|
|
Post by kylem56 on Apr 3, 2009 18:15:49 GMT -6
Hello everyone
Today I was lucky enough to be able to sit it on position meetings and then practice and a fairly successful D1 school. One thing I noticed however was that after about 20 minutes of coach-on-board review, most of the players looked bored, or kept checking the clock every 5 minutes. The meeting was only a half hour long.
Next week I will start with my first position group meetings for spring practice and what I saw today got me thinking...
What are some qualities of good position group meetings?
Is there anything you do to help keep them interested and engaged for the 30 minutes or so during a meeting?
|
|
|
|
Post by touchdowng on Apr 3, 2009 18:17:56 GMT -6
we keep our position meetings to 15 minutes. When we went from 25-30 down to 15 (20 at the longest) we started to see better results.
when you get right down to it, how many points can a coach stress for an upcoming practice session?
|
|
|
|
Post by dacoachmo on Apr 3, 2009 18:21:48 GMT -6
Just like when you teaching don't lecture, make the players interact! When you are reviewing, give the marker to a player to draw the play and let the his teammates help!!
|
|
|
|
Post by jgordon1 on Apr 3, 2009 18:40:05 GMT -6
I have found the same thing. Many college coaches on ALL levels do not have teaching experience. I was a college coach at one point and am now teaching HS business. I am so much a better teacher now than when I was over 15 years ago... There needs to be a plan, transitions, class involvement, an "activity", make it fun, have a routine, summarize at the end. all the things you do as a teacher
|
|
|
|
Post by kylem56 on Apr 3, 2009 18:47:44 GMT -6
that may be one reason why I am asking because Im not a teacher but have been coaching the last 3 years at the HS level and now Im at the college level. One thing that has helped me is my age because I can relate to the players better but i was wondering if anyone has ever tried any new creative approaches
|
|
zbessac
Sophomore Member
Posts: 149
|
Post by zbessac on Apr 3, 2009 18:59:39 GMT -6
I have seen a small number of coaches use the playstation or computer simulation to coach up their players. I have no idea how to it but I heard players really enjoy it.
|
|
|
|
Post by jgordon1 on Apr 3, 2009 18:59:39 GMT -6
I would by some basic teaching books or maybe take a basic education class. Please don't take this the wrong way but I am a little concerned with your statement that you relate to players better. Players will respect anyone who is knowedgable, disciplined, treats them with respect , helps them become a better player, and doesn't waste their time
|
|
|
|
Post by chadp56 on Apr 3, 2009 19:28:07 GMT -6
Kyle,
First of all, congrats on the college job. I hope you won't be too busy now to post your valuable notes! I listened to Chris Peterson from Boise talk about this. I'll have to get back to you on more info when I get back from my vacation in Olrando and check my notebook. A couple things I remember include having your stuff drawn up ahead of time so they don't have to sit and wait for you to draw crap up, and have them get up and move around every so often. Even something simple like changing to a different seat. We need this stimulation to keep our mind focused. If you get a chance, listen to him speak. He is very organized and he pays attention to research on topics such as this. I was very impressed.
|
|
|
|
Post by coachveer on Apr 3, 2009 20:29:15 GMT -6
Have them do it. I used to grab the chalk and then start talking. Now, I am going to give the chalk to one of the seniors and have them start drawing while I ask them questions.
|
|
|
|
Post by kylem56 on Apr 3, 2009 20:37:47 GMT -6
jgordon
What I meant by relating to the players is that I am probaly 3-4 years older than them at the most so I mean I still can relate to all the stresses someone that age has to deal with like school etc. I dont mean that I am going to be buddy buddy with them because that is just not me. That wasnt meant to be an insult to anyone. I try to visit with as many coaches as I can to learn more about the "teaching" aspects of the profession but if you have any books you recommend, please go ahead cause I am always looking to improve. I do appriciate the advice "Players will respect anyone who is knowedgable, disciplined, treats them with respect , helps them become a better player, and doesn't waste their time" .
Chad- Ha dont worry I will stil continue to post notes. I have no life but football anyway! its funny you mention the Chris Peterson from Boise State talk because I was actually at that same clinic when we spoke about this (MHSFCA- I work it every year).
I started a thread earlier about this but didnt get any replies.... for those of you who test their players on the scouting reports, an idea I had in mind...has anyone ever turned the test into a review competition much like teachers do for their test?
The reason I started this thread is that, even though I have confidence in my knowledge, it will be a new experience and I guess I am just a little nervous. Thanks for all the replies so far!
|
|
|
|
Post by NC1974 on Apr 3, 2009 20:56:53 GMT -6
A few of these have been said but here goes:
-Be prepared. Know exactly what it is you are going to cover in that meeting....boredom is sometimes the result of the kids picking up that vibe that coach doesn't know what he wants to talk about next or coach is unprepared and just stalling
-Have high expectations in terms of their attention. IF a kid is looking at a clock or yawning, or whatever, address it right away. "what we do in here is just as important as what we do on the field." I have no qualms with trying to "entertain" them and keep it interesting but I would put some of the accountability on the kids. "if you're truly committed to being the best athlete you can be, you won't find this stuff boring...you'll find it essential and useful"
-If you're writing something on the board, they better be writing it in their notebooks/playbooks. This will also help keep them on task.
