The peel drop — It’s all in the butt
The more I work with pitchers the more it seems like the cues I use revolve around the butt. In an earlier post I talked about how driving the front knee out and up helps pull the butt (or in reality the center of gravity) forward, allowing a more powerful drive off the rubber than simply pushing off the back foot.
I will also explain need to keep the hips open until the arm passes (rather than slamming the door shut) by stating that in the war between butt and ball, butt always wins. It’s a more fun way of making the point that two objects cannot occupy the same space at the same time, so if the butt is in the way the arm will have to go round it, causing the pitch to go somewhere it’s not supposed to go.
Now lately for the drop ball I’ve been explaining the release point by stating the hand needs to pass next to the butt rather than down at the thigh. If it comes past the butt (or hip) the pitch starts higher, allowing it to start as a strike rather than getting too low immediately.
Understand that I don’t necessarily teach the peel drop the same way as some other coaches. I’ve never much cared for the “slide the paper out” method. It seems unnatural and potentially dangerous to the shoulder to me. Just one man’s opinion. Instead, I like the elbow to drive down and the hand to flatten out so it’s palm down behind the leg/butt, like you’re trying to slap a hand back there. Then as the hand comes forward it goes somewhat over the ball, and when the wrist snaps it is adding that little extra bit of spin. If you use this method then bringing the hand past the butt makes sense.
Referring to the butt seems to be a good way of making the point and keeping it more fun. Butts are funny. Gotta go with what works.
I will also explain need to keep the hips open until the arm passes (rather than slamming the door shut) by stating that in the war between butt and ball, butt always wins. It’s a more fun way of making the point that two objects cannot occupy the same space at the same time, so if the butt is in the way the arm will have to go round it, causing the pitch to go somewhere it’s not supposed to go.
Now lately for the drop ball I’ve been explaining the release point by stating the hand needs to pass next to the butt rather than down at the thigh. If it comes past the butt (or hip) the pitch starts higher, allowing it to start as a strike rather than getting too low immediately.
Understand that I don’t necessarily teach the peel drop the same way as some other coaches. I’ve never much cared for the “slide the paper out” method. It seems unnatural and potentially dangerous to the shoulder to me. Just one man’s opinion. Instead, I like the elbow to drive down and the hand to flatten out so it’s palm down behind the leg/butt, like you’re trying to slap a hand back there. Then as the hand comes forward it goes somewhat over the ball, and when the wrist snaps it is adding that little extra bit of spin. If you use this method then bringing the hand past the butt makes sense.
Referring to the butt seems to be a good way of making the point and keeping it more fun. Butts are funny. Gotta go with what works.
The difference a caring coach can make.
This story actually goes back a number of years ago. And for once it’s not about me. 
Up until the time my son Adam hit high school (he’s 21 now) he was kind of a shy, quiet kid. He didn’t make friends easily, and he was definitely “his own person” meaning he didn’t try to conform to the norm. As such, when he would get onto sports teams where he didn’t know anyone he would tend to easy not to notice. He had some athletic ability — not a stud by any means but certainly not a complete incompetent either — but most times the coaches wouldn’t know, because they were focused on the kids who were more aggressive and seemed more interested.
This went on until the day he got on an AYSO soccer team coached by the father of his friend Kris. Kris’ dad Jim Bauernsmith had worked with the AYSO organization for a long time, and really believed in the principles they espoused. He also knew Adam from his hanging around the house, which helped.
From the first practice on, Jim brought Adam out of his shell, gave him confidence, and set expectations for him. Adam had more fun the three years he played for Jim than he had in a long time. And it spilled over into his other activities, including playing baseball.
Adam played a year of soccer in high school, but didn’t much care for it. He had no interest in playing baseball so we figured his sports career was over. His sophomore year, however, he discovered lacrosse and eventually went on to become a starter on his high school’s first-ever varsity lacrosse team. He played hard and played well, and was the kind of kid the coach wanted on the field all the time. That was a huge change for him.
I don’t think any of it would’ve happened without Jim, though. Jim’s taking a little extra time to work with a kid who just needed some encouragement had a huge impact on his life. Adam is now in ROTC at EIU and is in the Illinois National Guard. He is a self-assured, confident young man with both a good sense of humor and a sense of purpose.
