Category Archives: Coaching

Every Expert Was Once a Beginner

Every expert was once a beginner

One of the most intimidating things we can do as human beings is start something new. Especially when that something has been around for a while like, say, fastpitch softball.

We look at ourselves and see how ill-prepared we are. Then we look at others and see how much better they are – some are even experts – and we wonder how we’re ever going to survive.

The good news we all have to remember is that no matter how great others are at something, every single one of them was once a beginner. Just like us.

Arizona coach Mike Candrea didn’t start out with 1,500+ wins. He started with one, and probably felt fortunate to get it.

So if you’re a brand new head coach taking a team onto the field for the first time, remember you share that experience with one of the winningest fastpitch softball coaches ever.

If you’re a pitcher (or the parent of a pitcher) who is just trying to learn how to get her arms and legs going in the same direction and get the ball over the plate with arcing (or putting anyone around you in danger) take heart. Some of the game’s best pitchers ever had their struggles as well.

If you’re a hitter who is providing more on-field air conditioning than excitement with her bat, or a fielder who seems like she wouldn’t be able to pick up a ground ball in a game even if it had a handle…

Well, you get the idea.

Everyone has to start somewhere. The ones who go places, however, are the ones who don’t give up, even when learning takes a little longer, or it feels like others have more natural ability, or have a head start because they started at a younger age.

After all, it isn’t where you start the race. It’s where you finish that counts.

I remember as a beginning coach thinking how much better I would (hopefully) be in five years, when I had some experience and had learned more. But that thought didn’t do my first team much good.

So I buckled down, did the best I could, contributed where I knew things, and just faked the rest.

I was once amazed that other coaches could come up with the drills or explanations i would use. To know so much that you could think that way seemed like a hill too great for me to climb. Now, 800 blog posts and roughly 20 years of coaching later I come up with different ideas all the time.

So to all of you beginners and first-timers out there, I say don’t be intimidated. Don’t be concerned about your lack of experience, or get overwhelmed thinking about how much you don’t know.

Just buckle down, get after it, and remember every expert was once a beginner. But it’s only the dedicated beginners who become an expert.

Advertisements

New Year, New You

pexels-photo-534031-1.jpeg

Photo by Pixabay on Pexels.com

I know the headline sounds like an ad for a diet product or a health club, but there really is something to taking advantage of the turn of the calendar to start making improvements in our lives.

As humans we tend to like to have a clean break from the old when we start something new. The most obvious example is most people like to take a little time off between the time they end their old jobs and the time they start new ones. That little space in-between, even if it’s just a couple of days, helps us decompress and let go of the past so we can focus on the present – and the future.

That’s what’s often magical about the start of a new year. While in reality it’s just another day on the calendar, it feels like the start of something different.

So how can you take advantage of this artificially imposed fresh start? By (dare I say it?) resolving to do one or more things differently this year.

If you’re a coach, spend some time studying new techniques or approaches to the game. Challenge yourself by looking into information that conflicts with your current beliefs – especially if you’ve held those beliefs for a while.

Attend a coaching clinic with an open mind. Watch a current video or read a new book. Not just on fastpitch softball specifically, but also on coaching principles in general. In short, look for ways to be better than you are now.

If you’re a player, think about what a great year would be for you, then think about whether you can get there with what you’re doing now. A good way to do that is to write a letter to your future self describing the awesome season you just had.

If the season you want to have isn’t achievable with your current approach, figure out what you need to change to make it achievable. It could be something as simple as practicing for five more minutes during a session, or finding ways to sneak in an extra 5-10 minutes of practice per week when you can’t get to a field.

It could also mean being willing to change something you’ve been doing for a long time to see if the new way will work better. After all, no one ever created an innovation by continuing to do the same old thing.

If you’re a parent, think about how you can be more supportive, both to your player and to the team. Hopefully you’re already one who cheers in a positive way. But if you’re not sure, maybe set up a video camera and record yourself during your child’s next game to see what you think. Would you want to sit next to you? Or be with you on the ride home?

