Posts Tagged ‘team’

Coaches need to stop punishing and start disciplining for accountability.

There is a difference.

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“Keep running, and pick up the pace,” my coach said. Next lap around we tried to get his attention, but he was deep in conversation with the assistant. Our captain managed to ask, “Are we done?” He didn’t look at her, or at us. He simply shook his head no.

We kept running.

We had been running a brutal conditioning drill where one line of the team sprints around a shortened field to catch up with the other line that is slowly jogging…switching roles as soon as the first group got back. We had been jogging/sprinting for twenty minutes at the end of an intense two-hour practice, the day before one of our last games, at the end of a losing season.

None of us dared stop running (except the one player who slid behind a bush to vomit). We knew the punishment was coming because we had lost the previous two games. He wanted to light a spark in us so we could finish out the season with better performances. It didn’t work. We lost all the remaining games anyway.

That’s why coaches punish, right? To effect some sort of change in a team’s behavior or to create a level of accountability. Sometimes team punishment achieves a desired change, i.e. the Miracle hockey team of 1980. (there is a reason that entire story was rather miraculous though)

It is an honorable thing to employ discipline with the end-goal of accountability.

Physical punishment to affect behavior is timeless. Militaries use it, parents use it, and certainly sports coaches use it. The problem for some coaches is they misuse it. Physical punishment is a powerful tool and must be wielded thoughtfully.

There are functional uses of physical punishment that make sense to me as a natural consequence, and there are horribly dysfunctional uses. I’ll stick with the dysfunctional ones.

3 Dysfunctional Uses of Physical Punishment

  • Team punishment for an individual’s infraction.
  • Because a coach has run out of ideas to develop a team further.
  • Because a team loses.

Team Punishment for an Individual’s Infraction

I see this ALL the time. I even highlighted a ridiculous example of this in a post I wrote five years ago. This DOES NOT build team cohesion. It rarely works to even hold the individual accountable for whatever he/she did.

People buy into a team mentality, they cannot be bullied into it.

There is honestly no real-world scenario where team punishment makes even a little bit of sense. I’ll use some extreme examples. In the “punish the team” model, the entire group of tv hosts/hostesses for the morning show where Matt Lauer worked should be fired for his transgressions. OR, my whole family should have been jailed because my dad made poor choices and, obviously, because we are part of his family, we should pay for his behavior too.

If you are about to dole out a team punishment for something one kid or a couple kids have done, take some time to think about whether you are doing that because it will enact accountability or because you are lazy. It takes energy and creativity to work out the right consequences for wrong choices.

It is choices we want to influence after all. Choices to be a team player, choices to behave with integrity, choices to show up on time, or compete well. There is nothing wrong with wanting to influence behavior when there is a choice, but there are ways to do it better.

My very favorite use of physical discipline for accountability was my husband’s approach to his hockey team’s penalties. The day after a game, at the very start of  practice, the players who had posted penalty minutes the night before would come before a jury of their peers to be judged. My husband taught them that there are “good” penalties and “bad” penalties. The “good” penalties happened with a player was playing hard and got tied up, resulting in a penalty, or as a last resort did what he needed to do to stop a breakaway. “Bad” penalties were any that included unsportsmanlike conduct or a loss of emotional control.

The player with the infraction would plead his case. Sometimes. Sometimes he would acknowledge how dumb the penalty was and just skate his punishment- (4 cross-ice boards per 2-minute penalty). If he wanted to be judged, the team would vote and determine whether a punishment was valid. If there was a tie, my husband would be the deciding vote.

The teams my husband has coached are among the most disciplined I’ve watched play. The boys knew they would be held accountable and it influenced a number of their decisions.

Because a Coach Has Run Out of Ideas to Develop a Team Further

I think this might have been my coach’s misuse of punishment. It happened over twenty years ago, and it is still among one of my most memorable practices. (and not for the right reasons)

For coaches who measure their successes on wins and stats, if the season is a rough one, they’ll grasp at anything to try to put things right.

Maybe if my coach was able to acknowledge the truth, that we really weren’t that good, he could have utilized our practice time more productively.

Because a Team Loses

Too many teams lose games twice. They lose on the scoreboard and then they lose any possible lessons because the response to a loss is physical punishment.

“Oh, man, coach is going to run us so hard tomorrow.”

“Why?”

“Because we lost.”

“Ok, but you were playing the number one team in the country.”

“That doesn’t matter, we always run when we lose.”

This might be an attempt at consistency, but this sort of punishment is neither disciplining nor holding anyone accountable.

Losses happen. Teams play flat and uninspired. Physical punishment in response is not going to change what happened in that last game.

Should you talk to your teams about how playing uninspired lessens their chances of success? Sure. Should you encourage their feedback about what works to influence their enthusiasm? Absolutely. Should you run them into the ground? No.

Conditioning is a part of every practice I run, as it should be for all sports coaches. It’s just not part of my response to a loss we have already fielded as a team.

Questions to ask yourself about whether to utilize physical discipline:

  • Is it fair and appropriate to the choice the player(s) made?
  • Is it going to influence the behavior in a desired way?
  • Is it necessary?
  • Is this the best way I can think of to discipline?

It’s a shift in thinking and a shift in semantics. Athletes should know that physical discipline is crucial to their ultimate success. The best coaches inspire kids to work hard at that discipline, and if coaching is really happening well, the players will seek out the physical discipline for themselves. If it’s punishment, they never will.

Copyright Choosing to Grow 2018                                     www.meaganfrank.com

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Coach a resolution

I adopted the hashtag #closethegap as my focus for last season’s team. There exists a profound skill/commitment gap between our team and the teams in our conference. People have pointed to our high school’s championship football team for some of the gap that exists, and I would be foolish to pretend football doesn’t matter. We are in a small western Wisconsin town and the number of students participating in athletics makes same-as-football-season boys’ sports somewhat disadvantaged. Demographics, too, make it tough for us to compete with some of the communities that have more resources, both human and material. None of those factors can be an excuse, however, and I refuse to play the blame game.

I have a responsibility for the growth and success of this soccer program and plenty of recent self-reflection has led me to my current resolution. I don’t want to call it a New Year’s resolution because then it seems as though I only intend to be resolute for the new part of the year or for one year only. I am resolving to make changes in how I coach, in how I approach coaching and the decision to do something, about a craft I have studied and worked at for over twenty years, is a big deal.

I blame Kate Leavell, author of Confessions of an Imperfect Coach, for this recent surge of inspiration. The perfectly-timed arrival of her book on my desk has tied together a number of the loose thoughts that have been swimming in my head for years.

I have been a somewhat fraudulent coach. Ok, maybe fraudulent is a strong word, but I know I haven’t been “all in”.

Every single coaching job I have had has been an “emergency” one.

The first team I coached was a premier u-17 girls team in Colorado. The club director asked me to coach them after their coach was caught partying with one of the players. I steadied the ship mid-season and coached them one more year before we moved out of state.

The next coaching job I had was as the head women’s coach at UW-Stout. I was hired one week before the season started. A literal emergency hire and one of the hardest things I have ever done. That emergency lasted for five years.

Next up: a U10 girls team in Woodbury and a couple youth co-ed teams in Menomonie. For each team, they needed someone to coach and I reluctantly raised my hand.

My current job as the head coach for the Menomonie High School boys team was one I hesitated to pursue too. For two years, as a parent, I watched from the sideline and struggled to coach our son through the difficulties of being on a team that lacked a positive culture or a stabilizing voice. When the revolving door began to spin again, for what would be the third coach in four years, I found myself sitting across the desk from the Athletic Director in an interview before I realized I was doing it again. I was agreeing to take on a struggling program in peril.

So here I am. A seasoned coach who has told herself for twenty years, coaching is a temporary position, a part-time gig.

What if it’s not, though? What if coaching is exactly what I am supposed to be doing? What if I pursued it completely and decided to get as good at it as I can?

My response would be, “well then, I have a lot to learn and even more to do.”

All of this brings me to my new resolution.

A Bing search of the definition of resolution yields the following:

Resolution

  • A firm decision to do or not to do something.
  • The action of solving a problem, dispute, or contentious matter.
  • The process of reducing or separating something into its components.

So, my firm decision? To pour myself in to coaching others. Sometimes it will look like soccer, but most of the time it will look like parenting, advising and teaching. I totally want to set up a booth at the end of my driveway like Charlie Brown’s friend Lucy that solicits “Help” for 5 cents.

The problem I want to solve? Inspiring those around me move toward the best versions of themselves. (another book influence: Perfectly Yourself: Discovering God’s Dream for You, by Matthew Kelly)

The process and separating into components? That’s goal-setting. I have a new hashtag for this year.

#timeandspace

I want to create spaces for people to grow and set aside time to be there with them as they do. It’s actually something my husband and I have been trying to do for our kids and our summer employees without really having the hashtag to describe it.  I want to bring that to the teams, athletes and fellow coaches with whom I work. How I’ll measure that daily, weekly or monthly is something I’m still exploring and I’ll spend more time with this concept in future blogposts.

For now, I wish you the very best in your own resolutions. May you make your own firm decisions to problem-solve for the good of those around you and find purpose in the pursuit.

Copyright Choosing to Grow 2017                                     www.meaganfrank.com

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captain

One of the captains for a team of mine peed on every soccer field before every game. Yes, peed. She would gather the team around her so she could inspire us (and hide what she was doing) by performing the feat of pulling her shorts to the side while she squatted low enough her stream would not spray her socks.

I was never impressed… nor inspired.

She wasn’t a good leader and I was not a good follower. I wasn’t the only one who struggled to follow her lead, but if our coach had asked, we could have told her.

The one peeing was the coach’s pick for our captain. The team had chosen another player who had been injured in the offseason and, when a coaching change happened that summer, the new coach assigned a replacement captain without bringing a choice to the team.

It didn’t go well.

There is solid argument for trusting the captain choice to the most experienced and wise person on the field. (I sincerely hope that is the coach) Young players on teams have a tendency to vote along popularity lines and that is a struggle for coaches who truly believe that leadership matters for the chemistry and efficacy of a team. (and it does!) Coaches generally have a good idea of who would be good leaders for the group, but making a unilateral decision about a team’s captain can backfire.

Choosing a captain should be a group effort, and the team will more likely follow the lead of the players they choose.

I tried a different approach this year and I really liked it.

As a coach, I guided the selection of the captains, but the team ultimately decided.

I introduced a rather lengthy selection process for assigning our in-season captains. I contend that this approach is likely most appropriate for high school-aged teams and older. (I have ideas for how to grow captains in younger teams, and I’ll cover that briefly later)

Captain Selection Process

Step One: Captain Application

Players interested in being chosen as a captain must submit an application that consists of the following questions:

  1. What is the role of a captain?
  2. Why do you want to be a captain?
  3. What are your leadership qualifications for this position?
  4. What leadership activities have you participated both in school and outside of school?
  5. Explain how you would be proactive in confronting peers who violate team rules, school policies or league regulations?
  6. What impact would you make on our team as a captain?

My coaching staff reviewed the applications and because of the number that submitted we let them all take part in the next step. My plan, if there are many more applications in the future would be to select five candidates to present to the team.

The application process is an important one. The thought that goes into crafting their responses raises their level of awareness that we as a coaching staff value leadership. It also gives us a chance to see what their leadership values are.

Step Two: Speech

Once the captain candidates were selected they were each given one minute to explain to their teammates why they wanted to be the team’s captain and what value they could offer.

Step Three:  Team Vote

After the speeches, the team selected their top three choices. I like having three captains because there is better balance with three voices.

Step Four: Captain’s Pledge

To really emphasize my expectations of those selected as captains for our team, the players chosen and their parents have to sign a Captain’s Pledge.  It looks like this:

Captain’s Pledge

I, ___________________________, realize the honor that goes with the many responsibilities involved in serving as a Captain for MHS Boys Soccer. I need to be a leader both in and out of the competitive setting (on and off the field), before the season starts, during the season and even after the season has been completed. Unless I am dismissed from this role, I will always be known as a Captain for the MHS Soccer team.

I am very proud that I have been selected to serve in this capacity. I realize that I must be mature, take initiative, and at times I may need to make unpopular decisions. I will keep the interests of the team first and I will always demonstrate good sportsmanship.

I must remain drug and alcohol free and I will do my best to ensure that all of my teammates are doing the same.

I realize that I need to work closely with the coaching staff to make our season successful. I will treat my teammates with respect and give them extra help when they need it. My integrity will never be questioned, since I realize that people will remember me more as the type of person I was, as well as the reputation of my team, much longer than any of my personal accolades.

I, _____________________________, agree to all of the above and pledge to uphold the philosophy and live by these guidelines. I know that I must resign as Captain if I fail to live up to these expectations.

Captain’s Signature___________________________________  Date____________

Parent(s) Signature__________________________________  Date__________

Soccer teams are among the few sports teams where captains are more than just an honorary title. They have work to do on behalf of the team. They represent their teams in the coin toss, they are the identified player rep for conversations with the referees and I utilize them in decision-making as player representatives. (voices from the trenches) They have an important role in the chemistry of a team and in the identity of a program. It’s a big deal and worth the extra effort to put the right players in place.

****Captains for Teams Younger than 14

For younger kids, I think captain of the week works well. Assign a pair of players the job of leading warm-ups or end-of-practice cheers the week they will be assigned captains for the game. Leadership takes practice too. Talk to the players about leading well and following well, pointing out the behaviors you most value in your leaders. (and your followers)

 

Copyright Choosing to Grow 2017                                     www.meaganfrank.com                                                                             @choosingtogrow

 

b-w-team-huddledI’ve been a part of teams for over 35 years and I know that one of the most important parts of being on a team is showing up. Showing up for off-season lifting and pick-up games, showing up for practices, for film sessions, for team meals, and then for games. The thing is, there is more to it than just showing up… how you show up matters most.

I’ve had the privilege of showing up as a player on elite, winning teams, and I’ve had the challenge of showing up on teams that go winless for an entire season. There is a very real shift in psychology when the excitement and hope of a season fades into the frustrated reality that opponents are going to be tough and the work that lay ahead may not provide the results the team truly desires.

Players want to play and teams play games to win. Period. Putting forth exhausting effort to come up short time and again, starts to weigh on players and ultimately on teams. The psychology of an athlete and a team is challenged at the extremes. The players who experience consistent playing time and winning are challenged to stay focused and humble. The players on teams experiencing losses are challenged to see a point in working hard, they have to navigate personal, ugly emotions that come with sitting on the sideline or losing. They either give up trying or they use a lot of energy to determine ways to keep fighting and to help their teammates do the same. It is much harder to be a part of a team that is in defensive battle mode.

The hardest thing to keep in mind is that true winning (competing well each and every outing) is always possible. It’s a decision to show up well.

This is not an easy decision, however.

The team I am currently coaching is 2 and 9 and facing the back half of a season with the same opponents who have already beat up on us once. We are experiencing the hardest part of being in battle mode.

This is where the true character of these players and the heart of this team will be tested most.

There are countless ways the guys can decide to respond. Countless ways to show up….or not. I’m challenged to help them to dig in and to find value in competing well no matter their record. It’s for pride. It’s for building upon the groundwork we are laying. It’s for sharpening the character tools in their toolboxes as they prepare to go on to college, or jobs where what they’ve learned about competing well will matter.

We need to continue to show up well:

  • Show up early (or at the very least on time)
  • Show up ready (bring all gear necessary)
  • Show up positively (find the good in other players and the fun in the game)
  • Show up focused (leave other thoughts off the field and bring mental focus into the task at hand)
  • Show up ready to work hard (no matter what you are able to do in a day, do your best)
  • Show up ready to learn (see each day as an opportunity to grow as a person and as a team)

Showing up happens on an individual level, but it is layered with an awareness of what showing up means to the team as a whole.

I’d like to say, after all this time on teams, that I’ve perfected the showing up thing. I haven’t. I am equally challenged to show up well and I need reminders to stay the course too. It is a daily decision and I need to come back to the decision each morning because, for me, any time I have the opportunity to be part of  a team I have made the implicit agreement to show up well.

 

Meagan Frank is the author of the Choosing to Grow series, a national speaker, athlete, coach, and mother of three. A 1997 graduate of Colorado College, Meagan was a four-year starter and senior captain on the Division I women’s soccer team and lettered in Division III women’s basketball. She has coached recreational, high school, elite, and college-level teams for both boys and girls.

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Copyright 2016       Meagan Frank   Choosing to Grow         http://www.meaganfrank.com

 

dreamstimefree_128508One conditioning drill used by hockey coaches includes line sprints up and down the rink. This sort of sprinting drill is called “suicides” in basketball, soccer, and football. In hockey they are called Herbies, named after legendary national team coach Herb Brooks. Brooks used the sprints to “break” his players. In the movie Miracle, the sprinting scene demonstrates the use of physical, emotional, and mental punishment as a way of breaking the players of individual tendencies so that they will adopt their role as a part of the team. It works. The players bond with each other because they endure the torture together. In the movie they align more with each other, partly because they hate Herb Brooks.

What Brooks did with the 1980 Olympic team is storied as one of the most brilliant displays of coaching in all of team sports. It is nearly impossible to replicate the achievements of that team, yet there are still factions of hockey coaches (and coaches of other sports too) who attempt to employ a punishment strategy to coach kids.

This past weekend I had the opportunity to present for youth hockey coaches about some of the best ways to build teams for teenaged girls. I asked the audience what they thought were good bonding exercises. A hand shot up in the back and the one-word response was, “Discipline.” I asked him to explain what he meant and he told me that if one kid broke a rule, the team would bond when they were punished as a group.

Hair on the back of my neck stood up.

Instead of attacking him for his idea, I turned it back to the women in the room to debate the merits of this approach.

“Ladies, how does that make you feel?”

One woman expressed she did not like it. She didn’t see how it would work to punish an entire group for the missteps of one player. Another woman agreed with her and pointed out that the strategy could certainly backfire if a group of girls decided to ostracize the player who had precipitated the punishment.

If I had been thinking quickly enough, I would have pointed out that the example he gave was not one of discipline, but of punishment, and in my book they are two different things. Teams must be disciplined to be effective. Coaches who implement discipline correctly can find a lot of success in that strategy. Punishment of the whole group for the behavior of one, is not discipline, it is a slippery slope that can lead to the breaking apart of a team.

Case in point, last year my son’s peewee team was instructed to sprint Herbie’s until the last player out of the locker room was on the ice. When the latest one finally got on the ice, the skating stopped. I asked my son this morning about whether any team bonding happened as a result of that exercise.  He told me, “Sure, we were bonded together to hate the coach, and we were bonded together to hate the kid who was the reason we skated.”

Herb Brooks coached men who had already developed a sense of identity. He didn’t mind being the reason they bonded because they hated him.

Youth sports athletes are developing their sense of self, self-esteem, and an appreciation for the way the world works. They need to be taught discipline, and they will bond when they are asked to endure difficult physical exercise together, but it must be done in a way that teaches all the right lessons too.

What do you think? Are there ways you have effectively used punishment to build a youth team?

www.meaganfrank.com                           fb                                             twitter-logo-1Copyright 2013    Meagan Frank                             Choosing to Grow