How many times do coaches give up early on a kid because they think it will be too hard to make it work? There are all kinds of diamonds in the rough out there. But you have to be willing to look for them, and to bend down to pick them up, if you’re ever going to find them. Take a look at your own teams and see who needs that extra pat on the back or someone to believe in them. You never know how it will turn out for you.
Up until the time my son Adam hit high school (he’s 21 now) he was kind of a shy, quiet kid. He didn’t make friends easily, and he was definitely “his own person” meaning he didn’t try to conform to the norm. As such, when he would get onto sports teams where he didn’t know anyone he would tend to easy not to notice. He had some athletic ability — not a stud by any means but certainly not a complete incompetent either — but most times the coaches wouldn’t know, because they were focused on the kids who were more aggressive and seemed more interested.
This went on until the day he got on an AYSO soccer team coached by the father of his friend Kris. Kris’ dad Jim Bauernsmith had worked with the AYSO organization for a long time, and really believed in the principles they espoused. He also knew Adam from his hanging around the house, which helped.
From the first practice on, Jim brought Adam out of his shell, gave him confidence, and set expectations for him. Adam had more fun the three years he played for Jim than he had in a long time. And it spilled over into his other activities, including playing baseball.
Adam played a year of soccer in high school, but didn’t much care for it. He had no interest in playing baseball so we figured his sports career was over. His sophomore year, however, he discovered lacrosse and eventually went on to become a starter on his high school’s first-ever varsity lacrosse team. He played hard and played well, and was the kind of kid the coach wanted on the field all the time. That was a huge change for him.
I don’t think any of it would’ve happened without Jim, though. Jim’s taking a little extra time to work with a kid who just needed some encouragement had a huge impact on his life. Adam is now in ROTC at EIU and is in the Illinois National Guard. He is a self-assured, confident young man with both a good sense of humor and a sense of purpose.
How many times do coaches give up early on a kid because they think it will be too hard to make it work? There are all kinds of diamonds in the rough out there. But you have to be willing to look for them, and to bend down to pick them up, if you’re ever going to find them. Take a look at your own teams and see who needs that extra pat on the back or someone to believe in them. You never know how it will turn out for you.
A touching moment
We finally had our team party for the 2007 season today. Long story on why so late.
In any case, at one point I was talking with the parents of one of the girls from the team. She had to make a tough decision this year — essentially whether to play basketball or softball. Her first love is basketball, so that’s the way she opted. I was sorry to hear that, of course, but each person must follow their own hearts.
The parents stopped to thank me for all I had done for their daughter. You see, when she first joined the team she was struggling a bit athletically. Her parents were well aware that her fine motor skills were not the best, and it’s likely she wasn’t exactly a standout in sports generally. I suppose a lot of coaches would’ve given up on her long ago, or played her whatever the minimum was. But I always saw something in her.
More than anything it was her determination. She always came out and worked hard. Sometimes she’d get frustrated when she couldn’t perform to her expectations. But she’d never quit. Over the years she got better, and has turned into an excellent catcher.
Her defining moment came during a tournament in 2006. With one catcher missing and another injured, we were down to one. On a hot, humid weekend she caught every game Saturday afternoon and all day Sunday. We came in second that weekend. The following weekend she caught all but two innings across Friday, Saturday, and Sunday, again in the heat.
Today her parents told me that while they appreciated what I had taught her about softball, their real gratitude was for the self-confidence I had instilled in her. She had gone from a shy girl with a lot of self-doubt to a young lady who believes in herself.
It’s always fun to win tournaments and trophies. But in the big picture, the job of coach is really about impacting lives in a positive manner. It was gratifying to hear I’d actually done that.
In any case, at one point I was talking with the parents of one of the girls from the team. She had to make a tough decision this year — essentially whether to play basketball or softball. Her first love is basketball, so that’s the way she opted. I was sorry to hear that, of course, but each person must follow their own hearts.
The parents stopped to thank me for all I had done for their daughter. You see, when she first joined the team she was struggling a bit athletically. Her parents were well aware that her fine motor skills were not the best, and it’s likely she wasn’t exactly a standout in sports generally. I suppose a lot of coaches would’ve given up on her long ago, or played her whatever the minimum was. But I always saw something in her.
