believe that blocked practice is superior to random practice [25]. Such a conclusion however, mistakenly assumes a positive correlation between performance in practice and long-term skill retention [32]. The paradox arises from the fact that blocked practice is in fact very ineffective for transfer of learning to competition as performance improvements measured during practice degrade rapidly, and inefficient because retraining on the same skills will be necessary [29, 31, 33]. Conversely, random practice is both effective, transfer to competition is high, and efficient, skill acquisition is relatively permanent. Indeed, the superiority of random practice has been substantiated for a large number of sports skills including volleyball [34, 35], badminton [36, 37], baseball [38, 39], basketball [40], tennis [41], and soccer [42], and its utility and training applications thoroughly reviewed by Schmidt and Lee [2]. Finally, scientific research into the neurological reasons for this superiority have revealed that variable activities increase and strengthen the brain connections that are responsible for learning motor skills whereas simply repeating the same activities exerts no measurable effect on these brain connections [43-45]2.

The MOST Important Skills Reading & Learning

Developing IMPLICT Behaviors and Vision

• The neuronal explanation for these effects are perhaps best exemplified by our own observations Bain and McGown), of inexperienced coaches training novice players where the instructor(s) become frustrated by the performance variability and lack of successful repetitions of new learners. As a consequence, these inexperienced coaches limit or abandon whole teaching methods for part, and random practice for blocked. Unfortunately, this course of action deprives the learner of the environmental variability and sensory inputs that are essential for the formation of motor maps and implicit behaviors, which are ultimately reflected in the acquisition of functional skills and expert performance [13, 18, 19, 29, 65]. In total, the evidence on this topic is clear; drawing distinctions between training methods based on age or ability is a coaching practice that has no foundation in either motor learning science or in the application of motor learning principles.

Decision Making Through Multiple Sports

A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects." -- Lazarus Long (Robert Heinlein)

Competitive Cauldron – Meritocracy

Know Your Sport’s Canyons to Bridge

• What Percent of the Game is Mental? How much time do you practice/train it?

• How many times does a coach contact the ball in practice? ? How many times in a match?

• How much time in practice do you use the net? How much time in a match?

• The Myths of my sport….

• What are yours?

It is What it is… The authority of those who teach is often

an obstacle to those who wish to learn. Cicero 75 B.C.

I see no hope for the future of our people if they are dependent on frivolous youth of today, for certainly all youth are reckless beyond words... When I was young, we were taught to be discrete and respectful of elders, but the present youth are exceedingly wise [disrespectful] and impatient of restraint.

La autoridad de los que enseñan es a menudo un obstáculo para aquellos que deseen aprender. Cicerón 75 a.c. Veo que hay esperanza para el futuro de nuestro pueblo si son dependientes de frívolos jóvenes de hoy, desde luego, todos los jóvenes son temerarias más allá de palabras... Cuando era joven, nos enseñaron a ser discreto y respetuoso de los ancianos, pero los jóvenes presentes son extremadamente prudentes [irrespetuoso] y impaciente de moderación. -Hesíodo, del siglo VIII a. C.

Be humble, for you are made of the earth

Be noble, for you are made of the stars.

-- Serbian proverb

The IMPACT of Coaches I have come to the frightening conclusion

I am the decisive element on the court. It is my personal approach that creates the climate.

It is my daily mood that makes the weather. As a coach, I possess tremendous power

to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal.

In all situations it is my response that decides whether a crisis will be escalated or de-escalated

and a child humanized or dehumanized. ---an adaptation of Haim Ginott

It’s not so much what you say As the manner in which you say it

It’s not so much the language you use As the tone in which you convey it.

“Come here!” I sharply said, And the child cowered and wept.

“Come here,” I said He looked and smiled

And straight to my lap he crept. Words may be mild and fair

But the tone pierces like a dart; Words may be soft as the summer air

But the tone may break my heart. For words come from the mind

Grow by study and art But tone leaps from the inner self, Revealing the state of the heart.