You might even want to do the same for someone else you may know, assuming they would take the information in the spirit it is intended. Learning to relax and enjoy the game makes it a lot more pleasurable for everyone – including the person who usually gets so upset.

You can also try watching a game where you have no stake to see what you think of how the spectators are reacting. The compare that to how you feel during your child’s game. It can be an interesting perspective.

One other thing you can do as a parent is to educate yourself on what the latest thinking is regarding various skills and see if that matches up with what your player is being taught. Don’t just assume a coach or instructor knows what he/she is doing, or is keeping up with the sport. Learn what to look for so you know whether you’re investing your hard-earned money in the best way possible.

It’s a new year. Why settle for the same old same old?

Take advantage of the energy that comes with a fresh start and use it to create a new, even better you. Best of luck for the upcoming year!

Patience the Key to Making Fundamental Changes

 

Hailey HI know I’ve talked about this many times before but one of the problems fastpitch softball players face in our “instant-everything” world is an expectation that they can fix major issues, or go from good to great, with just a few repetitions.

I see it all the time. The coach or instructor explains what needs to change in order to improve, the player tries it a few times, and then is disappointed when whatever it is doesn’t work right away.

The reality is it’s just like healing from an injury – it requires patience. Anyone who has ever been hurt (which I imagine includes everyone on the planet) knows what it’s like.

First comes the injury and usually a lot of pain. But as the constant pain begins to subside the player starts testing the injured part to see if it’s ok now, even though the doctor said it would take four weeks to heal completely. Then, by constantly stressing it to see if it still hurts, the recovery period is extended out even further.

Making a change, especially a fundamental change in mechanics takes time – along with many steps and missteps.

A good way to think about it is how you go from home to first. Anyone who tries to get there in a single bound (unless they are from Krypton) is going to be disappointed. No matter how hard you try, or how long you work at it, you’re never going to go 60 feet in a single bound.

Instead, it takes many, many steps. There’s simply no way around it. You can do things to minimize the number of steps, or accelerate the time it takes to go from home to first. But it’s still going to take many steps.

And that takes patience. Replacing old habits with new ones usually requires following a process where you master the first step (or at least become pretty competent with it) before you move on to the next one. Otherwise it’s too easy to slide right back into the old habits.

Take learning to throw overhand properly, for example. Many girls will tend to drop their elbows to their ribcage when they throw, creating more of a pushing motion. That’s a huge issue that will limit both velocity and distance, and needs to be corrected.

Usually that means breaking down the throwing motion and focusing on getting the arm to slot properly. There are many different ways to do it, and programs that can help.

But what often happens is after a few repetitions the player immediately wants to go back to full throws. And what happens? The elbow starts dropping back down again, which means all the work that was put in before takes a couple of steps back. That desire to jump right to the finish now means it will take even longer to get to a real finish.

Patience may be a virtue, but it’s one that can be tough to come by. Especially in today’s world where everyone wants results now. And feels they have to get results now because there’s always another game coming up.

Still, patience is something that’s worth developing. If players (and their parents) can take their time to truly replace old habits with new ones rather than just trying to get to the finish line right away, or going straight back into full reps, they’ll find it actually takes less time overall – and the results will be more permanent.

So the next time you’re working with a player who wants to try to get from home to first in one bound – or even two, three, or four – help her put on the brakes and stick to the plan. The results will be worth the effort.

Applying Occam’s Razor to Teaching Fastpitch Softball

cjtdbif-e1540585745352.jpg

At some point in your life outside of fastpitch softball you’ve probably heard the term “Occam’s Razor.” No, it’s not a brand of shaving utensil.

Instead, it’s a way of approaching problems. Essentially it says that all else being equal, if there is a simple approach to something and a complex one, the simple one is usually better.

If you want the full explanation, follow the link above. But a big part of it has to do with variables. The more variables you introduce (thereby making it more complicated), the more chances there are to get it wrong.

That has certainly been my experience coaching girls fastpitch softball for lo these many years. (Had to say that – how often do you get a chance to use “lo” in a sentence?)

I remember watching pitching instructors take pitchers through their 10-step or 15-step warm-up process, where every single piece is broken down into the most minute movements. I’ve seen the same with other aspects as well – hitting, throwing, catching a fly ball, you name it.

