A few weeks back, a parent posted a comment and asked, “How does my child develop expertise in an important role unless a coach is willing to rotate the player roles?” This is a fair question. Parents recognize that more attention is focused on the athletes who play the key positions on their team. And when parents see the same kids continually playing the primary roles, they may feel it’s unfair that their child is not afforded the same opportunity.
So let’s take a closer look at why certain kids play the “glory” positions, whether this is unfair to other children, and how you can help improve your child’s opportunity to play an important team role such as quarterback, pitcher, or point guard.
Who plays the key positions and why
Success in team sports often hinges on the performance at key positions. In the National Football League, it’s understood that having a “franchise” quarterback substantially improves the odds for a team to reach the Super Bowl. Championship basketball teams often have a dominant center, talented point guard, or both. Excellent hockey and soccer teams usually have forwards who can score and an outstanding goalie.
In competitive youth sports, the same principle holds true. Because youth leagues often bring together children of different age groups, the effect of dominant players in key positions is substantial. A team lacking talent at these positions will likely not compete for the league championship.
Participation-oriented youth programs usually require skilled players to occupy certain roles—not just to engage in balanced, fun competition, but to also achieve some semblance of teamwork and opportunity to play the game in a way that benefits all of the team’s players.
Placing a young football player at the quarterback position, when he has neither the strength nor accuracy to make a downfield throw, will not benefit the more experienced receivers on the team. A young baseball pitcher who can’t throw the ball over the plate will walk player after player, ruining the game for his or her teammates. And a point guard in basketball who has difficulty dribbling will continually turn the ball over to the other team. His or her teammates will never touch the ball, become frustrated, and lose interest in playing (no fun).
So even in participation oriented youth programs, there are valid reasons for coaches placing their more accomplished child athletes in certain positions.
Individual factors that lead to success
Gaining expertise at a key position, and developing the necessary skills to play the associated team role well, is a process that develops over time and with a number of influences. A child’s natural athleticism, interest in playing sports, age and size relative to others, all affect a child’s overall ability to play a key position. These factors are often also the ones that determine how far an athlete can climb up the ladder of competitive success. But for many children, these factors vary throughout the developmental years. The youngest child of course becomes the oldest at some point, a change often accompanied by increased physical stature and ability.
The other main influence on a child’s ability to play a key position is the set of skills a child has mastered. Although natural physical ability is certainly helpful, many important sport skills are learned. And through practice and repetition, these skills are mastered. There are many examples of physically inferior athletes who have enjoyed enormous success because they both understood their position and mastered the requisite skill techniques.
How does a child begin the process of learning these essential skills? Today’s parents usually expect organized youth sports to provide the instruction and initial opportunity for their child. So let’s take a quick look at how organized sports and a child’s coach impact the development of your child’s ability to play a key position.
How organized sports help (and hinder) development
At the earliest ages, kids are taught fundamental skills by adults—often by volunteer coaches who both enjoy the sport and understand how to play and teach it. Under their guidance, every child ideally has an equal opportunity to play each position.
But as the above examples illustrate, youth sports are structured play involving interaction between the team’s participants. Sometimes it may be necessary for a coach to play certain children more at a given position to achieve any development of team play.
Youth coaches face another obstacle with their youngest players. Because of their inexperience, these children may struggle to learn one position and associated skills, let alone multiple positions. For these children, a coach may believe it’s in their best developmental interest to focus on a single role for the current season.
As a child develops and gains experience, he or she may begin to demonstrate abilities to play a key position. But as mentioned above, an underlying characteristic of most participation-based programs is that kids of different ages, sizes, skill levels, and innate athletic ability, are grouped together. Expectations of what makes up a "fun" and successful experience vary. Although a child may have developed some skills, he or she may still be underperforming relative to other children and the level of competition. And playing a child who is overmatched at a key position invites failure for both the child and the team. With limited practice time and the importance of certain roles to a team's opportunity to succeed, it's simply unrealistic for a coach in the typical youth program to provide every child with equal time at the key positions.
As the above paragraphs highlight, there are barriers in organized youth sports that may work against your child’s opportunity to play an important role and position.
But organized sports can provide your child with the instruction needed to play that “glory” position. Your child may quickly assimilate this knowledge and become his or her team’s point guard, quarterback or pitcher. So let’s now discuss the coach’s role in developing your child’s ability.