More than anything it was her determination. She always came out and worked hard. Sometimes she’d get frustrated when she couldn’t perform to her expectations. But she’d never quit. Over the years she got better, and has turned into an excellent catcher.
Her defining moment came during a tournament in 2006. With one catcher missing and another injured, we were down to one. On a hot, humid weekend she caught every game Saturday afternoon and all day Sunday. We came in second that weekend. The following weekend she caught all but two innings across Friday, Saturday, and Sunday, again in the heat.
Today her parents told me that while they appreciated what I had taught her about softball, their real gratitude was for the self-confidence I had instilled in her. She had gone from a shy girl with a lot of self-doubt to a young lady who believes in herself.
It’s always fun to win tournaments and trophies. But in the big picture, the job of coach is really about impacting lives in a positive manner. It was gratifying to hear I’d actually done that.
What you teach
There are definitely those in our sport who believe in flaunting the rules. They teach baserunners to leave the base early to “gain and advantage.” They teach hitters to intentionally interfere with the catcher’s throw when a baserunner is stealing a base. They teach fielders to stand in the baseline or on the base to slow down runners.
In each case the rationale is that the umpires rarely call it. In other words, get away with as much as you can because you’re unlikely to get caught. “If you ain’t cheatin’ you ain’t trying” they like to say.
The problem with that line of thinking is they never take it to its logical conclusion. They don’t see where it could lead. So allow me to late it out for you.
Coaches who teach those things shouldn’t be surprised when their players lie to them about their schoolwork, their whereabouts during the last practice, or what time they went to sleep before the tournament games. After all, they thought they could get away with it.
Coaches who teach those things shouldn’t be surprised when their star athlete gets caught cheating during an exam. They were just trying to get an edge in order to “win.”
Coaches who teach those things shouldn’t be surprised when their players are arrested for underage drinking or drugs. They figured they wouldn’t be caught, so it was ok. After all, that’s what the coach taught them.
What we teach impacts our players much more than in their on-field conducted. Many have trouble separating the two. As coaches, we need to make sure we’re holding our players to a higher standard, not a lower one. It’s the right thing to do. And if you can’t win without cheating, maybe you’re not the coach you thought you were.
In each case the rationale is that the umpires rarely call it. In other words, get away with as much as you can because you’re unlikely to get caught. “If you ain’t cheatin’ you ain’t trying” they like to say.
The problem with that line of thinking is they never take it to its logical conclusion. They don’t see where it could lead. So allow me to late it out for you.
Coaches who teach those things shouldn’t be surprised when their players lie to them about their schoolwork, their whereabouts during the last practice, or what time they went to sleep before the tournament games. After all, they thought they could get away with it.
Coaches who teach those things shouldn’t be surprised when their star athlete gets caught cheating during an exam. They were just trying to get an edge in order to “win.”
Coaches who teach those things shouldn’t be surprised when their players are arrested for underage drinking or drugs. They figured they wouldn’t be caught, so it was ok. After all, that’s what the coach taught them.
What we teach impacts our players much more than in their on-field conducted. Many have trouble separating the two. As coaches, we need to make sure we’re holding our players to a higher standard, not a lower one. It’s the right thing to do. And if you can’t win without cheating, maybe you’re not the coach you thought you were.
Visit to Eastern Illinois University
Last weekend was Family Weekend at EIU. Since my wife and I have two sons attending that school we were down there for a visit.
Sometimes fate smiles upon you. Their dorms are close to the women’s softball field, so naturally we had to go take a peek at what was happening. We saw what appeared to be a practice and stopped to watch for a few minutes. We then had to run to the campus bookstore to leave even more of our money there in exchange for a couple of t-shirts, and to take care of a couple of other things.
When that was all done, though, we had some time to kill so I casually suggested we stop by the field again, as it looked like there was a game going on. When we got there I realized it was an intrasquad scrimmage, probably so the parents of those players could see where their money was going.
It was fun to watch. The facility is fairly small with some “box seats” close to the plate, so we were very close to the action. Part of the time I sat and just watched as a fan of fastpitch softball. And part of the time, I have to admit, I watched more analytically, trying to guess what pitch would be called next or see if I could pick up some tips.
