Category Archives: Coaching
One of the things that never ceases to amaze me is the way too many fastpitch softball coaches choose to treat their players. Whether I am walking by a field when a team is practicing or just talking to some of my students, the “tough guy” (or “tough gal”) stereotype seems to be alive and well.
Now understand, I am all for discipline and accountability. There is nothing wrong with demanding the very best from your players on a daily basis.
But that doesn’t mean you have to berate and belittle them on a constant basis. It’s like the only tool in some coaches’ toolbox is a hammer – a big one – and they feel they have to use it all the time in order to draw the best performance out of their players.
I don’t get where they think that will work. If an adult had a job where they were receiving nothing but negative feedback or outright abuse, you can bet they’d be posting a negative review on Glassdoor at the very least and looking for a new job as soon as they could.
It’s like the old saying – people don’t leave jobs, they leave managers. Yet coaches are still surprised when their players don’t return the next year.
It might help to think of your players as seeds that need to be nurtured. Yes, some plants can grow in the concrete under harsh conditions, getting trampled all the time.
But they rarely turn into beautiful gardens. Instead, they look small and sad – not the types of plants anyone is going to stop and admire.
The same is true of fastpitch softball players. Especially the younger ones – those under the age of 14 who tend to take everything adults say at face value.
If all they ever hear is how bad they are, or how stupid they are for missing a play or making an error, they will tend to believe it.
Sure, an occasional player might break through that difficult environment and survive, but most will not. They will find another outlet that helps them feel better about themselves.
Which means if the goal is to grow the game, taking an approach that drives them out makes little sense.
Coaches who want to be tough also have to remember that what they view as “normal” may not seem so normal to their players. As I have said many times, kids are not short adults. They often lack the experience and background to put certain things in perspective.
Harsh criticism doesn’t just roll off their backs. They aren’t yet able to “take it with a grain of salt.”
Kids in many cases are very literal. And females in general are more prone to believing whatever negative things are said about them.
So what winds up happening is that performance under these conditions goes down instead of up, which leads to even more berating and abuse, which hurts performance even more, and the results take a familiar path.
Taking this type of approach may make you feel good as a coach, or like you’re doing your job. But it’s really lazy coaching.
Rather than yelling at or otherwise berating your players for poor performance, why not help them get better? Teach them the game, and understand everyone learns in different ways and at different paces.
Hold them accountable when needed, but understand the difference between a lack of ability (at this time) and a lack of effort. Only the latter should bring out your ire. The former should drive you to find new and better ways to help your players learn and improve.
Provide a little sunshine, a little water, and a good overall environment and your players will grow faster and much healthier in the game.
It was yet another oppressively hot, very humid day here in the Midwest – the type we used to associate with Mississippi but now is happening here on a regular basis.
My first lesson of the afternoon, a young 10U pitcher we’ll call Hermione (for reasons that will become obvious shortly), had the look of someone who wanted to be anywhere but a pitching lesson.
“Jump some rope to warm up,” I told her, and she slowly shuffled over to the fence where the rope was hanging before giving it a half-hearted effort. Then she went out to throw with her mom, and could barely get the ball there despite the fact they weren’t more than 15 feet apart.
This was the second time in a row she had come out that way. “Maybe she just doesn’t want to pitch,” I said to her mom. That’s ok, I said, but then no sense torturing her with a lesson.
Mom left it up to Hermione and she said she wanted to do it so we continued – after I talked to her for a few minutes.
“I know it’s hot,” I told her, “but there’s nothing we can do about that. But attitude is a choice. You can choose to put the effort in or not – it’s totally in your control.”
That worked about as well as you’d expect it to work on a 10U player, but we continued anyway.
“She may be tired,” her mom offered. “We went to the zoo yesterday.”
“Really?” I replied, thinking we might have a different way to approach things. “What zoo?” I asked Hermione.
“Mmph,” she said.
“Milwaukee,” her mom added.
“I love the Milwaukee Zoo,” I said to Hermione. “What are your favorite exhibits?”
“Mmph,” she replied again.
Then mom stepped in again. “We went to the small mammals, (something else I don’t remember), and reptiles.”
“Reptiles?” I said. That’s an unusual choice if you’re only seeing three.