On the Internet it gets even worse. It’s almost like a contest to see who can make their explanation the most detailed and confusing.

Really what it is is a game of “one-upmanship.” Kind of like the old “he who dies with the most toys wins.” But in this case it’s “he who is the most unintelligible must be the smartest.”

I disagree with that philosophy. Instead I ascribe to the idea (often mis-attributed to Albert Einstein) that if you can’t explain something simply you don’t truly understand it.

When you’re coaching someone in a skill, your goal should be to help them learn to execute the skill in the context it will be used as quickly as possible. You can’t get that from a 15-step approach.

A player may get good at each of the 15 steps, but she will likely still struggle to put them all together and execute them under the pressure of a game. Too many variables to worry about, and too much thinking trying to get all of that right.

If you can break it down into a few easily digestible steps that naturally flow into one another, however, I find that players not only learn faster – they learn it deeper too, because it has context.

Hitting is a great example, because it’s probably one of the most over-analyzed skills in all of sports. It’s also interesting because a lot of the analysis will talk about why so-and-so hit a home run with their swing, but will never mention when that same swing resulted in a weak pop-up or ground ball. Which means there’s more to it than just the mechanics.

That said, as a coach or instructor, there is definitely a certain base knowledge you need in order to understand what is going on throughout the swing, and why some movements/angles/timing/etc. work better than others.

Once you get that, however, it’s time to start peeling away everything that isn’t essential to teaching someone how to hit. Especially since certain parts of the swing are going to naturally result from other parts anyway.

Teach the critical parts, such as leading with the hips, separating the hips from the shoulders during rotation, keeping the hands up and letting the bat head down, etc. Then turn your hitters lose to fill in the blanks on their own – without having to think about them.

It’s like the old KISS acronym – Keep It Simple, Stupid. Give them what them what they need to know in a way they can understand it instead of trying to show how smart you are or how much research you’ve done.

Oh, and while it’s tempting to say this approach is more important for younger players, the reality is it’s important for players at all levels. The real difference with older players if you keep it simple is they’ll pick it up faster and get to success sooner.

The more you follow Occam’s Razor, the more success your players will have, and the more games you’ll win. Isn’t that really what it’s all about?

Why the Short Leash May Not Be As Effective As You Think

IMG_1630

First of all, for those of you who are wondering, yes. This is my dog Swayze. (I didn’t name him; he was a rescue and that was already his name.)

He’s a lucky boy, because I couldn’t very well put a leash on him for a photo without taking him for a walk. But that’s not the topic of today’s blog post.

The actual reason for the photo is to discuss a coaching style that can best be described as the “short leash.” Basically, what it entails is if a player makes a mistake on the field, such as a physical error or watching a third strike go by, she is immediately yanked out of the game and made to sit the bench – I suppose so she has time to think about what she’s done. Perhaps it’s the softball equivalent of a “time out” for a young child.

Normally, this type of “correction” is accompanied by a few loud words from the coach, such as “I told you you need to keep your head down. Grab some bench!” Although not always.

It often tends to be applied unevenly as well. In other words, if you’re the star shortstop and you make an error, it might not result in your being relieved of your position. But if you’re more of a utility player or a reserve trying to earn a starting spot, you’ll probably be one-and-done.

The goal of this type of coaching is to make players better and sharper. At least that’s the theory. But what I find, more often than not, is it makes them fearful of making mistakes, which not only makes them more prone to making mistakes but tends to stunt their overall development as well.

Imagine this type of coaching in another setting. Let’s start with school. You’re at the white board in math class (apparently schools don’t use blackboards anymore), doing your best to solve an equation, but you get the answer wrong.

Instead of just pointing out the mistake and giving you a chance to correct it, the teacher calls you out in front of the class in an exasperated voice, tells you to just go sit down, then ignores you for the rest of class. How motivated are you at that point to learn more math – or to be called up to the board again? Or even to pay attention to the rest of the class?