One thing both my wife and I noticed was how much each hitter committed to their swings. There was no hesitation, no worry about whether they were swinging at the right pitch or not. When they swung, man, they swung. As a result, when they hit the ball it really jumped off the bat. Overall it seemed like a quality team filled with quality individuals.
One funny thing I recall happening during the game was a particular ball/strike call. One of the coaches was umping from behind the pitcher. When what I assume the #1 pitcher was pitching, there was a 2-2 count. The next pitch came in, and it looked like it would be strike three. The coach hesitated momentarily, then called it a ball. I’m pretty sure she knew it was a strike but decided the pitcher needed to work through pressure situations. I believe the next pitch resulted in a batted out. I guess coaches are coaches no matter what the level.
Sometimes fate smiles upon you. Their dorms are close to the women’s softball field, so naturally we had to go take a peek at what was happening. We saw what appeared to be a practice and stopped to watch for a few minutes. We then had to run to the campus bookstore to leave even more of our money there in exchange for a couple of t-shirts, and to take care of a couple of other things.
When that was all done, though, we had some time to kill so I casually suggested we stop by the field again, as it looked like there was a game going on. When we got there I realized it was an intrasquad scrimmage, probably so the parents of those players could see where their money was going.
It was fun to watch. The facility is fairly small with some “box seats” close to the plate, so we were very close to the action. Part of the time I sat and just watched as a fan of fastpitch softball. And part of the time, I have to admit, I watched more analytically, trying to guess what pitch would be called next or see if I could pick up some tips.
One thing both my wife and I noticed was how much each hitter committed to their swings. There was no hesitation, no worry about whether they were swinging at the right pitch or not. When they swung, man, they swung. As a result, when they hit the ball it really jumped off the bat. Overall it seemed like a quality team filled with quality individuals.
One funny thing I recall happening during the game was a particular ball/strike call. One of the coaches was umping from behind the pitcher. When what I assume the #1 pitcher was pitching, there was a 2-2 count. The next pitch came in, and it looked like it would be strike three. The coach hesitated momentarily, then called it a ball. I’m pretty sure she knew it was a strike but decided the pitcher needed to work through pressure situations. I believe the next pitch resulted in a batted out. I guess coaches are coaches no matter what the level.
Keeping the back foot down
Wow! Is this really my first entry in October? Where is the time going? I apologize for my lack of posting and will make a vow to try and get on here more often. I have lots of ideas. I just have to remember to get them down!
In any case, this one is about a fairly common problem with fastpitch softball pitchers — lifting the back foot when they push off. The rules, of course, state the back foot is supposed to remain in contact with ground until the ball is delivered. Many pitchers, especially those trying to get some good leg power into it, seem to have trouble with something that seems like it should be very simple. Although to be honest most umpires won’t call it anyway unless it’s really blatant. Still, we like to play the rules so let’s try to solve it.
There are some good drills that attempt to address it. One of my favorites is Cheri Kempf’s drill where you put a piece of paper or cardboard down in front of the pitcher’s rubber, and then try to drag it forward as the foot moves forward. That will treat the symptom, and will probably help if practiced enough. But it doesn’t address the reason that foot is coming off the ground in the first place.
In my experience, the thing that causes the foot to come off the ground about six inches or so is that the ankle gets locked on launch. And that is often caused by turning the pivot foot too much during the launch phase in a desire to get to the open position. In other words, a right handed pitcher will turn the toes way to the right (toward third base) instead of leaving them pointed forward at the plate and the catcher. When that happens the push-off comes off the instep of the pivot foot, the ankle locks, and the foot comes off the ground.
So how do you change it? Start with making sure the toes remain pointed at the catcher, or mostly so, so the ankle can flex — much like it flexes when a basketball player goes up for a layout. As the push-off occurs, push off the ball of the foot and roll up onto the toes. It’s not too tough a move — anyone who walks does it every day. Flexing the ankle and pushing off the ball of the foot should cause the toes to point down, allowing the foot to drag lightly across the ground. If you see a big divot in the ground, you’re not getting “up” enough and you’re losing leg speed.
