1. Positive Coaching, Motivation, and Communication
Rick Albrecht, Ph.D.
Department of Movement Science
Grand Valley State University
Michigan High School Athletic Association

2. Changing Behavior: A Positive Approach to Coaching
The primary function of a coach is to somehow alter existing behavior --
We, as coaches, must make a conscious decision as to whether we will use a POSITIVE or NEGATIVE approach when we attempt to make these changes

3. Using a Negative Approach to Change Behavior
One Single “Advantage”…
It often works -- can eliminate undesirable behavior. But only in the short run and only when we are present and only when we’re willing to punish

4. Using a Negative Approach to Change Behavior
Disadvantages (page 1)
Can be very unpleasant -- reduce enjoyment (may increase likelihood of athletes quitting the team)
Increases anxiety (and error rate)
Produces “fear of failure”

5. Using a Negative Approach to Change Behavior
Disadvantages (page 2)
Reduces “risk-taking”
Can actually reinforce some undesirable behaviors and thus, actually increase your discipline problems
Wastes valuable practice time

6. Using a Negative Approach to Change Behavior
Disadvantages (page 3)
We often use physical activity as punishment
Running Laps
Running Sprints
Push-ups
Sit-ups

7. Why Would You Ever Use Physical Activity As Punishment?
You (like it or not) are a Physical Educator
One of the “benefits” of sport is that it promotes lifelong physical activity (health benefits)
Why would you ever use what you want to promote as punishment?

8. Negative and Positive Approaches to Changing Behavior
Major Assumption of Negative Approach to Coaching… We can somehow “scare” a bad performance right out of the athlete
Later we’ll be talking about anxiety, stress and motivation -- keep in mind that a negative approach will only increase the anxiety levels -- and probably hurt performance

9. If Using a Negative Coaching Style Is So Bad… How Do We Make Those Necessary Changes?

10. A Positive Approach: Using the “Feedback Sandwich”
(or “Big Mac” Attack)
Reinforcement
Instruction
Encouragement

11. Three Steps in The “Feedback Sandwich”
Start by reinforcing (praising) your athlete for ANYTHING he/she has done correctly -- regardless of how small

12. Step 1: Reinforce Something They’ve Done Right
Why?
Let’s break up into small groups and list all benefits you can think of for starting your “error correction” process by reinforcing something your learners have done correctly.

13. Step 1: Reinforce Something They’ve Done Right
It forces you to recognize that most of the performance was actually done correctly
It raises their self-esteem and confidence
It reinforces correct elements of the performance
It’s the best way to get their attention

14. Step 2: Provide Future-Oriented Instruction
Follow the positive reinforcement (now that you have their attention) with FUTURE-ORIENTED instruction
Don’t dwell on the mistakes -- there is nothing the athlete can do to correct a mistake made in the past -- they can only change what they do in the future -- tell them what to do “next time”

15. Future-Oriented Instruction
Don’t tell them what they already know -- tell them something they don’t know
Don’t simply tell them that they’ve made a mistake -- let them know why they made the mistake

16. Step 3: End with General Praise and Encouragement
Why?
Encourages them to try again
Lets them know you have confidence in their ability to perform the skill correctly (Do You Really?)

17. Motivating Your Athletes (and Yourself)
Motivate Yourself First
How Do You Expect to Motivate Others If You Can’t Motivate Yourself First?
Motivation is Contagious
You Have to Control The Things YOU Have Control Over -- Nothing Else

18. T G I F M

19. Think About This…
YOU are the most IMPORTANT group of coaches in the country – take pride in your role as a youth sport coach
YOU coach for the shear love of the game and for the sake of the kids
We can do without college and pro coaches – but not without YOU

20. Think About This…
YOU are the most important adult in the lives of many of these kids
The players YOU work with exhibit a wider range of abilities
YOU lay the foundation upon which college and pro coaches build
Only YOU have to deal with parents

21. Always Remember…Our Players Come To Us Already Highly Motivated
Therefore…
It’s Our Job To Maintain Our Players’ Natural Motivation To Play Our Sport
The $1,000,000 Question Is …
What Can We, As Coaches, Do To Help Our Players Maintain Their Natural Motivation For Sport?

22. Always Remember…Our Players Come To Us Already Highly Motivated
The $1,000,000 Answer Is …
We Need To Learn Some Of The Basic Principles Of Motivation

23. Five “Guidelines” To Motivate Our Athletes
Identify why athletes participate and why they drop out
Guideline #2:
Through the use of “goal-setting” strategies, help athletes improve their skills and learn new skills

24. Five “Guidelines” To Motivate Our Athletes
Make the whole experience enjoyable and exciting
Guideline #4:
Reduce competitive stress
Guideline #5:
Teach an appropriate view of success

25. Guideline #1: Identify why athletes participate and why they drop out
Let’s get into our small groups once again and come up with a list of reasons young athletes say they participate in youth sports.

26. What Does The Research Say?
Children Participate in Youth Sports...
To Have Fun
To Improve Skills and Learn New Ones
For Thrills and Excitement of Competition
To Be With Friends and Make New Ones
To Succeed or Win

27. Guideline #1: Identify why athletes participate and why they drop out
Let’s get into our small groups once again and come up with a list of reasons young athletes say they drop out of youth sports.

