Three Posts

The typical basketball lineup in recent years has been three perimeter players with two post players, maybe one more comfortable on the block and another able to step outside a bit. A recent trend is going 4-out around a single post and many teams are even playing open-post, due to the shortage of bigs or the versatility of their players. However, many coaches ask, "What if THREE of my best players are posts and I want them ALL on the floor?" Here is an offense that might fit those needs.

This offense can also be run with three perimeter players and two post players out of a 1-4 set, but here is an option with two guards and three forwards/posts. Coaches should work to develop enough perimeter skill in your post players to catch the ball on the perimeter, look to feed the post, and be able to reverse the basketball. Any more than that and it is a definite bonus.

This creates some great post up opportunities by erasing the help, off cross screens and then getting the ball to your posts on the move. All screens are big/little screens which make them difficult to switch. It also has some classic screen-the-screener movement to get your guards perimeter shots and offers more post ups off the screening action. This can be run as a continuity/track offense – or it can reset to a 2-3 after each cycle.

Mindset and Developing Confidence

A players confidence, generally, comes from experiencing REPEATED SUCCESS. This success begins in practice. When a player has worked in practice enough, and done all that she can, she should KNOW that she has prepared enough to play, and that's what's really important. Too often success tends to be defined by results and the scoreboard. The great basketball coach John Wooden uses the definition of success as "Peace of mind which is a direct result of self-satisfaction in knowing you made the effort to become the best of which you are capable." In much the same way, at Positive Coaching Alliance we strive to redefine and reinforce a more complete definition of "Winning" or success.

The traditional definition of a winner is the person or team that does the best on the scoreboard. Even a team that is outplayed in every facet of a game but comes away with more points on the scoreboard is declared the winner. Whereas the scoreboard definition is concerned with results over which no one has complete control, what we call Mastery focuses on effort over which one almost always has control. The scoreboard framework focuses on comparisons with others, and it spawns counter-productive thinking. "Am I better than she is?" "Is she better than me?" "Are we going to win? Lose?" These are issues over which an athlete has no immediate control and tends to cause anxiety.

The Mastery focus, instead, falls on learning and improvement. It fosters this important line of thinking: "How hard am I trying? How much of myself am I giving? I may not be able to control whether I am better than someone else or whether I can win the game, but I can control whether I continue to learn and improve." This mental framework, which takes work to develop, gives the athlete a sense of mastery, bolsters self-confidence and, as a by-product, improves performance. What is important to know is that a focus on mastery tends to decrease anxiety and increase self-confidence. When athletes experience less anxiety, they tend to experience more joy in sports. And when self-confidence increases some very good things happen.

As parents we can set an example with our conversations. Have a good attitude and it may be contagious. Continue to believe in your daughter and she may believe in herself. There are some great Parent Tips and Tools on our website at http://www.positivecoach.org. Some recommended reading would be a book titled "Mindset" by PCA Advisory Board Member Carol Dwek. Some players may have developed a "fixed" mindset, that thinks performance is based on talent or whether we are "on" that day - and either we "have it" or we don't. What is preferable is if we can transition that to a "Growth" mindset that looks at obstacles as challenges to overcome.

The most important aspect of competition is to continue to have fun in the process. Foster that fun. If a player isn't having fun they tend not to work as diligently as they could to really improve. Make sure she has a GREAT time, and continues to work as hard as she has. With a Mastery focus and a Growth mindset she will know that she has given her all, to be all that she can be, and that there are no problems that she can't work to overcome. Then she'll have CONFIDENCE for sure!

Basketball Development, iHoops and where to go from here

We've pretty much agreed that in a perfect world the club and HS coaches should work together in the best interest of the kid. In reality, we also realize that in a majority of cases that probably doesn't happen. So now what? How do we create change? We've pretty much identified the problems and rehashed them - now we need to do SOMETHING.

I spoke at Stanford University with Chip Heath, the author of "Made to Stick:Why some ideas Survive and Others Die", who came and visited with us at Positive Coaching Alliance (http://www.positivecoach.org). We talked about his new book coming out in 2010 titled "Switch:How to Change Things When Change is Hard. I read a manuscript and really like the concepts. Keep an eye out for it because it is pretty good. I think this situation applies because this is a very difficult change to make. I will attempt to briefly summarize and avoid his unique metaphors and examples that Chip uses to make the book great, but essentially it is this:

In order to effect the most amount of change in the shortest amount of time there are a few things we need to do.