Whether you know it or not, Whether you mean or care,

Gentleness, kindness, love and hate, Envy, anger are there.

When, would you quarrels avoid; And peace and love rejoice?

Keep anger not only out of your words Keep it out of your voice. -- Author Unknown

Tone of Voice

How Long Will You Play? 4x My Life vs. This Year

Why do Kids Quit Your Sport?

What Do You Coach?

Why Did John Choose Ski Racing?

Positive Error to Perfection Training

LTAD = Keeping as Many Players Involved as Long as Possible

Creating a Culture of PLAY

We have gone a world of kids watching and learning from parents, to parents watching kids and kids watching TV and games....I am a perplexed biologist….

Who is This?

How Did You Learn to Ride a Bike

Why 9 Olympians From a Club of 125 kids?

Mo’ Coachin’ Tips

• 6-0 vs 0-6 Coaching • Finite Markov Chains • Regression to the Mean • Stats for Parents • Competitive Cauldron • Consequences vs. Winners Stay On • Deliberate Practice/Talent Code – Your Handwriting

• Provide an Environment where Parents Thrive

Variance and Variabilty Michael Phelps Putt…

Better the Ball

Flat Coach, VB Rubber Ducks Hollywood & Glow Stars

Why Street Sports?

A Gym is a Classroom to Teach Performing Arts

That Which You Teach, You Learn

How many of your 14’s are Coaching the 11 & Unders?

What Should Make for Coaches to Run Lines too?

Affiliation, Competency & Influence Needs

Relentlessly Positive

Mistakes are Simply Opportunities to Teach

A Coach Wears Many Hats

• Biomechanics

• Business and Finance

• Doping/Supplements

• Ethics

• Growth and Development

• Leadership

• Long Term Athlete Development

• Sports Medicine

• Mentoring

• Nutrition

• Olympic Preparation

• Parents

• Pedagogy

• Performance Technology

• Physiology

• Psychology

• Planning and Periodization

• Safety/Risk Management

• Strength and Conditioning

• Team Management and Administration

• How to put research into practice

• Competency evaluations

• Capturing athlete feedback

• The Paralympic piece

• Transitioning from playing to coaching

• Critical thinking

• Decision-making

• Culture of coaching in the US

Technique vs. Reading Errors

Don’t Say Don’t….or Try…or But…or Can’t…

Mastery Over Outcome

These aren’t Your Normal 14 Year Olds –Radar Guns

Use Pattern Interruption

INTENT over Outcome

Speed First / Accuracy Second

Primum Non Nocore

Empowered Players and Naps

Coach for People, Not Points

Proactive Mission Statement On the Wall

GTGT News Submissions Welcome

I don’t think boredom is a particularly strong developmental element…“

- Jurgen Klinnsman

US Soccer Head Coach

Free/Low Cost Apps

Scoreboards Chalkboards KeepVid Kinovea TacticView Coaches Eye Ubersense Pocket Radar Video Delay Mirror TIVO units USOC

1/2/3/4 Per Side Focus

Sport Coloring Book

www.teamusa.org/USA-Volleyball/Grassroots/ Grow-The-Game-Blog.aspx

Free Resource CDs

Sport Development

Sport Development

Mothers Day/Fathers Day Events?

Touching Builds Cohesion

• Dallas 285 vs Miami 110

• Training to touch a teammates hand after an error

• ASU High Fives

• Trouble Tree

• Army Recruiting Study

• Balance War

Promote Special Olympic Sports

Collaboration & Coopatition

Golden Rule for Officials

Men Battle to Bond Women Bond to Battle

"With the men, so much of it is getting through the ego, getting to the core where they are willing to be vulnerable enough to admit they need to make changes," he says. "With the women, there is a lot of fear and insecurity, so it's more about validating and helping people build trust so they feel like they belong out there.“ – Hugh McCutcheon, USA Gold 08

He Tries Stuff…

Give Back to Those Who Serve

Winning & Losing are Temporary Friendships Last Forever

Give to Get

Contact John at John.kessel@usav.org