If you do go up to the board again, will you be more focused on the problem (even though focus wasn’t the issue the last time – it was that you didn’t know the concept)? Or will you be thinking “I hope I don’t make another mistake and have to go through that again?

Now think about work. Have you ever worked for a boss who would berate and belittle you if he/she didn’t like something you’d done? I sure have. In fact, I had one boss that would love something I did one day then hate the exact same work the next day.

Not only was I at risk of getting whiplash from those Mercurial moods, I started to doubt my own abilities. Then, instead of trying to do the best work I could, I started focusing on trying to figure out what wouldn’t get me berated. They are two different things.

It wasn’t until I did a little side work for someone else that I realized the problem wasn’t me – it was my boss and his up and down moods. I moved on from there and discovered I was actually pretty darned good at what I did.

Coaching by fear and intimidation is very old school. The problem is it’s a lot like torturing someone to get information. After a while, they will say whatever they need to say to get the pain to stop, whether it’s true or not.

The same goes for the short leash. If players are constantly worried that one error, or one looking strikeout, or one bad decision on the bases, or a few missed spots on one batter is going to get them yanked out of the game in the middle of an inning, their focus will no longer be on becoming the best player they can be. It will be on doing what they need to so they don’t get yanked.

Fielders will become uptight, and maybe not try for balls they’re not sure they can field cleanly. Hitters will swing at any potential third strike, even if it’s high or in the dirt, rather than learn the strike zone.

Base runners will be hesitant and not take advantage of opportunities that could have contributed to a win. Pitchers will start trying to guide the ball instead of learning to throw hard and maximize their speed.

And what do you end up with? A talented team that can’t win the big games because they’re too busy hiding in their shells.

I’m not saying never replace a player who isn’t performing. If pitchers don’t have it they need to come out. But not necessarily after throwing a handful of pitches. Even MLB and college softball pitchers get more time than that.

A fielder who makes three errors in an inning is probably cooked and needs to come out – not as punishment but just to get their heads and bodies out of a bad situation. And so forth.

But that should be situational, not an automatic “If you make a mistake you’re done.”

Of course there will be those who claim “being ‘tough’ like this will get them ready to play in college.” Nonsense.

First of all, if you’re coaching a younger team there’s no guarantee any of those kids will even want to play in college by the time they’re eligible. But if you make the experience miserable enough for them you can ensure they won’t, because they’ll quit the sport.

But even when you look at college teams, you rarely (if ever) see a D1 college coach (who is being paid big bucks and who is giving her players big bucks to come to the school in terms of a scholarship) yank a player off the field for making an error or walking one hitter. A coach like that wouldn’t last very long, especially at the big schools, because no one wants to be embarrassed on national TV.

So you’re not really preparing your players for the next level. You’re just using that as an excuse to justify your approach.

What you should be focused on instead is developing players so they learn how to work through adversity and overcome errors, etc. rather than fear making them. Support and a positive approach will go much farther than fear.

We all make mistakes. Often that’s how we learn. And making mistakes is critical to the kind of growth that ultimately wins games – especially those in tense situations – as well as championship.

So put the short leash away and give your players some room to breathe. You may just find happy, relaxed players make fewer mistakes – and give you more of themselves with every play.

 

Take Your Effort to 11

Grace HR

The other day I was reading an article’in the NFCA’s Fastpitch Delivery newspaper. It was written by Megan Brown, Ph.D., an assistant coach at Brown University, talking about what softball players can learn from UConn basketball.

Basically, it talked about an approach they use to improve pitching performance during practice, which improves performance during games. While the article was about pitching, it can be applied to other areas as well. I’ve been playing around with it a bit this week, and I think it’s pretty effective so I thought I’d share.

The crux of it is to ask the player to rate her effort on a scale of 1-10, with 1 being standing around talking about it (as you will be doing at that time) and 10 being putting every fiber of your being into the pitch, hit, throw, whatever.

The typical answer will be 5 or 6. If she says 6, you then ask the player what it will take to get that effort level up to a 7. How do you go that little bit harder?

Once she gets to 7, ask what it will take to get to 8, and so on. It really seems to help players loosen up a bit and worry a little less about “perfect” mechanics and a little more about going hard.

