THOUGHTS ON HABITS VIA TIM ELMORE

Below are some wonderful thoughts to remember as we work with young people via Tim Elmore.  If you aren't reading Tim's books or signed up for his email blogs you are missing out on one of the best resources available today as we teach and coach millennials. In fact, since being introduced to Tim's materials by Georgia head coach Joni Taylor this past summer, he has become the most important resource I've had this season -- an absolute must if you are a coach, a teacher or parent.

As you work with students to build a healthy lifestyle, remember these truths:

1. Human beings are, indeed, creatures of habit.

2. Habits become addictions as they enable us to cope with life.

3. We often trade one habit for another as we attempt to quit bad ones.

4. We must help youth strive to replace bad habits with good ones.

5. Teens often don’t end bad habits until they feel the consequences of them.

6. One secret to maturity is to live free from the bondage of an addiction.

7. Healthy leadership begins with self-leadership. I must lead “me” first.

THE LEADERSHIP PLAYBOOK

Anytime we can pass along a resource that could be valuable to you or your team we do so.  Such is the case with "The Leadership Playbook" by Jamy Bechler.  It's one of those few books that would be beneficial to a coach as well as a player to read.  A big component to teaching is story telling and Jamy shares so many great stories to help get important points across to your team.  Don Meyer says "Your example isn't the main thing -- it's the only thing."  And Jamy has so many examples in this book that can relate to so many different areas to your players.

Each chapter also starts out with several motivational quotes -- something we are always looking for to help us paint a picture for our players.

Jamy has done his homework as well including this passage on Kwahi Leonard of San Antonio:

During the 2015-16 season, Kwahi Leonard shot 44.3% from the three-point arc.  Only J.J. Redick and Steph Curry shot better.  Considering that Leonard was First-Team All-NBA, that hardly seemed strange.  However, a few years earlier he had been a very poor shooter.  I his two years at San Diego State University, he shot 20.5% and 29.1% from the three-point arc.  It is a testament to Leonard's coachability and work ethic that we was willing to honestly evaluate his game and his goals.

There are so many of these types of stories that can help motivate a player.  We have used several with our team already.

TONY DUNGY ON THE 7 E'S OF MENTORING

"The Mentor Leader" by Tony Dungy is an incredible book that will benefit any coach of any sport on any level. In fact, the book transcends coaching. But in regard to the world of athletics, it is a great book for a head coach looking to mentor assistant coaches and players as well as for assistant coaches looking to mentor players.

ENGAGE

"Teamwork doesn't tolerate the inconvenience of distance."

-Author Unknown

I believe it is critical for mentor leaders to engage with those they lead. It's impossible to mentor from a distance. Without engagement, you cannot lead effectively. You cannot mentor with empathy. You cannot inspire people to new heights and lift them to a better place in their lives. If you do not engage with those you serve, you will never understand them or know enough about them to be able to have a positive effect in their lives.

EDUCATE

"Good teachers help every student earn an A."

-Wilbur Dungy

Education is an essential building block of mentor leadership. Workers who are new to a task cannot be empowered and elevated until they've been educated in what to to. First things first.

EQUIP

"Our job as a coaching staff is to show you what to do and how to do it. Your job as players is to do it consistently."

-Chuck Noll

Mentor leaders create an environment in which others can be productive and excel. They set the parameters and guidelines for the task, project and continually recast the vision, and then provide the tools and equipment needed for everyone to be successful in their assignment and to ultimately accomplish their mission. In essence, they strive to furnish what is needed for the task -- physically, mentally, emotionally, and spiritually -- and to accomplish the mission.

ENCOURAGE

"Correction does much, but encouragement does more."

-Goethe

Encouragement is the fuel that powers our efforts to engage, educate, and equip. Nothing does more to lubricate the rough spots than a good dose of encouragement. Mentor leaders care. Mentor leaders lift others up. Mentor leaders encourage.

EMPOWER

"As we look ahead...leaders will be those who empower others."

-Bill Gates

Once the people you lead are ready, it's time to turn them loose. But not before they're ready. As a mentor leader, you have a responsibility to engage, educate, equip, and encourage them first -- and at every appropriate point thereafter, as well. You can't just walk in and empower them. If they're not ready, you're only setting them up to fail.

ENERGIZE

"Without inspiration, the best powers of the mind are dormant. There is a tinder in us which needs to be quickened with sparks."