1) Educate. Every discussion on developing a plan mentions the necessity of Coach Education. Brian's The Crossover Movement outlines a comprehensive plan. People need to know how.

2) Motivate. People need to be motivated for change and there are all kinds of reasons to do so. But the one that resonates with the most people is "what's in it for me?"

3) Simplify. In order to get the change started it is most effective to pick one thing that you think will have the maximum impact.

So we know we need Education. Now how do we answer the question, "what's in it for me?" For everybody involved, Why should I change? After all... I'm right! (isn't that what everyone thinks?) And finally... what is the one, simple thing we can do to provide a good developmental environment for the players

Absent blowing up the entire system and starting from scratch (which can't/won't happen) what ONE thing can be done? My hope is that iHoops will figure that out. With the joint efforts of the NBA & NCAA and the announced funding of $50M, we're light years ahead of where we were two years ago - yet haven't gone anywhere yet, probably because their is so much to do, and so many different perspectives. Some want more school involvement (Weiberg), others want to help fix AAU/Club (Coach K), and the shoe guys would like the camps protected.

Get all states to go along with allowing the HS coach with more year-round access, California being the latest to open this up. The NFHS should join forces as well. Create a summer culture that will convince the good HS coaches that the summer/club/AAU circuit is not "slimy & corrupt" so they will join the fray. Create incentives for those same HS coaches to join forces and develop "clubs" of their own with 3 or 4 team "coalitions" that would create a few levels to compete on the summer circuit. Top 3 players from each program form their top group, and divide the remaining players to create 3 or 4 groups that could compete in the summer showcase/evaluation events. The better players will get an opportunity to be seen and the bottom group will be in the secondary gym on court #8... but those same kids are there now anyway on someone else's club.

The simplest 1st step within the iHoops Web portal framework (if the NCAA is REALLY going to buy into this) might be to only allow their NCAA coaches to attend iHoops certified events. Certification may require at least a minimum of training - online or otherwise. The more education the better, but start somewhere. Clearly skills & drills can be, at least, superficially addressed but the "Art of Coaching" is what may be most lacking. All the Xs & Os are out there for everybody to learn - what separates the good coaches are those that manage the other side of the ball. At Positive Coaching Alliance we have the Double-Goal Coach model that discusses the importance of teaching Life Lessons while you are preparing your team to Win. If that creates a more "sterile" culture to convince good coaches that this is the place to be, we've addressed a bit of the education piece.

High School coaches that try to run a quality program play a bundle of summer games already anyway. They are in any number of meaningless tournaments and team camps (which most are mostly tournaments in disguise) often with their better players off playing with their club, so why not play somewhere else and be around your kids. A system that encourages them to get to these showcase/evaluation events may open their eyes to the value of players playing outside their "system" - of which many are skeptical. Yet they will still be around their players to a certain extent, so they can teach all the "fundamentals" that they worry the AAU coaches aren't teaching. The 3 or 4 team coalitions would allow them to align with coaches they trust and not fear the "transfer railroad" that they are so leery of.

This initial step would place more influence (if "influence"l is good?) in the hands of the HS coach, involve more coaches with the desired "education", and create an opportunity for those coaches to share some of that club revenue to get them through the summer (also answering the question "what's in it for me?") First step? A small one, but maybe the path of least resistance that can get the flywheel moving.

All-Star disappointments

This is the time of the year that youth baseball leagues are selecting their All-Star teams. A small percentage of the players in a league are selected for a tournament team - the vast majority of players do not make these teams. How are parents best equipped to deal with this phenomenon?

The key to being able to handle All-Star disappointments is to start emphasizing the Positive Coaching Alliance's ELM Tree (Effort, Learning, and bouncing back from Mistakes) at the earliest ages and rather than worrying about Results and Comparing your child to others. This will create a mindset where being named to these teams is less important (or traumatic). Rather than dwelling on the setback, this is an opportunity for a player to go out with renewed effort to improve and possibly strive to making that team the following season. Focus on the efforts and improvements that were made, rather than the end result of the All-Star snub. Try hard, at all times, not to equate the players performance on the season with their "self-worth", and negatively effecting their self-esteem, by supporting them unconditionally at all times.