The toes forward/ankle flex is a movement that can be practiced without a field, gym, or even a ball. All you need is about eight feet of unrestricted space. Start by focusing just on the feet and legs, without using a full motion with the arms. Once you’re comfortable with that, add the rest of the pitching motion, again without a ball. When you can do it reliably without the ball, add the ball. The problem should be solved.
In any case, this one is about a fairly common problem with fastpitch softball pitchers — lifting the back foot when they push off. The rules, of course, state the back foot is supposed to remain in contact with ground until the ball is delivered. Many pitchers, especially those trying to get some good leg power into it, seem to have trouble with something that seems like it should be very simple. Although to be honest most umpires won’t call it anyway unless it’s really blatant. Still, we like to play the rules so let’s try to solve it.
There are some good drills that attempt to address it. One of my favorites is Cheri Kempf’s drill where you put a piece of paper or cardboard down in front of the pitcher’s rubber, and then try to drag it forward as the foot moves forward. That will treat the symptom, and will probably help if practiced enough. But it doesn’t address the reason that foot is coming off the ground in the first place.
In my experience, the thing that causes the foot to come off the ground about six inches or so is that the ankle gets locked on launch. And that is often caused by turning the pivot foot too much during the launch phase in a desire to get to the open position. In other words, a right handed pitcher will turn the toes way to the right (toward third base) instead of leaving them pointed forward at the plate and the catcher. When that happens the push-off comes off the instep of the pivot foot, the ankle locks, and the foot comes off the ground.
So how do you change it? Start with making sure the toes remain pointed at the catcher, or mostly so, so the ankle can flex — much like it flexes when a basketball player goes up for a layout. As the push-off occurs, push off the ball of the foot and roll up onto the toes. It’s not too tough a move — anyone who walks does it every day. Flexing the ankle and pushing off the ball of the foot should cause the toes to point down, allowing the foot to drag lightly across the ground. If you see a big divot in the ground, you’re not getting “up” enough and you’re losing leg speed.
The toes forward/ankle flex is a movement that can be practiced without a field, gym, or even a ball. All you need is about eight feet of unrestricted space. Start by focusing just on the feet and legs, without using a full motion with the arms. Once you’re comfortable with that, add the rest of the pitching motion, again without a ball. When you can do it reliably without the ball, add the ball. The problem should be solved.
Pitchers, get your butts in gear
No, I’m not going to rail on you about getting out and practicing. You should know that already.
This post is more about what you should be feeling when you drive off the rubber. There is a tendency for young pitchers to reach out their front foot, leaving a big spread between their feet, then dragging their back foot up to complete the pitch. This action will pull them forward, but not as powerfully as it could.
If you really drive the front knee forward, you should feel your butt pulling forward as well. This is your center of gravity moving toward the plate. If you get that happening you will generate more momentum into the pitch, which will help increase pitch speed — especially because you will have to increase your arm speed to keep up with your feet.
It takes a little getting used to, but it’s definitely worth the effort. Remember: the key is the butt. Get it in gear.
This post is more about what you should be feeling when you drive off the rubber. There is a tendency for young pitchers to reach out their front foot, leaving a big spread between their feet, then dragging their back foot up to complete the pitch. This action will pull them forward, but not as powerfully as it could.
If you really drive the front knee forward, you should feel your butt pulling forward as well. This is your center of gravity moving toward the plate. If you get that happening you will generate more momentum into the pitch, which will help increase pitch speed — especially because you will have to increase your arm speed to keep up with your feet.
It takes a little getting used to, but it’s definitely worth the effort. Remember: the key is the butt. Get it in gear.
Choosing a private instructor
Right about now is the time of year when serious players (and/or serious parents) are getting involved in private instruction. Or at least they should be. It’s a lot easier to make permanent changes when you don’t have the pressure to perform of the regular season. After all, when you’re in-season there’s a tendency to do what works no matter whether it’s good or bad for you. In the off-season you can take a step or two back before you make a leap forward.
Of course, one of the big factors in private instruction is the instructor him/herself. In many areas there is no lack of instructors around. The problem is some are good, and some are not. It’s often difficult to tell the difference, especially if your knowledge base about the particular skill is limited. In other words, if you don’t know much about pitching, it can be tough to pick a pitching coach. Same with hitting. If you don’t understand the mechanics of hitting, just about anything said with confidence sounds good.