“I like reptiles.” Hermione offered.
Aha! An actual response. I dug into it a little more, and then came the turning point. Her mom said the reptile house didn’t have any bearded dragons.
“Oh, you like those?” I asked.
“Yes,” she said with some enthusiasm. “I have a bearded dragon in my room.”
From then on it was like someone flipped a switch. Instead of looking like someone in a hostage video she became quite animated as we talked about beardies in general (that’s what the “in the know” people call them) and hers in particular.
Over the course of the lesson I learned her beardy’s name as Phoenix Firebolt (for Dumbledore’s pet and Harry Potter’s broomstick), which of course meant I also learned she liked Harry Potter. I learned that beardies eat grain and bugs, and that bugs are a lot more expensive than grain.
I learned she liked to dress Phoenix up in costumes, and that Phoenix wasn’t exactly a fan.
“I just have a couple,” she told me. “A lot of people do it all the time.
I also learned she liked to take Phoenix for walks, and that if she took the leash off outside without an adult present Phoenix would try to escape. A lesson discovered the hard way.
Throughout all of this conversation Hermione continued to pitch. Her throws got harder and more accurate.
I would make corrections here or there, but quickly follow that up with a beardy question. The lesson flew by, with Hermione making tremendous progress.
It was a good reminder for me. There is a saying that players don’t care how much you know until they know how much you care.
In other words, your ability as a coach to build a relationship with a player on her terms is critical to your success.
Whether it carries over automatically to next week remains to be seen. But hopefully, at least with this one player, I have a key to unlock her resistance or reluctance and help her enjoy her pitching lessons instead of just enduring them.
That’s the challenge for all coaches. Get to know your players, especially at the younger ages. Find out what floats their boats.
Because if you can establish some common ground there, they just might let you in a little faster to help them become the players they’re meant to be.
Bearded dragon photo by Saketh Upadhya on Pexels.com
This is the time of year when the rubber starts to hit the road in travel ball. All the promises of tryouts, all the good intentions, and all the talk of “we’re in it for the girls” starts getting tested as games get real and the outcome of the season is at stake.
The result is that some players/families begin to get disenchanted with their positions on the team and start thinking they might be better-served somewhere else.
They may or may not be correct. If you’re a player or parent who thinks playing time should be handed out like Halloween candy, regardless of effort or output, you’re probably not going to be any happier on the next team than you are on this one.
Your lack of skills and knowledge will be a detriment to whatever team you’re on, and coaches will recognize that pretty quickly. Your lack of effort to improve will also be noticed, making it easier for you to be left watching the game from the dugout.
But there is another class of player who may also be facing this decision. She has been working hard, showing improvement, earning her right to be on the field. But for whatever reason, the coaches have made their decision not to play her and that’s the end of that.
No matter what that player does or shows she can do, her fate on this team is sealed. Those are the ones who may find it necessary to seek a team.
Yes, I’ve seen all the bloviating on Facebook and other sources about how you just have to stick it out, and how horrible it is that players switch teams so quickly these days – whether that’s at the youth or college level.
I’m all for having to work your way up, and quite frankly think you should never join a team where you will clearly be the best player, either overall or at your position. The competition will make you better.
But all of those memes and rants presume you are working with a level playing field. Unfortunately, there are a lot of ways the field can be made permanently unlevel.
One common example is a player might play the same position as the coach’s daughter, or the coach’s daughter’s best friend. For a certain type of coach, that means his/her daughter or her friend will always play every inning at that position – no matter how many errors she makes or how many times she strikes out with runners in scoring position.
At that point, you either resign yourself to playing another position or playing your position with another team. If there isn’t an opportunity to ever show what you can do, the only option left is the status quo. Or as my friend Ray Minchew puts it, “It’s tough to build a track record when you never get on the track.”
What that often means is that you fall into the category of “spare parts.” A team needs a minimum of nine players to field a full team, but it’s likely that all nine won’t be able to be at every game. So it also needs people to fill in.
That’s where you come in. If one of the starters can’t make it, and the coach can’t find a guest player to fill that spot, you get on the field. Just know that once the starter comes back you will be back to the bench, no matter how well you did when you had that opportunity.