-Johann Gottfried Von Herder

Great leaders energize and inspire those they lead. Even as they face their own daily struggles and stresses, mentor leaders look for ways to energize and motivate the people around them.

ELEVATE

"Teamwork: Simply state, it is less me and more we."

-Author Unknown

Many leaders struggle with this essential concept. Elevating is difficult. It seems paradoxical to elevate someone who might end up taking your place. But raising up leaders is the truly self-less goal of every mentor leader, the culmination of focusing on others. To elevate your followers means to help them reach their God-given potential, even it means preparing them to replace you. It may also mean that you prepare them to leave your organization for better opportunities elsewhere -- perhaps even with your competitors.

THE ADVANTAGES OF A LEADERSHIP COUNCIL

If you ever heard Coach Don Meyer speak, he would at some point ask you, “who’s running your locker room?”  It is in incredibly important question.  While coaches have an opportunity to lead their team during practice sessions, team meetings and games, it is all the time away from the coaches where leadership is most valuable.  I learned this at LSU while coaching Temeka Johnson who did an amazing job of leading our team the 21 hours out of the day when we weren’t around them.  

The locker room, or anyplace away from the court and the coaches, can be a place to strengthen and secure your culture, or it can be a toxic area that create cancers within your team. They key is being able to find the right team members, educating them on leadership, and then giving them a venue to which they positively effect their teammates.

We are not talking about "captains" necessarily.  As Coach Meyer would also point out, "you can pick captains, but you can't pick leaders."

Coach Mike Krzyzewski says, “The single most important ingredient after you get the talent is internal leadership. It’s not the coaches’ as much as one single person or people on the team who set higher standards than that team would normally set itself.”

The key is getting the players to buy in to the culture and philosophy that you as a staff feel is essential for growth and success.  To do that, you need to create at atmosphere of ownership for the players.  As Tom Izzo says: “A player-coached team is always better than a coach-coached team.”

One of my staff responsibilities at Texas A&M is to head up our “Leadership Council.”  It is a group of our student-athletes that meet weekly to discuss the elements of leadership and how we can best apply them to improving our team.  Often we spend time working on basketball skills as coaches — shooting, passing, dribbling and rebounding — but not leadership.  I often hear coaches talk about how they lack leadership on their team and I always respond, “are you teaching it?”

I got the idea of having a Leadership Council watching and studying how Nick Saban, then the head football coach at LSU, created one and utilized in his program.  I'm a big believer that leadership is a best executed with a group of core leaders as opposed to a single person.

This biggest part of our Leadership Council is not me preaching but me listening a lot.  We have six members this year on our council and my number one goal is to create ownership of our culture with our team.  It’s their vehicle…they have the keys…now where and how are we going to drive it.  Their voice, thoughts and ideas are critical to developing successful leaders — not just for our basketball team but for later in life.

Our objectives with the council include:

#1 To develop and improve upon our leadership as individuals.

#2 To create a leadership culture that will positively impact our team.

“Leadership isn’t a difference maker, it’s THE difference maker.” -Urban Meyer

Last year’s council included Taylor Cooper, Alyssa Michalke, Curtyce Knox, Jasmine Lumpkin, Anriel Howard and Danni Williams.

And our council last year was been outstanding.  The previous year we had lost three starters — all who spent some time in the WNBA.  We lost the SEC 6th Person Player of the Year and our top post player off the bench.  Coaches and sportswriters alike pegged us to finish in the lower half of the SEC.  Terms like “rebuilding” were used often.  Yet there we were finishing in the top half of the SEC, winning two games in the SEC tournament, owner of 21 regular season victories and a dance ticket to the NCAA Tournament.

And a big reason had to be the job our council has done in communicating with our team and providing a great example.  The season can be a grind and the response of a team to the difficulty and adversity that is face is essential.  We talk about making sure that our leadership council wins the locker room.  The leadership is magnified significantly AWAY from practices and games.

We meet weekly in our conference room with the letters “Leadership Council” above us.  In the past, we have had individual photos of each member of the council.  This year, we exchanged that for a team photo with the quote “Life’s most urgent question is what are you doing for others,” by Dr. Martin Luther King.

Learning to lead is not an easy thing to do.  It takes time and understanding of what goes into it.  The reason most reject opportunities to lead is because of the great responsibility that comes with it.

