Recently, I’ve been taking the time to think critically about the things that I have taken as gospel as a coach over my career. Like goal setting, for example.
For many years I spent time talking to teams about SMART goals (specific, measurable, attainable, realistic/relevant, timely, although there are many other versions of the SMART acronym). I believe that if one is setting a goal then it should have many of these characteristics, and yes, having outcome goals can be a motivator.
However, in recent years I have come to discount the value of hard goals and focused myself and my teams on the behaviors needed to be the kind of team we’d like to be. Often, outcome goals are a consideration (“what behaviors do we need to do in order to get what we want?”), but not always.
The best behavioral discipline comes when the things a team says they want to do on a regular basis are a reflection of who they are–their values–as opposed to what they want to have at the end of the day.
Too often goals can be used as a crutch. We sometimes make excuses to justify behaviors that are not championship caliber. We say that as long as we get where we want to go, it’s not that important how we got there. Untrue. Behaving in a way that’s outside one’s values, whether the values are stated and clear or not, is never a way to feel good about where one’s going.
Have some un-goals. Determine what you’d like to be on a regular basis and start doing those things and see where you end up.
Resilience and failure are hot topics. We ask how to bounce back, to embrace the opportunity to fail and try, try again, and we praise the growth mindset that pushes us to do hard things.
The world complains that, “Kids aren’t allowed to struggle,” and we lament the “everyone gets a trophy” mentality. For sure, coaches and parents should indeed embrace their kids having chances to fail.
I’m all for it.
However, I’m a fan of success as well.
Reaching a goal or doing something well is an accomplishment that should be celebrated. It’s not important that every milestone have a party upon completion, but getting things done–being successful in achievement–is not the opposite of learning from failure.
Here’s to getting better and moving forward!
How often to you or your players use the words or phrases,
“We’ll know when we get there”
All of those wishy-washy phrases really mean “probably not,” or some version of: “if I fail, it’s because I really never said I could/would”.
Pay attention to how often you say or hear language like that and see if you can move these out of your world. I bet that the simple act of paying attention makes you more decisive.
And, I bet you’ll find greater efficiency and lower anxiety along the way.
Coach, do you value competitive kids? Of course. Do you want your teams to know how to compete? Sure. Will you work hard to cultivate competitiveness in players who have been working on only their own game for too long? Yes.
It’s important to value competitiveness as a team, and not in a negative way between teammates. Pushing others to “win” in a practice setting, to beat teammates is not good unless it comes from a place of love.
The sentiment of, “i’m here to make you better, teammate,” is a great way to push you team to compete, but think twice before you encourage kids to “win” at the expense of other kids, in practice.
Coaches, we hear, “know thyself” all the time. Starting by doing the work to know what we value, our team’s strengths and holes in our game can certainly help you in preparing your team for a competition.
Also, know your opponent. On the face of it, a good scouting report on their players can be helpful on game day.
Dig deeper, however, watch your competition with a holistic eye. Pay attention to the undercurrent, feel the ebbs and flows of their style and energy. Aim to see holes where they don’t even know they have them.
Find the “secret” to their game, the go-to or the “hope not”, the points in a game where they are most vulnerable or lose their positive energy…see those and attack them there and then.
in some sports “the defense” scores points, although their main role is to stop the other guy from scoring points. In some, like softball and baseball, there is no way to post on the scoreboard when your team is in the field.
You can only win when you attack. On offense. Find a way to have a strategy on offense that you love, that everyone is bought in to, that speaks “we’re in control”.
Defense is a tone setter, but not scorer. Even if you’re great on D, you can only be totally in control if you have a strategy that allows you to control on attack.
Get to work.
I’ve read lots about the power of positive thinking. I consider myself a real optimist.
There’s lots of doubt in all of us, however. Even after 27 plus years of coaching at the college level I’m often found wondering how big my next failure is going to be. There is so much that can go wrong.
Our players have plenty of doubts as well. We encourage them to “stop thinking” we tell them all about strategies that allow them to consider the positive outcomes…
One of the simplest ideas is that of replacement thoughts. Don’t fight the negativity with more negativity (“stop being negative!”), simply replace that with something else.
The replacement thoughts don’t need to be the inverse of the negative, just something different. Choose your thoughts. Be in control.
I found that for years I would make plans, make more, put a few in place and end up loving or scrapping them based on any one of a number of factors. However, it was not until recently that I realized I was not getting the most of my ideas, or more truthfully I didn’t really know how I was doing.
I needed an assessment scale to know. It needed to be consistent and ask the right questions. For me it’s a simple green/yellow/red scale. The measure is well-defined everybody understands the language and we know where we stand.
Now that we always know how we feel about the plan and the outcome we can decide if we need to improve the plan, improve how we execute the plan, both or neither.
That knowledge is really powerful. Through regular implementation we can constantly improve our processes.
When making plans, ask “how will we know?”, and measure at the end of the work. Good questions will lead you to better plans next time.