What to expect from your child’s coach
Your child will benefit most from a coach who uses the Teach Everyone Everything (TEE™) approach in practices. This coach teaches all of the fundamental skills to every kid on his or her team. This instruction incorporates both the demonstration of a skill and the equal opportunity in practice for each child to practice the associated technique (usually via a drill). Through this means, every child is provided the skill instruction that is required to play any position in the game. This does not mean that each child receives equal time at every position in practice scrimmages or games. Your child may still only play a relatively minor role on his or her team. But through the TEE approach, every child does receive the instruction that can unlock their potential to play any position.
Your child’s coaches should always look for opportunities to challenge your child. There are sometimes opportunities in practices and games where a coach can give kids a taste of playing a key role. And for the occasional child who develops quickly, a coach should expand the child’s team role during the course of the season.
One of the most important characteristic to look for in your child’s coach is his or her ability to create a fun environment that inspires your child to want to play the game, learn more, and practice. In the end, it’s your child’s natural abilities, desire, and acquired skills that determine what position your child plays. But a coach who opens your child’s eye to his or her potential is an important factor—especially for those children who may not be as athletically gifted.
The importance of pickup games
Some of the most valuable lessons a child learns in sports are ones not obtained from adults in an organized sports program. Instead, these lessons come from a child’s interaction with his or her peers while participating in neighborhood pickup games. [See The Role of Organized Sports in Your Child's Life for an in-depth discussion of the importance of self-directed sports play.]
One of the many benefits of pickup games relates directly to the question posed in the beginning of this topic. These games usually vary in their level of competition. Different groups of kids provide different opportunities to play various positions and team roles. With older more experienced children, your child may play a relatively minor role. “Fairness” is not usually the primary concern of children in these games. Kids want to compete, have fun, and make sure that they have enough players to play their game. In balancing these needs, they decide who plays what position. And this usually means the young beginner doesn’t play the key positions until he or she demonstrates the necessary abilities.
But in other games with younger, less talented players, your child may be the "best" point guard, pitcher or quarterback for that group of kids. In these games, your child has the opportunity to develop his or her abilities in the more important positions—to put into play the skills taught in organized sports programs and individually practiced. And when your child returns to organized play the next season, he or she may be ready to play a key position at a more competitive level.
This is one of several reasons why parents should promote opportunities for their children to engage in self-directed pickup games.
What you can do
Besides providing your child with the opportunity to play in pickup games and participate in a good organized sports program, what else can you do?
If you played your child’s sport when you were young, you may be able to provide valuable skill instruction and guidance. It’s no coincidence that a high school coach’s son or daughter often develops into a skilled player deserving of a key position and team role.
At an appropriate age, individual lessons from a skilled instructor may also benefit your child. These instructors can provide tips, techniques, and insights that a child would not necessarily learn on his or her own (or from a volunteer coach within the typical organized youth sports program).
And finally, try to maintain a balanced perspective on your child’s journey in sports. Fight for your child’s opportunity to grow and be his or her best. If you feel your child’s coach is unfairly favoring other children, pull the coach aside and discuss his or her reasons for placing your child in a more minor team role. The coach may believe it’s in your child’s best interest to play a team role in which she or she can enjoy some success. Also, understand that a fun, successful sports experience for all of the team’s players may require your child to now play a certain role. As your child matures, learns new skills, and demonstrates talent, opportunities will naturally emerge for your child to play a more important team role on his or her organized sports teams.
Read more...
Sunday, March 28, 2010
Tuesday, March 16, 2010
Teach Everyone Everything (TEE)
Team roles often provide young players with a clear path to immediate success. They represent a great starting point for the beginning player. When an inexperienced or otherwise immature player understands how to meaningfully contribute to his or her team, self-esteem grows and broad smiles begin to appear.
But youth coaches should also carefully avoid limiting any young child’s potential. A child’s body, skill level, and aptitude for a given sport are constantly changing throughout his or her youth. The success an athlete enjoys later in life may be entirely different from the success enjoyed as a child.
So how does a coach best prepare each child for the opportunities that may appear later in the athlete’s development? The answer for most youth sport programs is a coaching philosophy I refer to as “Teach Everyone Everything” (TEE).
Understanding the TEE™ approach
The primary principle of TEE is to provide every child on a team with equal opportunity to instruction. As described above, the TEE approach recognizes that each child is on a developmental journey. TEE provides the solid foundation of skills and knowledge that will enable a child to successfully transition to new athletic roles as he or she matures.
In practices, the TEE coach instructs all of his or her players how to perform each fundamental skill—even when the child’s size and ability may dictate playing a position or role that doesn’t require certain skills.