Of course, being a movie fan and a music fan, the whole idea of “turning it up” couldn’t help but remind me of this great scene from the classic movie “This Is Spinal Tap.” Sorry about the commercial in the front, but it’s worth waiting it out:

It’s very easy for players to slip into their comfort zone when they’re practicing or playing. Unfortunately, for many that comfort zone may be far less than they’re capable of achieving when pushed.

Maximum performance requires maximum effort. To help players get there, ask them to rate themselves on a scale of 1 to 10, and then see if you can get them to make turning it up to 11 a habit.

Don’t Take Everything You Hear or See At Face Value

Natalie hitting

Every week I receive an email that links to pieces of instructional videos for fastpitch softball. And almost every week I end up shaking my head at what I see in them – especially because the company that sends the videos out is charging people good money for such poor instruction.

This week held yet another perfect example. A college coach (from a big name D1 school as I recall) was talking about flaws in loading when hitting. He had a young player, maybe 12U or 14U, there with him helping him demonstrate.

And what was his big advice? Don’t let the head and the front foot move in the same direction at the same time during the “load.’

First of all, he seems to be confused between the load and stride. He kept saying load but most of the discussion was about the stride. So he might want to check that out first.

But regardless of the terminology, he was basically saying that the front foot should move first, then the head should follow afterward. All I could think was “that poor girl.”

Let’s see if this coach’s advice passes the evidence test. Here’s a video of some MLB hitters taken from the side. Watch them as they stride and see if their head moves with the foot or not.

If the camera is steady you can place your cursor on the hitter’s head and see if the head stays there. If not, compare the head position to the background throughout the stride.

What do you see? I know what I see. The head and the center of gravity are moving forward as these hitters stride.

Of course, maybe these are just extraordinary athletes. And they’re men. So let’s look at former Michigan star Sierra Romero, who did pretty well for herself this year with the NPF’s USSSA Pride. Advance the video to about 2:14 to see the stride, and again what do you see her head doing as her front foot moves forward?

The point here isn’t to take on the specific video I watched, although hopefully by now you’re ready to disregard that particular piece of advice. It’s more to say that parents and players should be careful about what they accept as good instruction.

You would think a college coach, presumably a hitting coach, would understand the swing and how it works. But clearly that isn’t necessarily true.

It’s the same thing with taking advice from a former player because she was/is a star in college, or high school. Often times players and former players just repeat what they were told when they were growing up, even if it’s not what they actually did/do, because they haven’t put the time in to study the mechanics.

The best thing you can do is educate yourself. Before you blindly accept advice or training from anyone – and that includes me, by the way – take what they’re saying and see if that’s what the top current players do. If not, you should find someone who will teach you those mechanics and approaches.

Hitting is easier to compare, because you not only have top college, NPF, and National Team players to compare what’s said to what’s done, but you also have MLB hitters. Hitting is hitting after all, and anyone who tells you softball has a different swing needs to throw out their VHS tapes and at least buy a DVD or two from this millennium.

Or there’s this new thing out called YouTube that all the kids are talking about. Maybe those instructors want to check it out.

The hitting exception is slapping. They don’t do that in MLB, so you’ll need to look at softball only.

The same goes for pitching, because videos of MLB players will be of little use. But there’s plenty of good video of top pitchers in game action, which is where you want to check them out. See what makes them successful in games and compare that to what you’re being told. Here’s a good starting point for you.

Catching, fielding, throwing, base running, all of those are similar skills between fastpitch softball and baseball, so you have plenty of source material there. Sure, there are nuances, mostly driven by the difference in the length of the basepaths and size of the field overall, but anyone with even a little experience watching both should be able to adjust for that.

It’s easy to buy into a reputation, or a great set of credentials. But neither of those will help you on the field.

Be a smart consumer. Make sure what you’re being taught, no matter who is teaching it, matches up with what great players do. Otherwise, save your money on lessons or DVDs until you’ve confirmed your investment will take you where you need to go.

