The other night, I went to a banquet. It was an induction ceremony for the North Carolina Soccer Hall of Fame, and two North Carolina based teams that won national championships were being honored. One was the Greensboro United U15 girls team that won the US Youth Soccer Presidents Cup in 2011. The other was the Duke University 1986 NCAA championship team.
At some point during the season, burnout will most likely become an issue for your team. It seems to make sense to talk about it now, rather than later when it is too late to head it off before it pops up.
Were you successful? We seem to answer that question too easily. For many parents, players and coaches, the answer is found in wins and losses. If you scored more points than your opponent, you were successful. If your team has more wins than losses at the end of the season, you succeeded.
That’s just how we measure stuff like success. But should we? There’s a lot more to success than wins and losses. And that’s not just a way to make people on the losing side feel better about themselves. An article in Psychology Today points out the way we measure success should be much more complicated than it is.
You know what’s interesting? Watch a group of 12- and 13-year-old female soccer players go through a goal-setting session.
There was roughly 50 of them in a conference room which was not built with acoustical quality to match the high-pitch decibel level girls can reach. Once they quieted down, however, they were (mostly) all business.
I know a coach who likes to ask players a question at random times. The coach walks up to a player and asks, “What did you do today to reach your goal?”
Last week, I met a remarkable 14-year-old athlete. Her determination, commitment and attitude toward her sport is remarkable. But it was her focus that really interested me.
Elizabeth Kapitonova is a rhythmic gymnast from Staten Island. She’s without question the best in the U.S. in her age group and will be competing in the youth Olympics this year.
I knew nothing about gymnastics before I was hired to cover the USA Championships. After four days, I know next to nothing, but it’s not hard to spot special athletes, even if you don’t know anything about what they are doing.
Youth sports organizations and coaches like to talk about how playing a sport “teaches life lessons.” However, how many actually take an active role in the process. ‘Teaching Life Lessons” is too important to be left to subtleties or chance. It often requires a deliberate, blunt, straight-forward approach by the coach.
The team at DRIVN is certainly aware of the coach’s role in everything on the field and off, and here’s how DRIVN help coaches teach their athletes life lessons?
In the 1990s, Lauren Gregg, the long-time assistant coach for the United States Women’s National Team, related a story about how the national team often used the example of the four-minute mile as motivation.
In the track and field world, the four-minute mile was a barrier every elite distance runner eyed as a measure of greatness. At the time, some scientists believed the human body was not capable of running one mile in less than four minutes. The goal, was silly, they said. The feat was unattainable.
One sentence in the Harvard Business Review nailed the way a lot of coaches treat accountability among players on their teams.
Tom Landry, the Hall of Fame football coach for the Dallas Cowboys, won 250 NFL games in 29 years, and his teams had winning records for 20 straight seasons.