28. What Does The Research Say?
Children Drop Out Because of...
Other interests
Work
Lack of interest
Did not play enough
Skills were not improving
Did not like the coach

29. Guideline #2: Use“goal-setting” strategies to help athletes improve and learn skills
Help Everyone on Your Team Set Individual Goals
As Goals Are Attained, They Help Motivate! Athletes See Themselves Improving

30. The Most Effective Goals Are...
Realistic, but Challenging
Totally Under The Player’s Control
Based On Performance and Effort – Not Outcome
Short- and Long-Term
Made for Practice and Competition
Written Down
Evaluated

31. Guideline #3: Make the whole experience enjoyable and exciting
Keep practices and games fun
Encourage athletes to be with, and make friends
Let all athletes participate
Avoid boredom by varying routines

32. Guideline #3: Make the whole experience enjoyable and exciting
Use simple, active drills (no standing around) and short practices
Use change of pace activities
Allow athletes to try out leadership roles, new positions, and make decisions -- after all, it’s their game isn’t it?

33. Guideline #4: Reduce Competitive Stress
Competitive Stress Occurs:
When an athlete believes that a competitive situation, especially one perceived as highly important, threatens his/her self-esteem
When an athlete believes that his/her capabilities are not good enough to meet the competitive demand

34. Guideline #4: Reduce Competitive Stress
Remember, YOU might be part of the “competitive demand”

35. Guideline #5: Teach An Appropriate View of Success
Encourage athletes to believe that real success means (notice the link to goal-setting):
Improving oneself (which ultimately enables winning)
Achieving realistic goals for improvement (not just the outcomes of competitions)

36. Guideline #5: Teach An Appropriate View of Success
Giving one’s best effort to improve at all times (the athlete can control effort but not outcome)
A Couple Examples From the “Winningest” Coaches Around...

37. De La Salle High School (Concord, California)
151 Consecutive Wins
An Overall Record of
More Perfect Seasons (17) than losses (14)
ESPN’s #1 High School Team in the Country 5 of the Last 6 Years

38. How Do You Win 151 Football Games in a Row?
By NOT Setting a Goal to Win!
“Everyone asks me how I’ve won 151 straight games… my answer is always the same… BY NOT CONCENTRATING ON WINNING. If you work hard enough, the wins will come.
-- Bob Ladouceur, Head Coach

39. John Wooden, Coach ESPN’s “Coach of the Century”
10 NCAA Championships in 12 years
6 Times Voted “College Coach of the Year”
88 Consecutive Victories
38 Consecutive NCAA Tournament Wins
4 Undefeated Seasons

40. How Do You Become the Most Successful Basketball Coach of All Time?
By NOT Setting a Goal to Win!
“I never mentioned winning or victory to my players. I never referred to beating an opponent. Instead I constantly urged them to strive for the self-satisfaction that comes with knowing you did your best.”
-- John Wooden, Head Coach

41. How Do You Become the Most Successful Basketball Coach of All Time?
By NOT Setting a Goal to Win!
“Did I win? Did I lose?” Those are the wrong questions. The correct question is: “Did I make my best effort?” That’s what matters. The rest of it just gets in the way”
-- John Wooden, Head Coach

42. Five “Rules” For Sending Clear Messages
Get and keep the attention of your listener (note the connection to the first step in the “feedback sandwich”)
Rule #2:
Use simple and direct language

43. Five “Rules” For Sending Clear Messages
Check for understanding with your listener
Rule #4:
Be consistent by making sure your action match your words

44. Five “Rules” For Sending Clear Messages
Combine verbal and non-verbal messages to communicate clearly

45. Three “Rules” For Listening Effectively
Remember What You’ve Always Been Told -- Communication is a Two-Way Street
Rule #1:
Listen to the speaker in a positive manner

46. Three “Rules” For Listening Effectively
Listen to the speaker in an objective manner (“Others, too, have brains”)
Rule #3:
Express interest when listening to the athlete (or parent, official, coach, etc.)

47. Three “Rules” For Developing Sportsmanship
Define appropriate and inappropriate behavior for your athletes
Rule #2:
Define rewards and penalties for sportsmanship

48. Three “Rules” For Developing Sportsmanship
Use role models to demonstrate good sportsmanship
--- AND BE ONE YOURSELF!!!

49. Five “Rules” To Develop a Respect for Self and Others
Never degrade anyone verbally or non-verbally
Rule #2:
Accept officials’ calls and approach them considerately

50. Five “Rules” To Develop a Respect for Self and Others
Accept instruction and follow rules
Rule #4:
Never physically hurt someone
Rule #5:
Use positive self-talk when evaluating you performance

51. The One “Rule” to Encourage the Avoidance of Stereotyping
Never use jokes or slurs that refer to race, gender, age, or physical characteristics of an individual

52. Two Ways to Develop Disciplinary Skills
#1) Define team rules for your athletes:
Involve the athletes in determining these team rules
Use clear, specific terms
Define rules prior to the beginning of the season
Seek advise from experienced coaches

53. Two Ways to Develop Disciplinary Skills
#2) Enforce team rules:
Use meaningful rewards
Never use physical activity as punishment
Assess even “minor” infractions
Reward immediately and consistently
Discipline immediately and consistently -- by withdrawing rewards