In games, the TEE coach attends to all of his or her players regardless of how playing time is distributed. Many teaching moments arise in games, both for the active players and those watching from the bench. When a player makes an excellent play or mistake, the TEE coach not only addresses the player, but also other kids on the team who may benefit from the coach’s instruction. The TEE coach searches for opportunities in games to place players in situations where they can develop and grow. He or she balances these opportunities, the benefits of assigning team roles, and the needs of others on the team, to provide the best path to success for each individual child.
TEE—an example
In basketball, at least two players on a team usually play close to the basket (low post). These players must understand the principles of low post play and how to play with their back to the basket on offense. When looking to score from the inside, a player must gain position, present teammates with a target (raise a hand), use proper footwork (pivoting), “seal out” the defensive player, and finally convert the shot from short range. More advanced techniques include fakes, and progressions of moves.
A basketball coach focused on maximizing his youth team’s win-loss record might consider only teaching low post skills to his or her tallest players. Likewise, this coach might have an assistant teach more advanced dribbling techniques only to the children playing the guard position. With limited practice time and the need for players to assume certain roles, it’s understandable that a youth coach might believe this is the best, most efficient approach.
But consider the potential long-term effect of selectively teaching different techniques to different players. As mentioned in the beginning of this topic, each child will likely go through dramatic changes as they mature. A tall 10-year-old boy may eventually become a 5’10” guard on his or her high school team. Likewise, the young girl who has good ball handling skills (but is short) may grow to be one of her high school team’s tallest players. If you fail to provide early instruction on the techniques that a child will later need, you may impair the child’s opportunity for success.
There our other reasons for employing the TEE approach. Many game situations at higher levels of play involve “match-ups”. Although a player would not normally play a certain position, his or her opponent may present a match-up opportunity. In our basketball example, consider a match-up where a smaller opponent is defending a guard who normally plays away from the basket. Because of the size mismatch, the offensive player may be able to “take his player low”, isolate the defender, and easily score a basket when a teammate passes the ball to him. But what if this player has never learned the skills necessary to play the low post position reasonably well? The advantage is lost.
Skills primarily used in one position or team role are also sometimes helpful in other situations. For example, knowing how to play with your back to another player can help a basketball guard more easily receive a pass away from the basket when defended aggressively.
Provide opportunities in games where possible
Practice provides you, the coach, with the opportunity to teach all of your players a sport’s fundamental skills. Games provide your players with the opportunity to put these new-found skills to use. Although TEE may fit more readily into your practice instruction, you can also use this approach in games—especially in youth programs that emphasize participation.
Try to find opportunities for your players to occasionally step beyond their primary role. In many sports, it’s easy to move a child from one position to another during a game. Although a child may lack the skills to play a position well, let him or her try. Pick moments that provide the child with a better chance to succeed (when the other team is playing its weaker players, for instance).
You can even find opportunities for your least skilled beginners to play a key position. For example, toward the end of a one-sided basketball game, you might rotate a different player into the point guard position each time down the floor. Make sure that everyone on your team is in on the fun, and they understand that you’re not concerned about the inevitable turnovers.
Also, emphasize to your players that each of them is responsible for putting the skills you teach to good use in his or her individual practices and neighborhood pickup games. The latter is often where a young athlete learns how to actually apply a skill in a way that works for him or her.
A Path to Success
TEE is an approach that leads to success over the course of a child’s developmental years—not just one single season. Here’s a diagram that illustrates the ideal cycle of development:
With some children (especially younger ones), a full cycle may occur within your season. In these cases, you will enjoy one of the more rewarding aspects of coaching youth sports—witnessing the rapid development of a child’s abilities and self-esteem under your tutelage. But more often, the benefits will accumulate through the entirety of a child’s youth sports experience.
Finally, TEE also provides the best path to lifetime success in sports. Learning all of the fundamental skills to competently play a sport, increases the chance children will continue to play a sport into their adult years. With a fuller understanding of the game, they will enjoy more success in pickup games and find greater acceptance within the community of individuals that play their sport.
Read more...
But youth coaches should also carefully avoid limiting any young child’s potential. A child’s body, skill level, and aptitude for a given sport are constantly changing throughout his or her youth. The success an athlete enjoys later in life may be entirely different from the success enjoyed as a child.
So how does a coach best prepare each child for the opportunities that may appear later in the athlete’s development? The answer for most youth sport programs is a coaching philosophy I refer to as “Teach Everyone Everything” (TEE).
Understanding the TEE™ approach
The primary principle of TEE is to provide every child on a team with equal opportunity to instruction. As described above, the TEE approach recognizes that each child is on a developmental journey. TEE provides the solid foundation of skills and knowledge that will enable a child to successfully transition to new athletic roles as he or she matures.