So how do you determine whether a particular coach will be good or bad for you/your child? One thing you can do is use the Internet to read up on the skill you’re looking to learn. Not the forums so much, where anyone with an opinion and an Internet connection can post whatever they want, but Web sites of top-level coaches and players. Someone like Michele Smith, Bill Hillhouse, or Cindy Bristow is a great place to start. They’ve been there and done that, but just as important they’ve spent a fair amount of time teaching it to others. You may need to purchase a book or DVD or two, but when you consider the cost of lessons it’s well worth $19.95 or $29.95 to make sure the thousands you’re investing are being well-spent.
Once you at least have a general idea of what should be being taught, it’s time to get out and check out instructors. Listen to what they’re teaching someone else, and compare it to what you’ve learned. If it seems to line up you’re ready to take the next step. If not, you may want to go elsewhere. Or at least ask a few questions to determine why it’s not lining up.
Often times you’ll hear that you should look at how much success the instructor’s students have had. That’s true to an extent, but you have to be realistic. There are some players who are just flat out more gifted than others, and some who just have an extraordinary will and dedication to succeed. Then there are others who show up to lessons but make no effort to apply what they’re being taught. They never practice, and they never progress despite the instructor’s best efforts. If that sounds like you/your child, private lessons are really not a good investment. Although Woody Allen once said “90 percent of life is just showing up” when it comes to lessons showing up is more like 10 percent.
I really think you need to honestly look at yourself/your child and see where she fits on that scale. The scale itself is a steep bell curve, with the majority falling somewhere in the middle. Unless you know yourself/your child to be one of the extremes, you’re probably best off knocking off the results of the top students and the bottom students, and then evaluating the success of the rest. That will probably give you a better approximation as to what you can expect. I once commented to Ernie Parker that it must be nice to be him, where you only attract the top-level, dedicated students. His reply? “I wish that were true.” (Pardon me while I pick up that name off the floor.)
Another criterion people like to use is how successful the instructor was as a player. Again, that can be misleading. Some formerly great players become great instructors. Others do not. In fact, if you look at the general coaching world it seems like the best players rarely become the most successful instructors. The best guess I’ve seen on that is that great players are largely instinctive or gifted. Things come more easily to them than they do to the average player, so they don’t have to put the same kind of work in to learn the skills. This is not to say they don’t work hard — they probably work harder than anyone. But they work on certain subtleties that allow them to become elite players. Often they have trouble understanding why a player can’t “just do it.” If you can find a top-level player who has become an excellent instructor you’ve really hit the jackpot. But I wouldn’t make the instructor’s playing record the main decision point. Very few Hall of Fame coaches in any sport were also Hall of Fame players. Most were journeymen who worked hard just to stay on the team.
One last aspect to consider is personality. Everyone is different, and a coach who has a great rapport with other students may not have it with you/your player. In order for learning to take place the student has to feel comfortable with the instructor. If there’s no chemistry there, and lessons are dreaded like a trip to the dentist, that instructor is not a good fit no matter what his/her other qualifications may be.
When it comes to choosing an instructor the old rule of “caveat emptor” (buyer beware) definitely applies. A little due diligence up front can save you a lot of wasted time and money in the long run. It will also help make sure you achieve the results you want when gametime rolls around.
Of course, one of the big factors in private instruction is the instructor him/herself. In many areas there is no lack of instructors around. The problem is some are good, and some are not. It’s often difficult to tell the difference, especially if your knowledge base about the particular skill is limited. In other words, if you don’t know much about pitching, it can be tough to pick a pitching coach. Same with hitting. If you don’t understand the mechanics of hitting, just about anything said with confidence sounds good.
So how do you determine whether a particular coach will be good or bad for you/your child? One thing you can do is use the Internet to read up on the skill you’re looking to learn. Not the forums so much, where anyone with an opinion and an Internet connection can post whatever they want, but Web sites of top-level coaches and players. Someone like Michele Smith, Bill Hillhouse, or Cindy Bristow is a great place to start. They’ve been there and done that, but just as important they’ve spent a fair amount of time teaching it to others. You may need to purchase a book or DVD or two, but when you consider the cost of lessons it’s well worth $19.95 or $29.95 to make sure the thousands you’re investing are being well-spent.