 

Bring a Little Fun to Corrections By Playing HORSE

Help player learn skills faster by playing HORSE

Being a coach sometimes can feel like you’re stuck in the movie Groundhog Day. You offer a correction, the player makes it for a repetition or two, then goes back to what she was doing before. So you offer the correction again and the cycle repeats.

This pattern particularly shows up with younger players, but it can happen to anyone anytime. Obviously, two good repetitions followed by a few incorrect ones isn’t going to get anyone anywhere.

So how do you provide a little extra incentive to focus on doing it right every time? This is where taking advantage of the competitive nature of fastpitch softball players can come in handy.

Fastpitch softball is a tough sport full of difficulties and disappointments, so players really have to have some competitive fire to keep going with it. They also have to love a challenge. As soon as you press the “compete” button you almost always have their full and undivided attention.

One way I’ve done this is to borrow from the playground basketball game of HORSE. You know the one. You take a shot, then the player after you has to take the same shot. If he/she doesn’t make it, he/she gets a letter. You keep going until only one player hasn’t spelled out HORSE.

For Katie, the girl in the photo at the top of the post, the challenge was getting her to bring her back leg into her front leg to finish the pitch. She had the very common tendency of throwing the front leg out without using the back leg. As a result, the back leg was more of an anchor dragging behind her and cutting back on her speed and accuracy.

So I challenged her to a game of HORSE. The rules were simple. If her back leg finished by closing into her front leg (more or less) no letter was assigned. If, however, she finished with her legs spread apart (which usually caused her to bend forward as well) she received a letter.

Once we established those simple rules, it was game on! Suddenly, instead of the Groundhog Day loop of me telling her to finish, she was more on top of it. She still ended up getting an H-O, as I recall, but that was all in the 10 minutes we spent on it.

That was pretty good improvement, because it meant in all the pitches she threw she only failed twice. More importantly, rather than me telling her to fix the issue she was now dedicated to fixing it herself – because she didn’t want to lose the game!

I knew it really got through to her, though, when at her next lesson she asked if we could play HORSE again. I think she wanted to play because she knew she could win; she’d worked on it between lessons to gain the advantage.

But that’s ok with me – I want her to win, because then she’s improving her mechanics and using her body more effectively. By the way, there was no prize for winning or avoiding getting HORSE, although there certainly could’ve been. The game simply appealed to her competitive nature and got her attention.

In reality, this is a game/technique you can use to drive improvement for all kinds of techniques. Have a hitter who is dropping her hands or swinging bat-first? Play HORSE.

Have a fielder who isn’t getting her glove down on ground balls, or a catcher who isn’t keeping her glove on the ground while blocking? Play HORSE.

(I’m not just saying this to you, by the way. I am also making this as notes to myself, as I am definitely under-utilizing this idea.)

The one thing I would caution is focus the game on the process/skills, not the results. So use it to help a first baseman learn to scoop a ball in the dirt properly, but not to keep track of whether she actually got it or not. Or use it to help a hitter learn to swing hips-first rather than giving her a letter if she swings and misses.

If she learns the skill, the results will take care of themselves. But if you focus on the outcomes, you won’t drive the skills. Instead, you’ll probably reinforce bad habits as the player tries to avoid the error/failure instead of learning and internalizing the technique.

In any case, if you find yourself in a Groundhog Day-like loop, give HORSE a try. And if you do, or you’ve done the same thing yourself, let me know how it works for you in the comments below.

Kids Are Not Just Short Adults

Kids are not just short adults

Today’s topic could also fall under the category of “Why your team doesn’t look like the ones you see on TV.” It’s definitely something to keep in mind at any time of the year, but especially as travel ball and rec teams swing into the heart of their seasons.

The idea that kids aren’t just short adults is not original to me. I heard it somewhere a few years ago. But I think it’s a topic that bears repeating often.

One of the toughest challenges coaches face is getting their teams to perform the way they want. There can be all sorts of reasons for it. But in my experience, one of the most important is that coaches often view their players, especially the younger ones, through the wrong lens.

As adults, coaches tend to think like adults. Well, most of them anyway. I’ve certainly seen plenty of tantrums on the field that would make a two-year-old jealous.