In practices, the TEE coach instructs all of his or her players how to perform each fundamental skill—even when the child’s size and ability may dictate playing a position or role that doesn’t require certain skills.
In games, the TEE coach attends to all of his or her players regardless of how playing time is distributed. Many teaching moments arise in games, both for the active players and those watching from the bench. When a player makes an excellent play or mistake, the TEE coach not only addresses the player, but also other kids on the team who may benefit from the coach’s instruction. The TEE coach searches for opportunities in games to place players in situations where they can develop and grow. He or she balances these opportunities, the benefits of assigning team roles, and the needs of others on the team, to provide the best path to success for each individual child.
TEE—an example
In basketball, at least two players on a team usually play close to the basket (low post). These players must understand the principles of low post play and how to play with their back to the basket on offense. When looking to score from the inside, a player must gain position, present teammates with a target (raise a hand), use proper footwork (pivoting), “seal out” the defensive player, and finally convert the shot from short range. More advanced techniques include fakes, and progressions of moves.
A basketball coach focused on maximizing his youth team’s win-loss record might consider only teaching low post skills to his or her tallest players. Likewise, this coach might have an assistant teach more advanced dribbling techniques only to the children playing the guard position. With limited practice time and the need for players to assume certain roles, it’s understandable that a youth coach might believe this is the best, most efficient approach.
But consider the potential long-term effect of selectively teaching different techniques to different players. As mentioned in the beginning of this topic, each child will likely go through dramatic changes as they mature. A tall 10-year-old boy may eventually become a 5’10” guard on his or her high school team. Likewise, the young girl who has good ball handling skills (but is short) may grow to be one of her high school team’s tallest players. If you fail to provide early instruction on the techniques that a child will later need, you may impair the child’s opportunity for success.
There our other reasons for employing the TEE approach. Many game situations at higher levels of play involve “match-ups”. Although a player would not normally play a certain position, his or her opponent may present a match-up opportunity. In our basketball example, consider a match-up where a smaller opponent is defending a guard who normally plays away from the basket. Because of the size mismatch, the offensive player may be able to “take his player low”, isolate the defender, and easily score a basket when a teammate passes the ball to him. But what if this player has never learned the skills necessary to play the low post position reasonably well? The advantage is lost.
Skills primarily used in one position or team role are also sometimes helpful in other situations. For example, knowing how to play with your back to another player can help a basketball guard more easily receive a pass away from the basket when defended aggressively.
Provide opportunities in games where possible
Practice provides you, the coach, with the opportunity to teach all of your players a sport’s fundamental skills. Games provide your players with the opportunity to put these new-found skills to use. Although TEE may fit more readily into your practice instruction, you can also use this approach in games—especially in youth programs that emphasize participation.
Try to find opportunities for your players to occasionally step beyond their primary role. In many sports, it’s easy to move a child from one position to another during a game. Although a child may lack the skills to play a position well, let him or her try. Pick moments that provide the child with a better chance to succeed (when the other team is playing its weaker players, for instance).
You can even find opportunities for your least skilled beginners to play a key position. For example, toward the end of a one-sided basketball game, you might rotate a different player into the point guard position each time down the floor. Make sure that everyone on your team is in on the fun, and they understand that you’re not concerned about the inevitable turnovers.
Also, emphasize to your players that each of them is responsible for putting the skills you teach to good use in his or her individual practices and neighborhood pickup games. The latter is often where a young athlete learns how to actually apply a skill in a way that works for him or her.
A Path to Success
TEE is an approach that leads to success over the course of a child’s developmental years—not just one single season. Here’s a diagram that illustrates the ideal cycle of development:
With some children (especially younger ones), a full cycle may occur within your season. In these cases, you will enjoy one of the more rewarding aspects of coaching youth sports—witnessing the rapid development of a child’s abilities and self-esteem under your tutelage. But more often, the benefits will accumulate through the entirety of a child’s youth sports experience.
Finally, TEE also provides the best path to lifetime success in sports. Learning all of the fundamental skills to competently play a sport, increases the chance children will continue to play a sport into their adult years. With a fuller understanding of the game, they will enjoy more success in pickup games and find greater acceptance within the community of individuals that play their sport.
Read more...
Friday, March 5, 2010
The Coach's Kid Always Plays
If you talk to sports parents, one of the common complaints is that “the coach’s kid always plays.” Sometimes this comment refers to the coach’s child receiving more playing time, playing the glory positions (e.g. pitcher, quarterback, point guard), while in other more competitive situations it can also refer to the child playing in front of seemingly more capable players.