One of the things the “just tough it out” proponents will tend to bring up at this point is loyalty. They will moan how players are selfish and no one shows loyalty to the team anymore.
In my opinion, however, loyalty is a two-way street. If a coach isn’t loyal enough to his/her players to give them opportunities to demonstrate their abilities and legitimately compete for a spot, why should any of the players be loyal to the coach or team?
The reality is they probably won’t be. If all decisions are transactional, i.e., either the coach wants to win and doesn’t care if players are happy or the coach is more interested in keeping certain players happy or making them the “stars.” there is little reason to stick around if you’re not part of the “in-crowd.” Your situation isn’t going to change.
All anyone should be able to expect is a fair shot at playing. They then have to show what they can do.
But if they do, they should be rewarded appropriately. Otherwise, what is the incentive for working hard or for sticking it out?
If you’re a coach who wants loyalty from your team, start by showing loyalty to your players. ALL your players, not just your favorites or the ones who share a last name with you.
No one signs up for a team for the opportunity to ride the bench all season with no hope of parole. They want to play. Every. Single. One. Of. Them.
Give them that opportunity and they will be yours for life. But if you don’t do it, don’t be surprised when your “spare parts” decide they’d rather seek their fortunes elsewhere.
The next few weeks promise to be a softball fanatic’s dream.
First you have all the major D1 college conference championships that will be televised on the various flavors of ESPN. Plus all the others that are available through various streaming services, including D2 and D3.
Then there are the regionals, super regionals and Women’s College World Series games that will take us through early June. Here’s an overview of what that schedule will look like.
While I’m sure it will be enjoyable to watch, there’s more to it than just entertainment. All this great softball on TV provides an invaluable learning opportunity for young teams – and one which most of today’s players don’t seem to take much advantage of.
When I start with a new student, I will often ask her if she can name any famous players at whatever skill we’ll be working on. For example, if it’s a new pitching student I’ll ask who she admires as a pitcher or what famous names she knows.
More often than not I get a blank stare. If I name a few for them, such as Cat Osterman, Amanda Scarborough, Monica Abbott, or Sarah Pauly, most of the time they may have heard of the name but have never seen them pitch.
As a result, most of the time they have no idea what a high-level pitcher looks like in action. The same is true for hitters and fielders.
That’s why the next few weeks present such a tremendous opportunity. Some of the best players in the world will be showcased doing what they do best. These are young women who do what you would like your players to do.
So why not take advantage of that and replace a normal practice with a watch party? You can find out when a local or semi-local team is playing and watch that game.
Or see if there is a player from your area on one of the teams and have your team watch her specifically. Show them that these aren’t just figures on TV but real players who once stood where your players do now.
Make a party of it. Supply some snacks, order some pizza, maybe even organize a sleepover if that’s appropriate. Then at game time, actually watch what happens and discuss the action on the field.
You might even pause the game and run back a good play to show the effort that went into it, or re-watch a bad play to talk about what should have happened instead. You can also talk about the strategy of why a team or player did what they did (good or bad) to help raise your team’s collective softball IQ.
It has been estimated that the majority of people in the world (65%) are visual learners. Showing your players both good and bad examples in real time helps them understand more thoroughly the techniques and strategies you’re trying to teach them.
As you watch the game, perhaps the coaches and players can make a list of things they want to work on at the next practice. Maybe it’s diving to catch a ball. Maybe it’s a type of slide they saw, or a spectacular over-the-shoulder catch. Maybe it’s a suicide squeeze.
Whatever it is, seeing it performed and then trying it themselves may be just the spark they need to inspire them to play at a higher level than they are now.
Watching a game on TV also gives your players a chance to gain some perspective about their own performance. They may see a pitcher give up a critical home run, then come back to strike out the next hitter.
They may see a player make an error to give up the go-ahead run, then come through later in the game with a key hit. Ultimately, especially in an elimination game, they will see the “thrill of victory and the agony of defeat” played out in real time.
The other nice thing about watching the games on TV (versus going in person, which is also a great experience) is that it doesn’t cost much. A little food and drink, the price of the cable or streaming channel (if it isn’t free) and the time to clean up afterwards is about all you need.
But you can create a learning and bonding experience that will benefit your players for a long time to come.