Once you at least have a general idea of what should be being taught, it’s time to get out and check out instructors. Listen to what they’re teaching someone else, and compare it to what you’ve learned. If it seems to line up you’re ready to take the next step. If not, you may want to go elsewhere. Or at least ask a few questions to determine why it’s not lining up.
Often times you’ll hear that you should look at how much success the instructor’s students have had. That’s true to an extent, but you have to be realistic. There are some players who are just flat out more gifted than others, and some who just have an extraordinary will and dedication to succeed. Then there are others who show up to lessons but make no effort to apply what they’re being taught. They never practice, and they never progress despite the instructor’s best efforts. If that sounds like you/your child, private lessons are really not a good investment. Although Woody Allen once said “90 percent of life is just showing up” when it comes to lessons showing up is more like 10 percent.
I really think you need to honestly look at yourself/your child and see where she fits on that scale. The scale itself is a steep bell curve, with the majority falling somewhere in the middle. Unless you know yourself/your child to be one of the extremes, you’re probably best off knocking off the results of the top students and the bottom students, and then evaluating the success of the rest. That will probably give you a better approximation as to what you can expect. I once commented to Ernie Parker that it must be nice to be him, where you only attract the top-level, dedicated students. His reply? “I wish that were true.” (Pardon me while I pick up that name off the floor.)
Another criterion people like to use is how successful the instructor was as a player. Again, that can be misleading. Some formerly great players become great instructors. Others do not. In fact, if you look at the general coaching world it seems like the best players rarely become the most successful instructors. The best guess I’ve seen on that is that great players are largely instinctive or gifted. Things come more easily to them than they do to the average player, so they don’t have to put the same kind of work in to learn the skills. This is not to say they don’t work hard — they probably work harder than anyone. But they work on certain subtleties that allow them to become elite players. Often they have trouble understanding why a player can’t “just do it.” If you can find a top-level player who has become an excellent instructor you’ve really hit the jackpot. But I wouldn’t make the instructor’s playing record the main decision point. Very few Hall of Fame coaches in any sport were also Hall of Fame players. Most were journeymen who worked hard just to stay on the team.
One last aspect to consider is personality. Everyone is different, and a coach who has a great rapport with other students may not have it with you/your player. In order for learning to take place the student has to feel comfortable with the instructor. If there’s no chemistry there, and lessons are dreaded like a trip to the dentist, that instructor is not a good fit no matter what his/her other qualifications may be.
When it comes to choosing an instructor the old rule of “caveat emptor” (buyer beware) definitely applies. A little due diligence up front can save you a lot of wasted time and money in the long run. It will also help make sure you achieve the results you want when gametime rolls around.
Teaching players to think
Today my assistant coach Rich and I were talking a little about coaching philosophies. We’re pretty much on the same page on most things so it was a pretty friendly conversation.
The topic turned to the way some coaches like to be the center of attention. Their primary goal seems to be making sure everyone thinks they’re brilliant. They like to control every aspect of the game, call every pitch, play and player movement, and generally treat the game as a big chess match between themselves and the other coach.
The trouble with that is the players never learn to think for themselves. They are simply the chess pieces waiting to be shuffled around the board (field). They don’t really know why they’re being told to move here or lay down this bunt or steal this base. They just know when the sign comes they do it. So now the team is only as smart as the head coach. There’s no additive effect of the players contributing thoughts, and if a situation comes up they haven’t been told about they may not be prepared.
I think that’s a poor way to go. I much prefer my players having their heads in the game, and so does Rich. Much of what goes on in the field A) occurs in split seconds and/or
requires a certain level of confidence to pull off. If it’s all about the head coach, you won’t be able to handle either.
A good example of how it pays off is with our third baseman Hillary. I’ve been coaching her since she was 9 or 10 years old. About the time she was 11 we put in a play that calls for the third baseman to do a pump fake when she gets a ground ball with a runner on third to try to draw the runner off and get the out on the lead runner. It started as a called play from the bench.