The important thing to remember, again, is for Parents to be Second-Goal Parents and not worry about their child's performance (the first goal) as much as the second, but more important goal in the Life-Lessons their child learns. With this approach even the toughest of situations are manageable for the parent. Not all of the lessons learned in sports are fun ones. Sometimes the most important lessons are the difficult ones. Learning to respond to the disappointment, and sometimes even injustice, of not making an All-Star team enables that child to find a way to cope with that inevitable situation later in life. That same player may someday not get into the Ivy League University they apply to and need to deal with that rejection by making the most of their second choice of colleges. They need to learn to forge ahead when they don't get the job, promotion, etc that they desire when they are faced with that in the future - and there may not be a better place to learn how to deal with disappointments and setbacks than sports.

"Diagonals" Pressbreak

It's good to have a organized Pressbreak that is consistent with how you attack after any made basket. This should be a set that flows directly from your transition game or early offense. There may be times when the opponent springs a press after a score, and you don't want to be disorganized or have to call a time-out to set up your pressbreak.

In this set after a made basket, 3 would inbound the ball quickly, preferably to 1 around the FT line. 2 would run the right lane for a possible over the top pass, 4 would run the left lane and 5 would sprint to the rim.

When a press is recognized the team enters the pressbreak seamlessly. 2 would come back to the ball and has the entire right lane to get open from the lane-line extended to the sidelines. 1 needs to get open in the box from that same lane-line to the opposite sideline and below the top of the key. 4 can begin cut to the top of the key and look for an open spot in the middle of the press. 5 continues to the rime to stretch the defense.

If the ball is entered to 1 or 2, the 4 man will diagonal cut toward half-court on the side the ball is entered - looking for a pass leading him to the sideline. This limits the chance for a defender to make the steal. If 4 does get a pass the opposite guard (1 or 2) can sprint the middle for a return pass and attack with numbers. After the ball is inbounded 3 needs to step in quickly and get out from under the basket in order to provide a safety return pass.

When one guard gets the inbound pass the opposite guard can drift up the floor a bit, but stay wide, in order to provide a diagonal pass. At all times in the pressbreak the player with the ball should have (in order of progression) a 1) straight ahead pass, 2) a diagonal pass, and 3) a safety pass. If the player is double teamed - and all of those are covered... then the 5 man stretching the defense deep must be open. If it everyone is matched-up man-to-man. The ballhandler should advance the ball via the controlled dribble until they feel pressure. If everyone stays spaced and it remains 1 on 1, this alone could break the press.

If the player feels pressure they should look at the progression 1) straight ahead 2) diagonal and 3) safety.
Now many coaches want someone "in the middle" of the press, as that is a great place to attack. I agree, however I think a bit differently. I think when you just place some one there, or alternate flashing a player, the defense can "get the rhythm" of your pressbreak. I like to CUT players through that middle and try to get them on the move so they can attack.

So if , for example, 2 reverses the ball to 3 they would immediately cut diagonally through the open space in the middle of the press. The inbounder, 3, would immediately look for the "give & go" if the defender happens to relax (that's why Give & Go's work). If it is not there immediately 3 should swing the ball to the opposite guard, who in turn should look at the diagonal cutter. 2 eventually becomes the straight ahead, 4 becomes the diagonal, and 1 should advance the ball up the floor until they feel pressure.

At that point, 3 is still a safety. 1 can reverse to 3, make a diagonal cut through the press, while 4 goes deep. When 1 vacates the lane, 2 can step up and fill that spot (I have never seen this player not open if we've been patient enough to get this far).If nothing has been open they've probably followed cutters and it should be a 1 on 1 situation.

At worse... the ball is now in the hands of what is normally one of your better players, who needs to make a play.

A Little Fellow Follows Me

A careful man I must always be;
A little fellow follows me.
I know I dare not go astray
For fear he'll go the self same way.

I cannot once escape his eyes,
Whate'er he sees me do, he tries.
Like me he says he's going to be;
The little chap who follows me.

He thinks that I am good and fine,
Believes in every word of mine.
The base in me he must not see;
The little chap who follows me.

I must be careful as I go
Through summer's sun and winter's snow,
Because I'm building for the years to be;
This little chap who follows me.

Motivating youth athletes to listen and play hard

It's important to teach sports in the proper progression. Have reasonable expectations of your level of play and teach to their ability through setting achievable goals for the players. Stretch each player to improve and try not to leave anyone behind by challenging them with drills and activities that measure their improvement over a previous standard or a competition against others. Encourage kids to ask questions by providing sincere answers to all of them. As hard as it is sometimes - it develops a growth mindset they'll appreciate forever.