Is there merit to this observation or is this simply another example of sports parents tending to look at a situation through the lens of their child’s interests? It’s probably a little of both.
In youth sports, parent-coaches are essential—there are simply not enough individuals (without a child on the team) who are interested in coaching. Often, the parent-coach has played the sport in high school and is knowledgeable about the game. In these instances, the coach’s child may be more skilled than others on the team, have a greater understanding of the game, and also enjoy playing (and practicing) the sport. In other words, the parent-coach’s child may deserve to play a key position on the team or receive more playing time—especially in competitive leagues.
Coaches’ kids are sometimes held to more exacting standards and may feel that other players on the team receive preferential treatment. The coach’s child may face additional pressures including potential accusations of favoritism by their teammates. Sometimes, coaches over-compensate in their treatment of their child in an effort to remove any suggestion of favoritism. In these instances it’s not uncommon for the child to retaliate verbally when the parent-coach “corrects” a skill or behavior.
Before you begin complaining about the parent-coach favoring his or her child, try to objectively observe how he treats all of the team’s players. Do the parent-coach’s strategies and schemes provide opportunities for each player to potentially succeed or are they geared to specifically benefit the coach’s child? Does the coach give everyone an opportunity in practice and employ the teaching principles discussed elsewhere in this blog?
Be honest with yourself. Is the coach’s child the best player for a position and does this child need to play for the team to compete? Is your child clearly superior to the coach’s child or are they close in ability? The latter situation may prove especially difficult as some coaches may unfortunately justify playing their son or daughter based on their investment of coaching time and effort.
Also, talk with your child and understand how he or she feels about the coach’s kid and their role on the team. Your child may believe that the coach’s kid is the best player for the position. Despite your feelings, your child may like the coach and believe that the coach is fairly treating each player on the team.
If you believe the coach’s child is receiving unjustified preferential treatment in comparison to your child and others on the team, you may want to discuss the matter with the coach. Arrange a time (other than after a game) to objectively talk about your concerns. Try to understand the coach’s philosophy and specific reasons for making his or her choices. Do not accept blatant favoritism, but understand the difficult position that a child and their parent-coach sometimes face. If you feel strongly that the “system is broken," consider becoming a youth coach to provide the experience that you believe all young athletes should enjoy!
Read more...
Is there merit to this observation or is this simply another example of sports parents tending to look at a situation through the lens of their child’s interests? It’s probably a little of both.
In youth sports, parent-coaches are essential—there are simply not enough individuals (without a child on the team) who are interested in coaching. Often, the parent-coach has played the sport in high school and is knowledgeable about the game. In these instances, the coach’s child may be more skilled than others on the team, have a greater understanding of the game, and also enjoy playing (and practicing) the sport. In other words, the parent-coach’s child may deserve to play a key position on the team or receive more playing time—especially in competitive leagues.
Coaches’ kids are sometimes held to more exacting standards and may feel that other players on the team receive preferential treatment. The coach’s child may face additional pressures including potential accusations of favoritism by their teammates. Sometimes, coaches over-compensate in their treatment of their child in an effort to remove any suggestion of favoritism. In these instances it’s not uncommon for the child to retaliate verbally when the parent-coach “corrects” a skill or behavior.
Before you begin complaining about the parent-coach favoring his or her child, try to objectively observe how he treats all of the team’s players. Do the parent-coach’s strategies and schemes provide opportunities for each player to potentially succeed or are they geared to specifically benefit the coach’s child? Does the coach give everyone an opportunity in practice and employ the teaching principles discussed elsewhere in this blog?
Be honest with yourself. Is the coach’s child the best player for a position and does this child need to play for the team to compete? Is your child clearly superior to the coach’s child or are they close in ability? The latter situation may prove especially difficult as some coaches may unfortunately justify playing their son or daughter based on their investment of coaching time and effort.
Also, talk with your child and understand how he or she feels about the coach’s kid and their role on the team. Your child may believe that the coach’s kid is the best player for the position. Despite your feelings, your child may like the coach and believe that the coach is fairly treating each player on the team.
If you believe the coach’s child is receiving unjustified preferential treatment in comparison to your child and others on the team, you may want to discuss the matter with the coach. Arrange a time (other than after a game) to objectively talk about your concerns. Try to understand the coach’s philosophy and specific reasons for making his or her choices. Do not accept blatant favoritism, but understand the difficult position that a child and their parent-coach sometimes face. If you feel strongly that the “system is broken," consider becoming a youth coach to provide the experience that you believe all young athletes should enjoy!
Read more...
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