We tell them to follow the words of Jim Rohn: “Don’t wish it was easier, wish you were better.  Don’t wish for less problems, wish for more skills.  Don’t wish for less challenge, wish for more wisdom.”

The first thing we do each year is create a Mission Statement.  This year our council came up with the following:

By serving selflessly as leaders, setting an example worth following, and establishing a positive culture, we will develop strong, confident leaders capable of overcoming adversity and challenges in pursuit of their goals.

One of the things we do each we is discuss passages from “The Daily Reader” by John Maxwell.  I am always blown away with each our student-athletes and what they bring away from the daily reading that they choose to share.

Last year we asked our council to then go into detail about how we can put our mission statement to work and, lead by Alyssa, they came up with the following:

Serving Selflessly as Leaders

◄Listen and understand the needs of our teammates

◄Provide mentorship and guidance to underclassmen and new-comers

◄Praise our teammates in public, while saving criticism for private conversations

◄Always put others first, no matter the situation

◄Setting an Example Worth Following

◄Have a positive attitude at all times

◄Body language, tone, execution during practice, etc.

Take coaching and criticism well

◄Use it as an opportunity to grow and develop into a better person and player, not a chance to talk back to a coach or teammate

◄Exhibit a strong desire to improve with every rep, every drill, every practice

◄Encourage and support our teammates who are facing adversity

◄Behave appropriately, respectfully, and maturely at all times, including road trips, study hall, team dinners, etc.

◄Be respectful and appreciative to those people serving us (managers, practice players, coaches, waiters, staff, etc.)

◄Be a quiet professional, but know when to speak up to make a point

Establishing a Positive Culture

◄Hold each other accountable to high standards, knowing that our example and our choices carry considerable weight

◄Call each other out when we’re not practicing well, when we miss a team function (weights, study hall)

◄Challenge and push each other to become better individuals first, better athletes second

◄Be firm, fair, and consistent, both when praising and holding our teammates accountable

◄Don’t encourage, tolerate, enable, or cause behavior that is detrimental to our team

Developing Strong, Confident Leaders

◄Challenge others to step outside their comfort zone in pursuit of personal development and improvement

◄Set an example of strength, confidence, and maturity when faced with challenges

◄Provide opportunities for others to showcase their strengths and abilities

◄Of course, as in the game of basketball itself, game plans are important but they are insignificant if not followed by execution.

What an amazing document!  I’m proud of them for their vision but more importantly for their effort they’ve put forth in executing that vision and then following through with their execution.

Thank you Leadership Council for a job well done — and more importantly, leaving a legacy for this year's group.

In the words of Mahatma Gandhi: “The best way to find yourself is to lose yourself in the service of others.”

WHAT IS YOUR PLAN FOR A GREAT START TO PRACTICE

We just read a fascinating article from Dr. Rob Bell on the importance of the start of practice.  You can read his entire article here.  He even sites thoughts from coaches such as Jim Mora and Tom Coughlin.

There is certainly an art to this and it needs to be calculated first by the staff and then by the leadership of your team.  We talk to our team about having a “game day mentality” for practice.  Make sure you come mentally and emotionally read to maximize the day’s workout.  For us, there are a couple of things we utilize such as pre-practice, emphasis of the day and practice goal cards and you can read about of these here.

Dr. Bell talks about a “re-connect” with coach and player each day to start.  One of the best examples I’ve seen of this is Sherri Coale.  While coaching at LSU I took the opportunity to watch Coach Coale and her Oklahoma team practice one summer in preparation for a European trip.  Each practice the players would come out and shoot and stretch.  I observed Coach Coale make physical and emotional contact with every single player before they huddled up to begin.  It might be a high-five, a grab of the arm or a slap on the back but it would be followed by a brief conversation and almost always a smile on the face of the player. Practices at OU started with great energy.

As Dr. Bell writes:

Arriving to practice should involve an emotional and team-oriented approach. Dynamic stretching, warming-up, and bonding between the players and the coaches are all part of arriving both mentally and physically. The arrival period of practice is also the best time for a coach to re-connect with players and get a sense of “what’s going on.”

Arriving early and establishing that expectation helps tremendously with the starting of practice.

Next, how do you emphasize the starting of practice. This is the time that you expect your team to be focused and dialed in. If the arrival has been taken care of, chances are the start will be effective as well.

BILL BELICHICK: 5 RULES OF EXCEPTIONAL LEADERSHIP

The following comes from an outstanding article on Bill Belichick written by Suzy Welch for CNBC.com.  It’s a detailed article on some Belichick’s philosophy regarding leadership and his team.  It also includes a 16-minute video interview.  You can, and should check out the entire piece here.  Quickly, here are his five rules of exceptional leadership.

1. Leadership means building a team that's exhaustively prepared, but able to adjust in an instant

"The only sign we have in the locker room is from 'The Art of War.' 'Every battle is won before it is fought,'" says Belichick, who started breaking down films of opposing teams when he was 7 years old and hanging out with his dad, Steve, an assistant coach at Annapolis.

"You [have to] know what the opponents can do, what their strengths and weaknesses are ... [and] what to do in every situation," he says.

2. Leadership means having the discipline to deploy your "dependables"

You know your star performers? The ones who can dazzle and amaze, except when they don't? They're definitely appealing, Belichick admits.

But over the years, he's learned they're not his type. He'd rather stick with his tried-and-true people — call them his "dependables."

"There have been times when I've put too much responsibility on people. ... They might have been the most talented, or the people you hoped would do the right or best thing, and they didn't come through," Belichick says.

3. Leadership means being the boss

Belichick says this principle first came to him when he was just 23, addressing the Colts as a special teams coach. Two players, one of them a talented starter, spent the beginning of the meeting giggling and chatting. Inside, Belichick recalls, he was seething: "I'm not afraid of these guys. It's either [them] or me. We can't run a team like this."

Finally, he let loose. "Look, either you shut up or you get out of here. That's it."

4. Leadership means caring about everything going on in the lives of your people

Maybe the previous rule would make you think otherwise, but Belichick strongly believes you must see your team not just as players, per se, but as people who have full, three-dimensional, and often messy lives.

"There are a lot of things that affect what happens on the field that occur off the field," he says. Players "have wives and girlfriends. And they have babies. And they have personal situations. They have parents that are sick. All of it runs in together."

5. Leadership means never resting on your laurels

Ask Belichick if he's still celebrating the stunning come-from-behind Super Bowl victory in February and you get another "You're killing me here" look.

"We're onto 2017. No one cares about 2016 anymore," he says. "You can't look back. We don't talk about last year. We don't talk about next week. We talk about today, and we talk about the next game. That's all we can really control."

THE LAST DAY BEFORE CHRISTMAS

This will be our last post until following Christmas -- and has become a tradition at Hoopthoughts. We come off of Christmas with three games in fives days so the next few days I will be breaking down tape and squeezing in some Christmas shopping. Below is a motivational passout that Coach Dale Brown would mail out each Christmas. It speaks to our ability to teach...not teaching subjects (or plays)...but teaching students (and players) -- and there is a big difference. Enjoy and may you all have a wonderful holiday season!
 

When Tony Campolo was in Chattanooga last week to speak at the annual “Gathering of Men” breakfast, the noted sociologist told a story that begs to be repeated, especially on this day:

It seems that there was a lady named Jean Thompson and when she stood in front of her fifth-grade class on the very first day of school in the fall, she told the children a lie.

Like most teachers, she looked at her pupils and said that she loved them all the same, that she would treat them all alike. And that was impossible because there in front of her, slumped in his seat on the third row, was a boy named Teddy Stoddard.

Mrs. Thompson had watched Teddy the year before and noticed he didn’t play well with other children, that his clothes were unkept and that he constantly needed a bath. Add to it the fact Teddy was unpleasant.

It got to the point during the first few months that she would actually take delight in marking his papers with a broad red pen, making bold ‘X’s and then marking the ‘F’ at the top of the paper biggest of all.

Because Teddy was a sullen little boy, nobody else seemed to enjoy him, either.

Now at the school where Mrs. Thompson taught, she was required to review each child’s records and--because of things--put Teddy’s off until last. But when she opened his file, she was in for a surprise.

His first-grade teacher had written, “Teddy is a bright, inquisitive child with a ready laugh. He does work neatly and has good manners … he is a joy to be around.”

His second-grade teacher wrote, “Teddy is an excellent student and is well-liked by his classmates--but he is troubled because his mother has a terminal illness and life at home must be a struggle.”

The third-grade teacher wrote, “Teddy continues to work hard but his mother’s death has been hard on him. He tries to do his best but his father doesn’t show much interest in school. He doesn’t have many friends and sometimes sleeps in class. His is tardy and could become a problem.”

By now Mrs. Thompson realized the problem but Christmas was coming fast.

It was all she could do, with the school play and all, until the day before the holidays began and she was suddenly forced to focus on Teddy Stoddard on that last day before the vacation would begin.

Her children brought her presents, all in gay ribbon and bright paper, except for Teddy’s, which was clumsily wrapped in heavy, brown paper of scissored grocery bag. Mrs. Thompson took pains to open it in the middle of the other presents and some of the children started to laugh when she found a rhinestone bracelet, with some of the stones missing, and a bottle that was one-quarter full of cologne.

But she stifled the laughter when she exclaimed how pretty the bracelet was, putting it on, and she dabbed some of the perfume behind the other wrist.

At the end of the day, as the other children joyously raced from the room, Teddy Stoddard stayed behind, just long enough to say, “Mrs. Thompson, today you smelled just like my mom used to.”

As soon as Teddy left, Mrs. Thompson knelt at her desk and there, after the last day of school before Christmas, she cried for at least an hour.

And, on that very day, she quit teaching reading and writing and spelling. Instead she began to teach children. And Jean Thompson paid particular attention to one they all called Teddy.

As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded and, on days that there would be an important test, Mrs. Thompson would remember the cologne.

By the end of the year he had become one of the smartest children in the class and … well, he had also become the “pet” of the teacher who had once vowed to love all of her children exactly the same.

A year later she found a note under her door, from Teddy, telling her that of all the teachers he’d had in elementary school, she was his favorite.

Six years went by before she got another note from Teddy. And then he wrote that as he finished high school, third in his class, she was still his favorite teacher of all time.

Four years after that, she got another letter, saying that while things had been tough at times, that he’d stayed in school, had stuck with it, and graduated from college with the highest of honors. He assured Mrs. Thompson she was still his favorite teacher.

Then four more years passed and another letter came.

This time he explained that after he got his bachelor’s degree, he decided to go a little further. That she was still his favorite teacher but now that his name was a little longer. And the letter was signed, “Theodore F. Stoddard, M.D.”

The story doesn’t end there. You see, there was yet another letter that spring. Teddy said that… well, that he’d met his girl and was to be married.

He explained that his father had died a couple of years ago and he was wondering … well, if Mrs. Thompson might agree to sit in the pew usually reserved for the mother of the groom.

You’ll have to decide for yourself whether or not she wore that bracelet, the one with several rhinestones missing.

But I bet on that special day, Jean Thompson smelled just like … well, just like she smelled many years before on the last day of school before the Christmas Holidays begin.

QUOTES FROM DON YAEGER'S "GREAT TEAMS"

Here are just a few great quotes from Don Yaeger's book "Great Teams:"


"Motivation is short, but inspiration lasts a lifetime."
-Ganon Baker

"Great competitors focus on daily improvement, with the mind-set to win each and every day."
-Bruce Bowen

"I think every leader must have a heart of service."
-Aja Brown

"I believe in winning the day and looking for small victories for my players, whether a great play in practice, a passing grade on an exam, or a personal best in the weight room.  I use these opportunities to reinforce behavior that was consistent with the culture I wanted to build."
-Jim Calhoun

"Promising something like playing time, is setting up disappointment and a breakdown of trust."
-Jim Calipari

"How your team complements each other is just as important as their individual skill sets."
-Jerry Colangelo

"When communication breaks down, mistrust and bad attitudes begin to develop.  I remain in constant communication with my players and staff to ensure they are all on the same page."
-Tom Crean

"Great teams know how to listen in a meeting and understand when feedback is required."
-Randy Cross

"My practices are called the 'competitive cauldron' because of my focus on competition and punishing pace."
-Anson Dorrance

"A shared culture will quickly show the new team member how he is expected to act...Personal agendas are not tolerated within the standards of a strong organization."
-Kevin Eastman

"A talented team will gie its best work every day, no matter what."
-China Gorman

GREAT TEAMS: 16 THINGS HIGH-PERFOMING ORGANIZATIONS DO DIFFERENTLY

I got to know Don Yaeger while working for Dale Brown at LSU.  Don spent an entire year around our program and the best thing I can say about him is that he gets it.  He has a great understanding of the human element as it equates to athletics and he understands what goes into successful programs.  It's why I am always anticipating his next book.  This summer he may have topped himself with "Great Teams: 16 Things High-Performing Organizations Do Differently."