Your entire team (coaches, players and parents) should strive to achieve the Magic Ratio of 5 positive experiences for every correction/critiscism or negative experience. Consider everything verbal and non-verbal. A great rule of thumb is to Relentlessly Reward Desired Effort! Think about that statement. It means you're always trying, you're attempting to be more positive by recognizing achievements, it means they're learning what you want by doing what's desired and they're giving a good effort. The reward can come through praise (truthful and specific), symbolic rewards (stickers, game balls, etc) and/or playing time.

When organizing practice and dividing playing time, try to provide the maximum number of repetitions and opportunities to be active as possible. Kids get sluggish and discouraged when there is a lot of standing around waiting for their turn. A slow paced practice does not teach kids to hustle. You can't cruise through practice and expect hustle in a game. Players need to learn what it means to give 100%. Create those opportunities in practice and then let them know when they did well. Ask kids if they gave their best and find out if they have more to give (only they really know). Make hustle fun.. then reward it.

Quite possibly the most important thing is for you to have fun. If you're having a great time, players tend to follow the coaches lead and feed off that. Set the tone when they arrive at practice and send them off on a positive not.

Enjoy!

Message to a new coach

Be yourself.
Have a plan.
Be decisive.
Do what you know is right.
Communicate with everybody - about everything.
Build trust among the group - that might be most important.
Fix "broken windows" immediately - otherwise there'll be more before you know it.
Take kids where they want to go - after you sell them on your vision of where that should be.

Sideline Out-of-Bounds (SLOB)

It’s nice to have a standard Sideline Out-Of-Bounds play (SLOB) that the players can run at any time – but is versatile enough to give your team different options. There have been games where we’ve scored more than a half-dozen different ways out of the same play. Down the stretch in close games with so many stoppages of play, there are often several opportunities to take the ball out on the side. If you can come out of a time out or give the same look – yet attack in a completely different way it gives you a tremendous offensive advantage. The play easily flows into a 3-out/2-in set or works if a team is better suited to a single-post set. Finally, by having a lone multi-purpose play it saves your team practice time to work on other things that are necessary and allows the coach to Keep it Simple-Stupid (K.I.S.S)

As the official hands the inbounder, the 3-man, the ball, the 5-man in the corner looks to down screen for the best shooter, in this case the 2-man. If the shooter is open in the corner the pass should be made. This might result in a corner jumper, a drive opportunity for 2, or a post up for the 5-man... especially if the defense is forced to switch, creating a potential mismatch in the post.

Once the shooter comes off that screen, against a man-to-man defense the entire weakside defense is erased. This opens up an opportunity for an over-the-top pass to the 4-man who is coming off a big/little backscreen by the 1-man.. which may create another mismatch. This will also loosen up the defender on the 1-man which will provide at least a safety pass to inbound the ball.

Immediately upon throwing the inbounds pass the 3-man can take advantage of the defenses habit of neglecting to defend the inbounder. 3 can sprint to the basket for a give-and-go, and ultimately come off a screen by 4 to create a ball reversal to the opposite wing... along with a post up opportunity for 4 - again, especially if they switch.

With a couple of minor adjustments you can give the exact same look, but by switching a couple players in different spots you can have a last second play for a 3,

and an under :03 seconds play for a 2 or a 3.

The key to this is the 1-man (who probably has the smallest defender) is setting a screen for the 5-man (your biggest, toughest player). The pass by the inbounder (2) should be thrown so it arrives to 5 just as he is coming off of 1's screen and should be thrown high so that 5 has to go up and get it. A good screen may get 5 open. If the defense switches - at worst you have their smallest player against your biggest and the pass is high.

4 is setting a backscreen for a fade by 3, who may be open for a shot and after the inbounder sprints to the 3 point line - if you need a 3 the 5 man can look for 2, 3, or 4 at the 3 pt line for an inside-out 3... the easiest to hit.

This is the one time when a good SLOB is a great thing!

Who plays what position? And When?

In coaching, especially at the youth sports level, what position a player has an opportunity to play is always a hot topic. In basketball forwards want to play guard, shooting guards want a chance to play point guard. In football, players desire to play offense rather than defense and everyone wants to be the quarterback, running back or receiver. In those youth sports, coaches often "stereotype" players into particular positions. I had a 10 yr old on a team while working a basketball camp, and after going through several substitution rotations, the 5 biggest players on the team were on the floor at once. The best of them asked me, "who's going to play point guard".. so I answered that he should. He replied, "I'm not a point guard... my coach says I'm a center". My response was, "There's no such thing as a 10 yr old center!" And he played point guard, doing quite well, I might add. In "Positive Coaching in a Nutshell" jim Thompson writes,

"Some kids mature early. If you have a big kid, avoid the temptation to limit him to “big” positions—lineman in football or under the basket in basketball. Many big kids end up being normal-sized when they mature, and you can do them a big favor by having them learn positions and skills that don’t rely on size for success."