Sure, we all like to grind away on the field. But if all your players ever see is each other, and players on other teams of comparable ability, they may never realize there is a much larger world out there.
Show them some of the best in the world playing the game at a high level and you just might inspire a level of play and enthusiasm in them that they wouldn’t have achieved before.
One the (many) things that make me shake my head in confusion is to see the way teams advertise for players. Whether it’s on a discussion board such as Discuss Fastpitch, in one of the many softball-related Facebook groups, or somewhere else, it’s always the same:
“‘Team Awesome’ is looking for two or three players to fill out its roster for the upcoming season. We need an ‘A’ level #1 starter; must throw 65+ with great control and command of all movement pitches. Also looking for a catcher with pop times of 1.7 seconds who can hit bombs and a shortstop with great lateral movement and an overhand throw of 60+.”
Aren’t we all?
I mean, look at those descriptions. Great teams start with being strong up the middle. If you can acquire a true Ace pitcher, a stud catcher, and a D1 prospect shortstop you’d be pretty well set up to win a lot of ballgames, even if the rest of your team was mediocre at best.
But that’s the thing. Those types of players don’t grow on trees. They’re highly desired by everyone, which means by the time Team Awesome’s ad runs those players have already been snapped up.
It’s also a pretty good bet that the name-brand top-level teams don’t have to advertise or post to find those players. Those players come to them because of their reputation and ability to get them seen by college coaches.
So it’s a pretty good bet Team Awesome is not going to find that caliber of player sitting around after tryout season is done.
That doesn’t mean Team Awesome can’t find great players – players who can help them elevate the state of their game. What they should be doing, in my opinion, is taking a tack more like this:
“Team Awesome has a couple of open opportunities for players ready to make a bigger impact and see the field more often. If you’re a great #2 pitcher stuck behind an incredible #1, come give us a look. If you’re a catcher who has been working her butt off to become a starter but can’t even get a look, we’ll look at you. If you think you have what it takes to play the field against high-level competition but just get overlooked on your current team, we could use another good (position) – especially if you can hit. Being on a trophy-winning team is nice, but being the reason your team earns a trophy is even better.”
Those are the players who are likely to be available. Or who are at least considering seeking their fortunes elsewhere.
Most kids sign up because they want to play ball, not sit on the bench while others play ball. And while there is tremendous satisfaction in working your way up and earning your spot on your current team, that’s not always in the cards for everyone.
Some players are victims of “Daddyball” or “Mommyball,” where the team is built for and around the daughter(s) of the coach(es). No matter how hard you work you’re never going to overcome that mindset, so a change of scenery will create new opportunities.
On the other hand, sometimes, no matter how hard a player works, there are others in their position who also work just as hard – and were blessed with more athletic ability/talent/whatever you want to call it. If a player is stuck behind that person – and rightfully so because she’s better – she can either accept limited playing time or find another situation where she can contribute more.
Those are the players you should be trying to find – the hidden gems looking for a place to shine. They can make just as much of a difference to your team as the studs you think you want but without some of the risk.
Because those stud players you’re advertising for can go anywhere. But the kids who are given opportunities to stand out will likely be at least a little more loyal to the team that gave them that opportunity. Which means you’re less likely to have to run the same ad next year. They’re also likely to be a little more forgiving if your team isn’t quite as awesome as you told them it was during the recruiting process because at least they’re getting the innings they were looking for.
Next time you’re looking for a couple more players, instead of advertising for known studs try encouraging those looking for an opportunity to prove they can be the studs to give your team a try. You never know who you might find that will make your team look better – and you like a recruiting genius.
I’ve spoken in the past about Rick and Sarah Pauly’s High Performance Pitching courses. They have put together a great series of Beginner, Intermediate and Elite-level online training courses that give professional instructors and bucket parents alike the ability to learn from two of the best in fastpitch softball pitching.
Recently they released a brand new course for the Elite program called “Tips for Making a Ball Move.” (Click on the Elite tab to find it.)
In his usual friendly and accessible way, Rick walks through topics such as what order to learn movement (i.e., non-fastball) pitches, increasing spin rates on pitches and how to be effective with grips. Lots of great information, and best of all it’s FREE!