Going beyond that, however, what I mean is by the time you qualify as an adult in the eyes of the law you have gained a certain measure of experience and knowledge. You have learned how to control your body. You have learned how to focus when you need to, and when you don’t feel like it, often driven by the need to remain employed.

Kids often have none of that – or at least not enough of it. They don’t have the perspective adults have. They may not know how to sort through overwhelming or conflicting information to determine what is most important. Their bodies are growing and developing, and doing all kinds of crazy things to simultaneously freak them out and embarrass them.

Many haven’t fully developed the fine motor skills that allow them to make subtle adjustments in the way they do things. In our screen-driven age their ability to focus is probably the lowest it’s ever been.

Yet coaches often disregard all of that when they approach their players. They expect to be able to tell them something once, or maybe twice, and then see it executed perfectly on the field. Not gonna happen.

Reality in expectations

To get the most out of your players, it really helps to try to understand where they are in their development, both physically and mentally. Take pitchers, for example.

When you watch on TV, you’ll often hear the announcers talk about pitchers always hitting spots with pinpoint accuracy. First of all, if that was actually true there probably wouldn’t be nearly as many home runs, doubles, or triples as there are today. College pitchers miss their spots all the time. Either that or the coaches calling the games aren’t very good at their jobs. I’m pretty sure I know which one the coaches will tell you is correct.

But even if it were, the minimum age of the pitchers you’re watching is 18, and more likely somewhere in the 20-22 range – especially as we get to the Women’s College World Series. If you’re comparing a college senior to a 12U pitcher, that’s a 9-10 age difference, and probably a 9-10 year experience difference. Imagine how much better you could get at anything with another 9-10 years of experience.

Even a 14U pitcher and a 19 year old college freshman likely have 4-5 year age and experience difference between them. And that’s not even counting the countless hours of practice mandated to that college pitcher, and the high-level conditioning, and everything else that goes into it.

Yes, they may be doing the same things. But your player isn’t just a shorter version of what you see on TV. There are plenty of differences under the hood.

Development v. results

Another difference between adults and kids is their expectations from the experience. Coaches want to win – some more than others. Kids want to experience the game.

Part of that is the old “have fun.” But there are different ways to have fun. In my experience, what they want most is to have the opportunity to play and then to do well when they get it. Basically, like all of us they want to feel good about themselves.

They may not realize how much work it takes to get good. But they’ll never figure it out sitting on the bench game after game. Nor will they feel very good about the game or the team, even if the team is winning all the time. They don’t think that way.

In my opinion, at the younger ages – say, up to 14U – the goal should be player development. That means helping kids learn and putting them in a position to succeed. Not just for one game during pool play, but every game – as long as the player is willing to learn and making the effort to improve.

Yes, that philosophy could cost you playing in the championship game of your local 10U B tournament. It could even mean getting eliminated early on Sunday. But so what?

No one but you, and maybe a few fanatical parents, cares about winning that particular tournament. That doesn’t mean you should go crazy and put a kid who’s never pitched before in the circle in a bracket game. But you can certainly give that kid an opportunity in mid-week friendly if she’s been working at learning to pitch. And put her somewhere else on Sunday for at least part of the time.

I know on TV there are starters and role players. But those college players are there for entirely different reasons. Up to 14U, again in my opinion, your job is to develop players, not necessarily win hardware. Do it well, and you’ll find you win a lot more hardware when it means a whole lot more. As President Lincoln said, “No man is so tall as when he stoops to help a child.” Or woman.

Appreciate them for who they are

We have certain expectations for adults, in the way they interact with us and the way they react to things. Most adults learn to mask their true feelings and thoughts, either as a way of fitting in or avoiding problems.

Many kids haven’t learned that skill yet, at least not fully. I’ve worked with young pitchers who seemingly had a whole circus going on in their heads. It would be easy to get angry or frustrated by it.

Instead, I’m amused. Mostly, anyway. It’s amazing to see someone so unencumbered by what they are “supposed” to do, and just living their lives happily.