This dilemma is especially true in baseball where the positions of inflield/outfield are so different - both in activity and perception. The perception is that the outfielders are the less skilled players (and at times they are). The distressing problem with that is the player sometimes "buys into" that perception and begins to "feel" like they are inferior. This possibility creates a situation that needs to be handled with care for coaches... and parents.

The first thing to consider is the players safety. My son is 6 yrs old and playing organized baseball for the first time. Frankly, I would rather not see him anywhere right now besides right field... deep, Deep, DEEP right field! I'm not sure that he's prepared to handle an accidental line drive off some 8 yr olds bat (and let's face it, most line drives at that age are accidental). It is the responsibility of the coach to provide maximum opportunities in practice to develop the skills necessary to improve in those areas, with appropriate breakdown drills. The coach should relentlessly pursue the development of each and every player so they are able to play any position. Anything short of this effort is unacceptable. Coaches should demand as close to 100% effort as possible from their players... and players deserve 100% effort from the coach towards their development. The developmental progression may go from ensuring a players safety all the way to being adept at playing an infield position. During this entire process it is important that the coach continue to "Fill the Emotional Tank" of the player and make them feel like a an integral part of the team - regardless of what position or how often they play. When the player becomes more proficient at handling a position in a game or scrimmage situation, the coach needs to look for times in which this can happen. Mismatched or blowout games are an ideal time to give kids a chance to play a different position. In an inning where the opponent is at the bottom of their batting order might be a good time to give at try, as well.

By moving players around and even allowing your "infielders" to spend some time in the outfield while you are are giving the "outfielders" a chance, you are also doing the "infielders" a favor by allowing them to learn and play a variety of positions. My oldest son was different than the "big-kid" syndrome mentioned earlier. He happened to have a late growth spurt and grew out of the middle-infield positions he played in his early years. By giving him the opportunity to occasionally play other positions, it prepared him to play first base in his later years and became an outfielder while playing in college. It was not such a big transition for him, because he had been exposed to all of those positions while playing as a youngster.

Coaches should also make a point to mix it up and have different players start/sit so particular players don't get "categorized" early as non-starters/subs or even infielders/outfielders. In a "continuous batting order" non-starters might even bat closer to the middle of the order to prevent them from being inactive for the first 45+ minutes of the game. Players who are not competing should have duties and activities to keep them engaged and an important part of the team (playing catch/running in between innings, charting pitches, etc). That being said, it is important to note that some players also *earn* playing time with exceptional effort and commitment. It is a great lesson for those players to be rewarded for that, to encourage them to continue, while others might strive to get "rewarded" too. However, not all of the life-lessons learned in sports are rainbows and butterflies, so players could also lose playing time with a lack of effort and/or commitment (within organizational guidelines)

This was a topic on the Positive Coaching Alliance's Youth Sports Nation Blog with an ultimate Response by PCA Founder Jim Thompson:

"Playing time is probably the biggest source of frustration and anger among sports parents, which is saying a lot.

An Unarguable Point
Kids love to play. They don’t like to sit on the bench. Moreover, most of the benefits of playing a sport are tied to competing in games. Kids who sit don’t benefit as much from sports as kids who play. I don’t see how anyone can argue with this.

Good Coaches Get Kids into Games
It is a tenet of good coaching that you get kids into games! Period. Whether there are any external rules for minimum playing time or not. Whether it is at the high school or highly competitive travel team level or not.

Good coaches get kids into games! They may be creative about how they get kids into games in high-stakes situations, because Double-Goal Coaches™ do want to win. But good coaches—Double-Goal Coaches™—get kids into games! "

There were also some further thoughts and good discussion comments that you can read here.