But there was a three-part set of lessons in there I thought would be particularly helpful for bucket parents. Two of the lessons cover different types of training balls, and the other one talks about other types of gadgets.
I think these are some very valuable lessons for a couple of reasons. One is that we all look at those things hoping to find a shortcut to helping our daughters/players/students pitch more effectively.
As Rick shows his personal collection I felt like a kid again going through baseball cards with my friends – got that, got that, got that, hmmm, that looks interesting. As much as I say I’m not a gadget guy I’ve certainly spent my fair share of money checking things out.
Rick walks through each of them, talking honestly about what he uses regularly and which balls or devices mostly collect dust on his shelf. Before you hit the “submit” button on Amazon or an individual website I highly recommend you check out this series of videos.
The good thing is Rick isn’t really passing judgment on the balls or devices as much as he is sharing his experience. Why that’s important is that while a ball or device may not have worked for him, it might be just the thing you need. After watching the videos you’ll get a better idea of whether they’re worth checking out.
For example, he talks about SpinForm softballs. They are great for helping pitchers learn the curve or rise. But in my experience they’re also great for teaching the overhand throw – especially for a player who tends to get side spin instead of 12-6 spin on her overhand throw.
It’s hard to miss whether the ball is being thrown properly or not, especially if you play catch with someone who does throw properly. That visual helps players figure out what they need to do to improve. If you pair up a pitcher working on her curve with a catcher who needs some spin help it’s a win-win.
And honestly, that’s the thing about these various balls and devices. None of them are necessarily good or bad. Just like drills, using them to achieve success has a lot to do with the coach and the student.
If you have a specific need and use the device properly, it may be valuable to you – even if it wasn’t to me. But if you don’t put in the work with it, or use it as intended, you’re probably going to find it one day covered in dirt and grime when you go to clean out your garage.
The nice thing about Rick’s videos is they give you an unbiased head start on determining whether whatever you’re thinking about purchasing will help solve the issue you’re trying to solve. And again, that course is free so even if you don’t watch the rest of the lessons you can pop in and get what you need.
So before you go off chasing the latest softball device rainbow, give those videos a look. It might just save you a few bucks you can use to pay for your next hotel stay.
P.S. Just FYI, no matter what device or tool you buy, they tend to work better when you use them regularly.
Last weekend my two sons Adam and Eric came over to the house for a big event: to watch “Zach Snyder’s Justice League.”
First off let me say that while the movie is more than four hours long it was time well-spent. Not only because I got to spend that kind of time with two of my favorite people in the world but also because the movie is everything the fans who pushed for it to be released hoped it would be.
If you like epic comic book movies where the characters have real motivations, and lots of action, and you have access to HBO Max (or know someone who does) be sure to check it out. You won’t be disappointed. Here’s a little taste:
Ok, on to softball.
After battling the villain Steppenwolf (and losing), the heroes (sans Superman) are all in the Batcave talking about what their next move is. One of them (can’t remember who, did I say it was a four hour long movie?) makes a suggestion for a strategy. Then the Batman says something profound – something to the effect of:
“That’s just playing not to lose. All that does is delay how long it takes you to lose. We need to play to win.”
What a great concept. Playing not to lose just delays how long it takes you to lose.
Think about that in a softball context, especially now that nearly every travel softball game has a time limit. How many times have you seen coaches call time out for an unnecessary mound conference, or had their hitters go to the plate and slowly tie their shoes, or do some other stall tactic to try to get the “drop dead” alert to go off before they have to do anything?
Plenty, I’m sure.
They may think they’re playing to win, but really they’re playing not to lose. The message they’re sending to their team is either “I don’t think we can beat this team straight up but we’re ahead right now so let’s take it” or “I’m afraid you guys will do something to screw up this victory so I’m not going to give you the chance.”
And yes, the result might be that they win that game. But all it really did was delay how long it will take them to get knocked out.
Winners play to win.
Let’s look at another situation – the coach who doesn’t want her team taking any chances. Don’t throw down to first to try to pick off the runner because you might throw the ball into right field. Don’t try to hit the ball hard with two strikes, just make contact. Don’t throw a drop ball with two strikes because the catcher might miss it.
Those are all things great players do. But this coach isn’t looking for great. She’s looking to not lose because of a mistake.