I'm going to share a few highlights from the book but if you are involved with any group that you are trying to force as a team, to help an organization achieve it's maximum potential, you're going to want to get a copy of this book!

Chapter 1
Great Teams Understand Their "Why"
"You can try to tell people why what they do matters.  You can try to show them.  But people get what it means when they can feel it."
-Mike Krzyzewski.

"Culture must be reminded everyday. The history gives us a starting point to learn from the past, produce in the present and prepare for the future."
-Kevin Eastman

Chapter 2
Great Teams Have And Develop Great Leaders
"Part of being a leader is getting to know your players."
-Anson Doorance

Chapter 3
Great Teams Allow Culture To Shape Recruiting
"Leadership gets what it emphasizes.  When the recruits arrive to campus, there's so much hype in the facilities and the winning.  But we tell them that all of the hype will not be their happiness.  Instead, their happiness will be in the coaches we surround them with and how we treat them in the locker room.  Culture will determine their happiness."
-Chris Peterson

Chapter 4
Great Teams Create And Maintain Depth
"If you don't have someone on your team that's a capable replacement, then you're going to have a hole in the picture of your puzzle."
-Jerry West

Chapter 5
Great Teams Have A Road Map
As a former Alabama offensive coordinator Jim McElwain explained during an ESPN radio interview, Saban "has a vision.  He has a plan.  And yet, I think the thing that keeps him consistent and ahead of the curve, not just football-wise, but everything within the organization -- there's a follow-up, as far as 'What can we do better? What is new out there?  What can we do, you know, to move things forward whether it is offensive, defense, special teams, recruiting, academics, training room," it doesn't matter...What he does is set the vision and then gets great people around him and lets them be creative.

Chapter 6
Great Teams Promote Camaraderie And A Sense Of Collective Direction
St. Louis Cardinals' chairman Bill DeWitt and his management team send a sixty-eight-page book to all new recruits.  The book is packed with historical relevancies, general expectations for a Cardinal player, and specific instructions tailored to that particular player's position.  The information is helpful, but it is the book itself that carries the meaning of "now you're one of us."

Chapter 7
Great Teams Manage Dysfunction, Friction, And Strong Personalities
Great teams understand the reason behind conflict and find ways to rise above it; however, conflict resolution is a skill that must be exercises to be effective.

Chapter 8
Great Teams Build A Mentoring Culture
"In the SEAL teams we figured out very, very early on that specific mentorship of connecting a senior officer to a junior officer has a tremendous value.  It's a fundamental thing that SEAL development looks at.  The minute you stop learning and stop seeking out growth opportunities, you'll begin to rot pretty quickly."
-Rorke Denver

Chapter 9
Great Teams Adjust Quickly To Leadership Transitions
"Change is almost uncomfortable and exhausting.  You are asking your organization to do something in a new way -- every day -- until it's a habit.  The 'old' habits may have taken years to form and were likely linked to rewards to it's normal for individuals and teams to reverse to what's comfortable when difficulties or confusions arise."
-Sharon Price John

Chapter 10
Great Teams Adapt And Embrace Change
"It is not the strongest or the most intelligent who will survive, but those who can best manage change."
-Charles Darwin

"The younger players see the world differently.  And it's up to you as the communicator to know who you are addressing.  Adjustment is hard, but is a lot easier if you, as a leader, are a willing learner."
-Mike Krzyzewski

Chapter 11
Great Teams Run Successful Huddles
Bill Walsh analyzed and even recorded meetings to spot potential lulls and weaknesses in their process.  He wanted to make sure his assistant coaches -- who would sometimes change from year to year -- were teaching his team in a consistent fashion.

Chapter 12
Great Teams Improve Through Scouting
"I think you have to study yourself a lot.  It's important as a quarterback to study yourself, your opponent and be sure you're doing the fundamentals and mechanics right."
-Peyton Manning

Chapter 13
Great Teams See Values Others Miss
Great teams never answer the "why" question with, "Because we've always done it this way."  Instead, they regularly evaluate each situation and seek unique opportunities for improvement.