Now, the parent has some responsibility in ensuring that this is a positive and productive experience for the player too . With my 6 yr old son, rather than worrying about the "stigma" of playing outfield, I try to stress the importance of his position. If he is able to stop the occasional hit that gets to right field the hitter is held to a single. However, if the ball gets by him it could be a triple or a home-run. On a groundball to the infield, if he is in the right spot and backing up the first baseman in anticipation of an errant throw he might prevent a runner from taking an extra base. Even a single to left-field should trigger him to back-up the impending throw to 2nd base - in case that one is a bit off the mark. Now he thinks right field might be one of the most important positions on the field! It's also a bit ironic that in the highest level of baseball, the better outfielders actually play right field.

Again, in "Positive Coaching in a Nutshell" jim Thompson describes this scenario,

"I was assistant coach on a strong baseball team with a terrible outfield. I offered to work with the outfield to give us a better chance at the championship. Our outfielders were discouraged. They knew they were the weak link, and that other players resented them for al- ways screwing up. They were disheartened and needed to be pumped up. I held special practices “just for the outfielders.” My initial motivational speech: “The other teams have kids playing the outfield who don’t want to be there. They don’t realize the outfield is the key to winning the big games. All the teams have pretty good players in the infield. But we can be the only team that also has a great outfield. When you play against the better teams, they hit more balls to the outfield! In the big games, the outfield is the key to winning.” Our outfielders began playing with pride, and improved even more than I could have hoped for. In a key game, Jeff, our centerfielder, staggered up against the fence and caught a towering drive, like “a prizefighter who had taken too many blows to the head,” in the words of one parent. Another time Brian chased down a foul fly after a long run from left center field. Matt caught three fly balls in a row, more than he had caught the entire season up to that point. Seeing their potential turned this group of kids into a tough group of fielders who helped win a championship."

My youngest daughter, Brittany, was an All-Star throughout her youth, but maybe never considered one of the *star* players. Because her biggest role on the team, quite often, seemed to be to lead those dugout softball cheers, after the game our conversations were mostly about how much fun she had and the silly idiosyncrisies of some of the girls, rather than over-analyzing the games. 
 
She eventually made a High School Varsity Softball team that had been to the semi-finals twice and the finals once in the previous four years. So they were pretty good and she was probably the 3rd best outfielder for the team that was ranked in the Top 10 all season. However, the coach realized that if she started in the outfield he would be left with no speed, literally, on the bench and would have had no flexibility if he ever needed a pinch-runner in a crucial situation. There were a few relatively slow runners in the lineup - so she at least got an opportunity in most games. But it was rare that she got a chance to hit or play the outfield.
 
The next season she was the starting centerfielder. In the car one day driving home she shared her experiences with an up and coming speedster who we happened to be giving a ride home. This player was in the exact same position as Brittany was the year before - and was getting frustrated with the lack of opportunities.
 
Brittany told her that while she, obviously, wished she played more during her junior year, it was an honor to be considered the best at a particular skill (baserunning) and that she decided to embrace that role. Any time any of the "slower" players were to bat in an inning, she would go get her helmet on and begin stretching - fully expecting to be put into the game to fulfill her role. In between innings, often, she would run a couple of sprints along the sidelines to stay loose. And she realized that EVERY time the coach put her in the game it was a CRUCIAL spot and SHE was an important run.  The season ended with her on second base as the tying run in the semifinals once again. She is positive to this day that if the girl at the plate had gotten a single rather than striking out she would have scored the tying run from second base - because she was prepared. She took that confidence in her speed with her to college, as she switched from team sports to running cross-country and track.

Navigating the youth sports landscape is one of the more difficult things for a coach or parent to handle... but it can be so rewarding for the youngster when all parties involved keep each individual players interests at the forefront of every decision they make. Please try to do so.

Triple-Impact Competitors

Positive Coaching Alliance says that a Triple-Impact Competitor works as hard as possible to make an impact on three levels:

• Improving yourself as a player and person

• Helping your teammates improve

• Improving the sport as a whole.

This plaque was placed on the wall outside the Florida Gators athletic facility.

Does this "promise" epitomize that concept?
Wouldn't we all love to have a leader on our teams that would make this "promise"?

The MIND of a champion

When people and coaches refer to the "Heart of a Champion", what are they really talking about? Aren't they talking about qualities exhibited like confidence, conviction, focus, poise, dedication, determination, courage, sacrifice, selflessness, and perseverance?

Aren't those all heroic character traits that stem from tremendous *mental toughness*? Isn't that being "more consistent and better than your opponents in remaining determined, focused, confident, resilient, and in control under pressure (Jones et al, 2002). Wouldn't we describe that person as having the "Heart of a Champion"?

Shouldn't it then be, "Play with the MIND of a champion"?