That doesn’t mean they didn’t put in the effort – they did. It just didn’t look like the way an adult would do it. As I saw it, my job was to change the way I communicated with them to deliver information in a way they could accept, not the way I wished they would accept it.

And you know what? It did get through, because when they got on the field they were able to perform the skills just fine. Maybe not with the precision of a D1 athlete. But with plenty of skill for their 10U travel team or their rec league.

Instead of trying to get them to see the game through your eyes, try to see it through theirs. It will help you relate to your players better. And honestly, you’ll find you age a whole lot slower than others who insist on adulting all the time.

Oh, and by the way, that’s a lesson a lot of college coaches could learn too. Instead of trying to fit everyone in the same box, let them be who they are, even if it’s quirky. I find people of all ages are far more willing to run through a wall for you if you meet them on their terms rather than trying to force them to be who you want them to be.

 

 

 

Even the best fastpitch players weren’t always the best players

Never give up, never surrender

As I write this, it’s the best time of the year for fastpitch softball fanatics. The NCAA Division I tournament is underway, and the airwaves (or cable waves) are filled with a seemingly endless diet of games.

You can hardly swing a dead cat without coming across a game somewhere over the next few weekends. That’s good news for the families of younger softball players, because it gives them a chance to see how many of the top players play the game.

Yet as you watch, it’s tempting to think that all those high performers were just naturally gifted, and always played the way they play now (more or less). The fact is in many cases it isn’t true.

If you talked to them you’d find out that many of these players started out as benchwarmers who were just happy to get a few innings in here or there. Or that the awesome pitcher you’re watching lead her team to victory in Regionals, Super Regionals, or even the Women’s College World Series wasn’t always the #1 player on her travel or even high school team.

Many top players, in fact, had to work their way into the positions they are in today. That’s nothing new, either. It’s always been that way.

For evidence, I’m going to point you to a couple of good stories of personal struggle. The first two come from Amanda Scarborough.

I’m sure many of you recognize that name. She was an All American pitcher at Texas A&M, runs pitching clinics all over the U.S. as part of The Packaged Deal, and is now a commentator on ESPN. Pretty good resume, I’d say.

Yet Amanda will tell you she wasn’t always on the fast track to stardom. In fact, in this blog post she talks about how on her first travel team, she was the #4 or #5 pitcher, and rarely saw the plate or the field when she wasn’t pitching. Not exactly the start you’d expect for someone who has done as much as she’s done.

Yet she kept working at it, and didn’t let her lack of opportunity discourage her.

But surely by the time she got high school she was the star, right? No, and don’t call me Shirley!

In this blog post, she talks about being the #2 pitcher behind an older girl until that girl graduated. So the reality is you don’t have to be the starter as a freshman to do great things.

Another pitcher you may have heard of is Cat Osterman. She set all kinds of records as a pitcher while at the University of Texas at Austin, including strikeout ratio, WHIP, and perfect games. She won a gold and silver medal in two Olympic games (2004 and 2008), and had a stellar career in National Pro Fastpitch league. Sounds like a natural, right?

Actually, not. According to this story, she was short, scrawny, and uncoordinated as a youngster. When she tried out for the Little League All-Star team she was the only player they cut. Doesn’t sound like a future Olympian in the making does it?

After that season she went to a travel team, and spent a lot of time watching games from the bench.

But again, she didn’t let it get her down. She just kept working, and eventually become the pitcher she was capable of becoming.

I share all of this because it’s easy to think that today’s stars were yesterday’s stars too. That’s not always the case, however. Players who start with natural advantages in size, strength or athleticism can be passed by those who work harder – especially when nature takes its course and the late bloomers begin to grow.

You can’t control how people perceive you. But you can control how hard you work to get better.

As I always like to say, it doesn’t matter where you start the race – only where you finish it. Take heart in knowing that even some of the best who ever played the game started out just like you – fighting for scraps, and working their way up the depth chart. And remember it’s not how good you are but how badly you want it that will make the difference.

Or, as they say in “Galaxy Quest:”

Ok, now it’s your turn. Do you have a story about a player, famous or not, who overcame a slower start and became successful? Share your story in the comments below.

%d bloggers like this: