Championship teams have players that are highly skilled and well-conditioned. They have coaches that use great strategies and training techniques. They also have great team chemistry.

The best teams are the ones where everyone involved is committed to the success of the team.

Having all your players more concerned about team success and truly caring for their teammates is often the difference between good and great teams.

Having great team togetherness can also make a season with less victories still feel like a winning experience for the participants.

In the clip below Grapevine High School (Texas) head football coach, Randy Jackson, gives you some ideas on what you can do to help build a family feeling on your team. This clip comes from a DVD devoted to developing a program’s culture. For more information about that DVD click the link Culture Defeats Strategy: How to Create a Championship Culture for Your Program

The YouTube video has sound, so please make sure that your sound is turned on and that your have access to the site.

These notes on Bill Walsh’s Philosophy are from Bob Starkey’s Coaching Blog, hoopthoughts.blogspot.com.

Coach Starkey said, “The following comes from one of the absolute best coaching books I’ve every read, Finding the Winning Edge by Bill Walsh. I agree that it is one of the best coaching books I have read as well regardless of your sport.

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.”

And, a few more notes from Bill Walsh on Decision Making

A big part of coaching is the ability to make decisions.  When you think about it, coaches have numerous decisions that they must make on a daily basis.  All are relevant to our programs though certainly some are more important than others.  Here is a great list of thoughts in regard to decision making from Bill Walsh from his book “Finding The Winning Edge.”

-One of the main attributes a leader must have is the ability to discriminate from what is often contradictory information. In this matter, it takes a thorough understanding of the situation and of the sources of information to act effectively.

-Decision making involves more risk and responsibility than any other managerial activity. The work of problem analysis and evaluation can be delegated to others in the organization, but the responsibility for decision making is ultimately assigned to one individual. Choosing among various alternatives often demands courage and moral judgment, as well as intelligence.

-Effective decision making is vital to the growth of any organization.

-Toward that end, there is a series of questions that you should address when making a decision, including:

• What difference does it make what course of action you decide to adopt?

• Do you have sufficient information to fully analyze the issue/matter under consideration?

• If you are lacking essential information, do you know how to get it?

• How critic al to implementing your decision is its acceptance by those who will be affected by it?

• To what degree does the commitment of others to your decision depend on their active participation in the decision-making process?

• Is everyone affected by your decision in general agreement with its basic objectives?

• To what degree will those who will be affected by your decision disagree over possible alternative solutions?

• Do the individuals involved in your decision have the capability to implement the decision as planned?

– An educated guess is just as accurate and far faster than compiled errors. – George Patton

You can click the link below to find out more about the book:

Bill Walsh: Finding the Winning Edge

And, a few more notes from another of Coach Walsh’s Books,

Process vs Result

1. Aim for a Standard of Performance (which is absolute) vs winning (which is relative to others).
2. “Process” of improvement leads to “result” of victory and not vice-versa.
3. Focus on process which produces results and not on results.
4. Promotions/wins/sales quotas are results, they do not provide information about performance. And its important to dig into performance to find truth hidden behind these results.

By Bruce Brown, Proactive Coaching

Successful coaches weave these 10 principles into all aspects of their team’s activities—whether it be during the off-season or pre-season, or in practice and in games.

Consistent and clear standards and values. Pre-set team values are the foundation for every successful team. What is your team’s identity? Great teams establish their own culture.

The team members feel a collective responsibility to learn and follow the team values. People commit to the team values and live it in their actions. “This is the way we do things around here” is something the team members are proud to express. The feeling is that “we don’t want to do anything that would let down the coaches, the team and each other”. Everyone is accountable.

Master Teachers, Master Motivators. This first way for a coach gain credibility is to respect and trust is how much they know and how well they can teach it. Successful coaches understand the game and their players and how to teach both.

Positive role models. Coaches must consistently diplay the team values in their actions, and it carries down to the seniors so that they serve as role models for the team values. In a successful program, the freshmen or sophomores can be told, “If you are not sure how hard to work or how to act in any situation, just watch our seniors and follow their lead.” Your older players and most talented players must be your best workers.

All roles are valued. When there is relationship-based leadership, everyone who contributes to the team’s overall value. Credit is shared. When all roles are valued, players are more willing to accept roles and the team is more successful.

Positive rites of passage. Intentionally created positive traditions provide a path for athletes to feel welcomed, and to grow into leadership roles. Nothing that could be considered hazing is ever present.

Consistent performance feedback. Coaches know how to balance praise and correction. Athletes take correction as a compliment—they are coachable.

Trust. With a successful team, players trust each other and their coaches. They trust their training. Mutual trust among players and coaches allows direct, open, honest communication and fearless play.

Sense of Urgency. There is a high-energy level during both practice and games. Individual and team discipline is visible in the focused attention and focused effort of everyone. Details are important. Only disciplined teams have a chance to win championships.

Impact the player’s lives. Players in these programs treasure the experience so much that they carry the lessons and values over beyond the season and into their lives overall. They build successful “teams” of their own—whether it be in sports or other endeavors.

Proactive Coaching published materials designed to help define, build and empower leadership. Their resources include:

• Proactive Leadership, Empowering Team Leaders (book)

• Captains, Seven Ways to Lead Your Team (booklet)

• Captains and Coaches Workshop (DVD)

• The Impact of Trust (DVD)

For more information, visit www.proactivecoaching.info

This article was provided by Coaches Network

Every coach should have a Code of Conduct. If your athletic department doesn’t have one, please consider creating one—or speak with your athletic director about creating one. If you and your athletic department do have a Code of Conduct, consider adding some of the points that have been selected from these four Code of Conducts:

From the USA Hockey website (click here to see their Code of Conduct):

• Winning is a consideration, but not the only one, nor the most important one. Care more about the child than winning the game. Remember, players are involved in hockey for fun and enjoyment.

• Be a positive role model to your players. Display emotional maturity and be alert to the physical safety of players.

• Be generous with your praise when it is deserved; be consistent and honest; be fair and just; do not criticize players publicly; learn to be a more effective communicator and coach; don’t yell at players.

Maintain an open line of communication with your players’ parents. Explain the goals and objectives of your association.

• To play the game is great, to love the game is greater

From the American Baseball Coaches Association (click here to see their Code of Conduct):

• The coach shall maintain appropriate professional relationships with student/athletes, managers, and trainers and respect proper coach/player boundaries.

• The coach shall treat news media with courtesy, honesty, and respect.

• The coach shall teach his players how to conduct themselves in interviews in the best interest of the team and the game.

• The coach shall instruct his players that any disciplinary, academic, or personal problems are “family affairs” and not to be made public.

• The coach shall act toward other coaches in a manner characterized by courtesy, good faith, and respect.

From the Park Ridge Baseball & Softball Association in Park Ridge, Ill. (click here to see their Code of Conduct):

As a head coach or assistant coach, I will conduct myself at all times in a way that demonstrates my commitment to the following:

• Coaches must create a positive and fun environment for their players.

• Coaches must provide open communication with parents and enlist their help and support with the team.

• Coaches must be educators, placing the development of player skills and knowledge ahead of winning games. They must encourage team play over individual efforts.

• Coaches must help players develop their own internal motivation and critical self-observation skills.

• Coaches must be positive role models for players. They must show emotional maturity by controlling their anger and never using obscene language or gestures.

• Coaches must always put player safety and health first by dealing aggressively with unsafe situations or player conduct. They should encourage their players with appropriate safety and health leadership in all areas of their lives.

• Coaches must continue to work to develop their skills as a coach.

From USA Basketball (click here to see their Code of Conduct):

I will:

• Conduct myself in a dignified manner relating to emotions, language, attitude and actions

• Demonstrate respect for the ability of opponents as well as for the judgment of referees, officials and opposing coaches

• Respect the rights, dignity and worth of every person, including opponents, other coaches, officials, administrators, parents, athletes, and spectators

• Be aware and understand the role and influence of a coach as an educator, imparting knowledge of skill as well as proper personal, academic, and social behavior

• Be reasonable in my demands on athletes’ time, energy and enthusiasm

• Provide an opportunity for all athletes to play the sport

• Seek to learn the latest coaching practices that take into account the principles of growth and development of athletes

This article is provided by Coaches Network

By Dr. David Hoch, CMAA, CIC

To make an athletic team the best it can be, there needs to be synergy between the head and assistant coaches. In many cases, a school’s athletic director is the decision-maker on hiring assistant coaches. But the head coach should play a vital role in the process.

Here are areas to consider when choosing among candidates:

Try to identify individuals who bring different strengths, backgrounds, or expertise to the program. If you are more of a defensive guru, for example, you may want to add someone with experience on the offensive side. This provides better balance and will ultimately help prepare your athletes.

On a similar note, look for someone who can provide needed qualities to the overall effort. If you are loud and demonstrative, for example, it might be good to have an individual who is more subdued and will be a calming presence for the athletes. Or, if you lack organizational skills, it would be good to have an assistant who has no problem submitting eligibility forms and completing end-of-season reports.

Determine if potential assistants will be loyal and fit into your coaching philosophy. While it is good to get new ideas and input from your coaching staff, once a decision has been reached, a unified front has to be maintained with athletes and in public.

Put at the top of your list those individuals who are dependable and committed. It is absolutely essential that assistants will always be on time for practice sessions, staff meetings, and scouting assignments. While an occasional emergency may develop with any person, assistants have to meet their assignments and commitments in order for the team to function successfully.

Definitely look for assistant coaches who believe in and will support the concept of education-based athletics. While striving to win is a vital part of athletics, the growth, development, and welfare of the student-athlete is ultimately much more important. Assistants need to be positive, nurturing, and supportive.

Bring aboard only those individuals who can serve as role models to students. All coaches need to exhibit sportsmanship and serve as positive examples.

Whatever the hiring process is at your school, make sure you have input into the final decision. Determine all candidates’ strengths and weaknesses and think about how each might potentially fit on your staff and within the school community. Also, don’t forget to check with former head coaches, supervisors, and colleagues of these individuals in order to gain additional information and perspectives.