Now, there are definitely times to be conservative in your approach. But not all the time. That’s playing not to lose instead of playing to win.
The problem with playing not to lose is you put your fate into someone else’s hands. Yes, you’ve minimized your mistakes, but you’ve also minimized your ability to rise above your current level of play to become something greater.
And if every player on the team is afraid to make a mistake, maybe because the coach will scream at her or yank her out of the game in the middle of an inning, the team will never come close to fulfilling its potential. Instead, it will just be trying to hold on for as long as it can until a team that wants it more comes and takes it away from them.
It’s like they say in the grossly underrated comedy “Fired Up!” – you’ve gotta risk it to get the biscuit.
Sure, it’s riskier to play to win than to play not to lose. But what’s the point of playing if you’re not playing to win?
Coaches, teach your players to be confident in their abilities even when it might be easier to just lay back and tie their shoes for five minutes. It’s better for them, and in the long run it will be better for you as well.
Photo by Picography on Pexels.com
The other night as I was setting up for lessons at an indoor facility where I teach, there was what I presume was a dad and his son in the next cage over. The dad was pitching to his son, who appeared to be about 10 years old, and chucking them fairly hard at him.
Dad was kind of loud in his instruction – not a crime in my book because the place was pretty noisy and you had to talk loud to be heard – but because of that I couldn’t help but overhear what he was telling the boy.
With each pitch, Dad offered some helpful critique. “You dropped your hands.” “Your front foot stepped out.” “You’re dropping your shoulder.” “You were late.” “Gotta get your hips through.” And so on. You get the picture.
I felt bad for the poor kid because while all the things Dad was saying may have been true (I didn’t stop to watch because I had other things to do) I doubt the boy could make much sense of them.
The problem was there was so much scattered information coming at him at once it’s unlikely any of it was getting through. The kid probably felt like this.
It was a prime example of what I call the “Whack-a-Mole” style of coaching. (It could also be called the “Magic Pill” style. My friend and pitching coach extraordinaire Anna Nickel from ElevatePitching calls it “Firefighter Coaching” because you’re constantly running from issue to issue trying to put out fires.)
You see an issue come up and you point it out, although you may or may not say how to correct it. On the next repetition, while the player is trying to fix whatever issue you pointed out, something else crops up so you immediately jump on that.
This pattern continues until the session comes to a merciful end. At which point the player is no further along, and perhaps even behind, where she was before.
There’s no doubt this is an easy pattern to fall into, especially if you’re personally invested in the player’s success. You see a problem and you want to fix it.
That’s human nature. I know I can be guilty of it myself (just ask my students), and constantly have to tell myself not to do it.
The problem with this approach is that even though everything being said is true, it’s not like you can fix an issue with one attempt. That’s where the magic pill concept comes in.
Just because a coach points out a flaw doesn’t mean a player can fix it right away. It takes many, many focused repetitions to replace an old habit with a new, better one.
Yet when you’re playing Whack-A-Mole, that whole focus thing goes right out the window. If you tell a player she’s dropping her hands, on the next swing she will (hopefully) work on keeping them up. Whack!
But then if you tell her she was late on her next swing (Whack!), her focus will switch to her timing. Since she hasn’t had time to fix the first issue, however, her hands will drop again as she concentrates on her timing (Whack!). Introduce a few more issues (Whack! Whack! Whack!) and her mind is probably somewhere else – quite possibly thinking she must be awful because there are so many things wrong with her, and maybe she should just give up the sport entirely. It happens.
A better approach is to choose one thing and work on that. Then, after the player gets the hang of it, you can try moving on to something else. But if the first issue crops up again immediately, you need to go back to working on that instead.
If you’re already aware of what needs to be fixed you can game plan ahead of time. Take the thing you believe to be the most glaring flaw, i.e., the one that is most likely to keep the player from having success, and work on that.
Only when it seems like the player can execute the new skill without having to hyper-focus on it should you try moving to the next one on the list.
If you don’t know the player that well, you’ll have to do the prioritizing on the fly. In that case, you should know what the most important issues are in general, in descending order, and just work through the checklist until you find what needs to be done.