About the time she was 14, Hillary started calling the play herself. By “calling the play” I don’t mean that she just did the pump fake. She would also tell our shortstop that she was running the play so she could cover the bag in case of a snap throw. This past season she ran it five or six times herself, and if I recall correctly got the runner at third every time. Not just because of the design of the play, but because she knows how to sell the pump fake and believes in her ability to make the play.
Don’t get me wrong. We still call certain defensive sets from the dugout, move fielders around and determine where a throw might go. We also call steals and bunts. But we do it less and less. If we’re in a tight game the infielders will often move themselves in to cut off a runner at the plate, before we have to call. Catchers throw the pickoff to first on their own when they see opportunity. The list goes on. What we’re seeing is the girls are understanding the subtleties of how the game is played and taking their rightful place of controlling their own destinies.
Believe me, I have as much ego about coaching as anybody. I certainly hope I’m thought of as a good coach. But part of the job of the coach of an older team is to make sure his/her players understand the game. It’s the only way they’ll ever discover just how good they can be.
I’ve always said the coaches’ time is during practice. The players’ time is during the game. Seeing our girls use the strategies we’ve taught them means we’ve done a good job teaching them.
The topic turned to the way some coaches like to be the center of attention. Their primary goal seems to be making sure everyone thinks they’re brilliant. They like to control every aspect of the game, call every pitch, play and player movement, and generally treat the game as a big chess match between themselves and the other coach.
The trouble with that is the players never learn to think for themselves. They are simply the chess pieces waiting to be shuffled around the board (field). They don’t really know why they’re being told to move here or lay down this bunt or steal this base. They just know when the sign comes they do it. So now the team is only as smart as the head coach. There’s no additive effect of the players contributing thoughts, and if a situation comes up they haven’t been told about they may not be prepared.
I think that’s a poor way to go. I much prefer my players having their heads in the game, and so does Rich. Much of what goes on in the field A) occurs in split seconds and/or
requires a certain level of confidence to pull off. If it’s all about the head coach, you won’t be able to handle either.A good example of how it pays off is with our third baseman Hillary. I’ve been coaching her since she was 9 or 10 years old. About the time she was 11 we put in a play that calls for the third baseman to do a pump fake when she gets a ground ball with a runner on third to try to draw the runner off and get the out on the lead runner. It started as a called play from the bench.
About the time she was 14, Hillary started calling the play herself. By “calling the play” I don’t mean that she just did the pump fake. She would also tell our shortstop that she was running the play so she could cover the bag in case of a snap throw. This past season she ran it five or six times herself, and if I recall correctly got the runner at third every time. Not just because of the design of the play, but because she knows how to sell the pump fake and believes in her ability to make the play.
Don’t get me wrong. We still call certain defensive sets from the dugout, move fielders around and determine where a throw might go. We also call steals and bunts. But we do it less and less. If we’re in a tight game the infielders will often move themselves in to cut off a runner at the plate, before we have to call. Catchers throw the pickoff to first on their own when they see opportunity. The list goes on. What we’re seeing is the girls are understanding the subtleties of how the game is played and taking their rightful place of controlling their own destinies.
Believe me, I have as much ego about coaching as anybody. I certainly hope I’m thought of as a good coach. But part of the job of the coach of an older team is to make sure his/her players understand the game. It’s the only way they’ll ever discover just how good they can be.
I’ve always said the coaches’ time is during practice. The players’ time is during the game. Seeing our girls use the strategies we’ve taught them means we’ve done a good job teaching them.
A little perspective
Ok, this one is not directly softball-related. But there certainly is a tie when you think about the times you’ve seen others (or you yourself have) go ballistic over the umpire’s call on a bang-bang play, or scream at a kid for taking a called third strike, or just otherwise behaved as a less than exemplary resident of the planet.
Check out this link to a blog on Belicove.com. The entry is called The Pale Blue Dot. It’s a look at the Earth from space, with an essay by the late Carl Sagan. I found it both interesting and moving.
Check out this link to a blog on Belicove.com. The entry is called The Pale Blue Dot. It’s a look at the Earth from space, with an essay by the late Carl Sagan. I found it both interesting and moving.
Life in the Fastpitch Lane 