Chapter 14
Great Teams Win In Critical Situations
Many companies mistake movement for momentum.  By paying employees to work harder, organizations also create an incentive bias when trying to motivate a strong finish.  Paying someone to do more gets movement but not always true motivation.  And teams with higher motivation will always beat teams that only get movement.

Chapter 15
Great Teams Speak A Different Language
Steve Kerr on observing Pete Carroll of the Seattle Seahawks:  "There's no yelling and screaming...there's teaching.  It was liberating to see and had a great influence on me."

"As a leader it is so important to be precise with your language."
-Pete Carroll

Chapter 16
Great Teams Avoid The Pitfalls Of Success
The great John Wooden, whom I have mentioned several times in this book, often said, "Winning takes talent; to repeat takes character."

"How you respond to a mistake is more important than the mistake itself."
-Tim Walton

The appendix in Don's book is 33 pages long with outstanding quotes and concepts from the best in the business and this section alone is worth the cost of the books.  It includes Ganon Baker, Colonel Bernie Banks, Bobby Bowden, Bruce Bowen, Aja Brown, Dale Brown, Jim Calhoun, John Calipari, Pete Carroll, Jack Clark, Jerry Colangelo, Barry Collier, Tom Crean, Randy Cross, Commander Rorke Denver, Bill Dewitt, Jr., Billy Donovan, Anson Dorrance, Kevin Eastman, P. J. Fleck, Willie Gault, China Gorman, G. J. Hart, Sylvia Hatchell, Tom Izzo, Jimmie Johnson, Michael Jordan, Greg Kampe, Steve Kerr, Mike Krzyzewski, Jenn Lim, Archie Manning, Eli Manning, Dan Marino, Mike Martin, Misty May-Treanor, Bill McCermott, Derin McMains, Dayton Moore, Jamie Moyer, Tom Osborne, Chack Pagano, Bob Reinheimer, Jerry Rice, Russ Rose, David Ross, Nolan Ryan, Simon Sinek, Jerry Sloan, Tubby Smith, Bill Snyder, Brendan Suhr, Stan Van Gundy, Bill Walton, Jerry West, John Wooden, Steve Young.

THOUGHTS ON TEACHING AND PLAYER DEVELOPMENT FROM BILL WALSH

The following comes from one of the absolute best coaching books I've every read, "Finding the Winning Edge," by Bill Walsh:

Drive the players to concentrate. Be assertive in your insistence that they focus on the task at hand.

Individualize your teaching approach to fit certain individuals, when necessary. Give extra time to those players who need it.

Be as precise as possible when teaching. Always use the system’s terminology as a common language.

Be patient, but demanding. Require your players to adhere to proper techniques at all times.

Teach the skills progressively. Adhere to a systematic methodology of teaching that allows the players to improve and enhances their level of confidence in your competence and professionalism.

Keep your finger on the pulse of the situation. Be alert to the intensity level of the players. Be sensitive to signs of those factors which can affect the learning curve. Never overlook the fundamental reality of the teaching axiom, “quality repetitions are the mother of all learning.”

Keep the meetings quality, not quantity, oriented. Use a variety of learning tools to enhance the learning environment and to help stimulate the players’ level of concentration and focus.

Demonstrate the highest level of knowledge about the subject matter being taught.

Teach the players in a professional manner. Unless you’re trying to elicit a specific emotional response from your players, refrain from screaming and demonstrative behavior. Keep in mind that such behavior seldom, if ever, enhances the learning curve particularly if the subject matter involves technical information.

Evaluate the players’ performance on a daily basis to ensure that they are progressively mastering the techniques required to perform the tasks they are assigned in an effective and efficient manner.

Rapidity is the essence of war; take advantage of the enemy’s unreadiness, make your way by unexpected routes, and attach unguarded spots.

Another teaching technique that has proven to be very effective is to have players emulate the techniques and actions of other athletes. For example, if players watch videos showing Jerry Rice run a particular pattern in a certain way, you (as the head coach) can single out and stress particular coaching points, by using Rice as the case in point.

All factors considered, players tend to respond more favorably to an actual visual representation of a particular teaching point than to tan abstract illustration of that point drawn up on a chalkboard or written up in a playbook. This learning technique is typically referred to as “modeling.”

"Win the war, then win the fight."