For a pitcher, for example, you may see she has a very stiff arm from trying to make the circle too big. You might have her work on learning to loosen up the arm to allow it to work the way it should.
That approach will be much better than trying to have her learn to loosen up her arm, improve her drive mechanics and learn to hit her spots reliably.
The good news is, if you choose your priorities correctly, often fixing one issue will help with others as well. In the pitching example, loosening up the arm will enable the arm to whip, which will increase speed. It will also allow the momentum generated in the pitch to help guide the arm, impacting accuracy as well.
One other thing to keep in mind is that fixing skills such as hitting or pitching properly and permanently often requires you to focus on pieces rather than the full skill.
In the case of hitters, that might mean putting the player on a tee for a while rather than taking full swings. For a pitcher that may mean having her move up close and throwing into a wall or net rather than performing full pitches. The same with players who need to work on throwing.
For fielders, it could mean having balls sitting on the floor or ground, or rolling balls to them rather than hitting them. Some players may have a tough time with that approach at first, but they will benefit far more from it in the long run versus trying to fix problems within the full skill.
Whack-A-Mole may be a fun game to play at a carnival – especially if you have some pent-up aggression to work out, as we all seem to these days. But as a coaching approach it isn’t very effective.
Pick one thing to focus on and give your players time to learn it before moving on to something else. You’ll find you generate much better results – in far less time.
We are now in the process of entering my favorite time of the year. Not because the leaves are turning, pumpkin spice-everything is available and hoodies and sweaters can once again hide the fact that I didn’t achieve any of my summer weight loss goals.
Instead it’s because this is the time of year when fastpitch softball players are free to focus on making the major structural changes that will set them up for future success.
During most of the year, at least with the current obsession with playing more games more of the time, you have to be careful about making fundamental changes – at least with players who are already experiencing success. If you try to change the way a pitcher pitches, or a hitter hits, or a fielder throws, etc. there is always the risk that you might make the player worse before you make her better.
That is true even if the change is for the player’s long-term good. Let’s take a pitcher, for example.
She is doing well, racking up a K an inning and doing a good job of getting hitters out. She doesn’t give up many runs or walks, and overall is considered successful.
At the same time, however, you notice that her drive mechanics are weak. If she had a better push-off she’d be more stable when she lands, with better posture, giving her better control while enabling her to throw harder. All good things.
But you also realize that if you spend your time working on drive mechanics, two things will happen. First is she will probably lose a little speed and accuracy because now she has to think about pitching rather than just doing it, and there’s a good chance it will throw off the timing of the rest of her pitch because she’s not used to it. In other words, you will likely make her worse before you make her better.
Second is while you’re working on drive mechanics you’re not looking at the pitches (change-up, drop, rise, etc.) that enable her to mix things up and keep hitters off-balance. If anything is a little off on those pitches you won’t have the opportunity to tweak them and get them back on track – which means she could have some unusual trouble on game day.
That’s why I love this time of the year. With no pressure to perform tomorrow, or this weekend, you have the opportunity to flip the risk/reward ratio.
In-season, with a player who is already performing well, the risk of taking her off-track is significant while the reward is off in the distance since the types of changes I am talking about don’t happen overnight for the most part.
At this time of the year, however, the risk is pretty much non-existent while the potential for a long-term reward is huge.
Of course, the exception to all of the above is the player who is not performing too well to begin with. If you have a hitter who is leading the team in striking out, and whose “best” contacts don’t get out of the infield, there is really no risk in making big changes.
She really can’t get any worse. But if you can turn that around and help her start making more consistent, hard contact and getting on base, the reward is huge – and often paid in smiles and confidence that will serve her well in the future.
For everyone else, however, making changes in-season (and make no mistake, fall ball is now considered by most as a legitimate season instead of an add-on to the summer) must be done thoughtfully. In our instant gratification world, taking a player who is performing well and degrading that performance temporarily, even if it’s for her long-term good, will be a tough sell for everyone.
Which brings us back to now. The next few weeks are an opportune time to get started on the types of major changes that will pay off HUGE next spring.
So grab a pumpkin spice latte, take a few pictures of the fall colors, and get to work. Your future self will be happy you put in the effort now.
Fall leaves Photo by Pixabay on Pexels.com
One of the things I have been most fortunate in throughout my coaching career has been exposure to other knowledgeable, successful coaches. They are the kind of people who have accomplished enough that you’d be tempted to think they have all the answers.
Yet if there is one core characteristic they all share it’s that they are always hungry to learn more. No matter what success they may have achieved, or helped the players they work with achieve, they’re always on the hunt for more information.
They’ll talk to anyone, or read any article or watch any video or attend any lecture if they think it might help them become a better coach. If they find a better way to do something than what they’ve been teaching, they will change how they teach.
There is a very important lesson here for young coaches – especially those who are still in college or who have just graduated. All too often, I see and here about young coaches basically repeating whatever they have been told as players rather than doing the heavy lifting to learn what the latest state of the game is.
I get it. These coaches were successful as players, so why wouldn’t what they did work for those who are coming up?
Except that a lot of times these players succeeded in spite of what they were taught. If you look at videos of them as players, they didn’t do anything like what they are now repeating. Instead, their bodies naturally found the most efficient way to throw, hit, pitch, etc. a ball.
So why wouldn’t they want to question what they were taught to see if there is a better way?
That’s a question I’ve always wondered. But I actually heard a good answer from Anna Miller Nickel, an excellent pitching coach and former D1 and pro pitcher herself. (For more from Anna, you can follow her on Instagram at ElevatePitching.)
“In college, you’re coming into a new programs and trying to learn the ropes,” Anna said. “You are working on fitting into the program and aren’t really questioning what your coaches are instructing you to do.
“Each coach has a certain philosophy and for a team to succeed, everyone needs to buy in. After your career is over, you realize how much you still have to learn and may not know where to start. The amount I’ve learned after I stopped playing makes me wish I could go back and have asked better questions.”
That is fascinating to me. I would think coaches would want to encourage players to ask questions, because if you’re asking questions you’re engaged.
But that’s not always the case. Often coaches say and players do as a matter of efficiency, so there really isn’t a mindset of wondering why they’re being told to do things a certain way, or whether what they’ve always been told is the best way to do things.
This is an important mentality for you young coaches to break. The reality is questioning what you were taught, and even comparing it closely to what you actually do, is critical if you are going to improve as a coach do right by your players.
That’s what Anna told me she did. When she got out of school and started coaching, she started with the basics as they were taught to her when she was young.
But the more she thought about it, and looked into it, the more they didn’t make sense. She sought out help, did the heavy lifting to learn, and changed many of the things she was doing.
You young coaches can do the same. Don’t take it for granted that what you’ve been told in the past is correct, or even good mechanics.
Take what you’ve been told and compare it to what they best players in the world at a given position do. If the two don’t line up, there is probably a better way to do things than what you were taught.
Also, don’t be afraid to get involved in different groups and to seek out information from coaches who are respected for their knowledge of the game or various aspects of it. I have found that most good coaches are more than happy to share what they know because they didn’t get to that point by themselves either.
Find a mentor or mentors with whom you feel comfortable asking their advice or bouncing ideas off of. I’m certainly willing to help anyone who is interested, and I know there are many coaches out there who feel the same.
The sooner you get past the “don’t ask questions” or “just repeat what I was told” mindset and really start putting your brain to work, the sooner you will achieve success -and the faster you will move up the ranks.
To close this one out, I will share a great parable about the need to understand why you’re doing something:
Take five monkeys, put them in a cage where there is a staircase, and at the top of the staircase hang a banana. Every time one of the monkeys starts to climb the staircase to get the banana, spray them all with icy cold water.
Pretty soon, any time the monkeys see one of their number starting to climb the staircase they will jump on him and beat him up to avoid getting sprayed with water. At that point you stop spraying them with water.
Once that’s established, remove one of the monkeys and replace him with a new one. That one doesn’t know about the water and will start to go for the banana, but the others will grab him. Pretty soon, the new monkey will also grab any monkey that tries to go up the staircase.
Continue to replace the monkeys one-by-one until none of the original monkeys are left. You will see that they will still grab and beat up any monkey that tries to climb the staircase – even though none of them have ever been sprayed with water or know why climbing the stairs is bad.
They’re not sure why they’re doing it. That’s just the way things are done around here.
Photo by Pixabay on Pexels.com