-give different kids different tasks i.e. Jimmy draws up blocking scheme vs 50 front. Billy draws up blocking scheme vs 4-3 etc.
- give them ownership...maybe they get put in charge for coming up with calls or terminology that will be used that week. Or if watching film, jimmy you call the front, Billy you tell us down and distance, Buddy you call out any line twists etc.
|
|
|
|
Post by CoachDaniel on Apr 3, 2009 22:24:59 GMT -6
Best meeting I've been in on (including any one that I've led) - University of Richmond linebackers meeting last spring, after a full team meeting.
1. Rips one kid for falling asleep during the team meeting (which was lengthy, but I was not in)
2. Notebooks out, film on. 8 plays, zone blitzes only, from yesterday's practice. Coach has notes in front of him, exactly what he is showing and why.
3. One to two corrections per play, and at least one positive for every play too. None shown more than twice.
4. Meeting over, its been 10 minutes total from ripping to "go get 'em" and they were off to practice.
No one had time to lose focus. 9 months later you've got a National Championship, its a simple formula.
|
|
|
|
Post by CoachFetty on Apr 4, 2009 5:23:15 GMT -6
Thats a productive meeting^^^^^^^^^^^
|
|
|
|
Post by coachd5085 on Apr 4, 2009 7:36:18 GMT -6
A few tips or suggestions:
1. Have meeting outline written on the board. Check off items as completed.
2. Have an ACTUAL PURPOSE for the meeting. Don't meet to meet.
3. Plan your work and work your plan.
4. Interaction with kids. Pause film, ask for input, go over scenarios, then press play and see what happens.
5. Strive to engage the higher order thinking skills. Lots of "Why" questions.
|
|
|
|
Post by coachorr on Apr 4, 2009 8:27:02 GMT -6
A few tips or suggestions: 1. Have meeting outline written on the board. Check off items as completed. 2. Have an ACTUAL PURPOSE for the meeting. Don't meet to meet. 3. Plan your work and work your plan. 4. Interaction with kids. Pause film, ask for input, go over scenarios, then press play and see what happens. 5. Strive to engage the higher order thinking skills. Lots of "Why" questions. I was just talking to a colleague yesterday, how I feel like my classes are in a rut. I need to do more think pair share stuff. 5085's list is a pretty good guideline for every teaching situation, I love it. This is probably an impossibility, but what if you had mini erase boards. In a Spring situation you could do things like draw a cover two shell on the board and ask the kids what coverage it is. They could write on their mini board and hold up their answer and you could get immediate feedback. You could have em work in pairs and draw things up a minute at a time. Just some out of the box thoughts. If I have more than 15 minutes of lecture in a class, I will try to extend it over more than a day and break up the routine. For example yesterday: Notes 15 min. Small groups and complete a graphic organizer identifying the causes of the fall of the Roman Empire 15 minutes, Video clip Attilla the Hun 20 min. So, if you know you are going to have to lecture for more than 20 minutes and you have a space big enough you might want kids to line up in the formations at times. |
|
|
|
Post by gpoulin76 on Apr 4, 2009 8:39:28 GMT -6
Agree with the above.
As far as procedure, this is what I do:
1. Post the agenda of the meeting. This helps to keep both myself and the players to stay on task and focused. Tell them WHAT they are going to learn BEFORE they learn it.
2. Try to appeal to a variety of learning styles when you are teaching: visual, verbal, and kinesthetic. All people learn in differently.
3. Check for understanding. Ask many specific questions, make them draw it up, engage them with the material, hold them accountable for learning it, etc.
4. End the meeting with some kind of closure. Make them repeat your points of emphasis, and make sure they walk out of that meeting having learned what you wanted them to learn. Make them understand WHAT they have learned AFTER they have learned it.
|
|
|
|
Post by coach1619 on Apr 4, 2009 10:00:44 GMT -6
When preparing for my meetings, I keep the following in mind:
!) Know the message you are wanting to get out
2) Be direct in getting that message out
3) Try to use all styles of learning when teaching a concept
4) Get your players involved as much as possible
|
|
|
|
Post by coachd5085 on Apr 4, 2009 13:00:31 GMT -6
crap--this is starting to sound like a faculty meeting  zzzzzzzzzzz |
|
|
|
Post by touchdowng on Apr 4, 2009 13:02:47 GMT -6
Just a quick point about giving the players the chalk
When you begin doing this be sure to give it to somebody you are sure will be successful. This lets the others know that you will be doing this and this keeps them sharp during a review session.
I still believe that football lends itself to more direct instruction than student collaboration. Maybe that's the old crustiness in me.
Keep it short, keep it to the point and if you are going to involve players make sure it doesn't become a crash and burn session. Otherwise, you'd be wasting a lot of precious time - in my opinion.
|
|
|
|
Post by touchdowng on Apr 4, 2009 13:03:15 GMT -6
Just a quick point about giving the players the chalk
When you begin doing this be sure to give it to somebody you are sure will be successful. This lets the others know that you will be doing this and this keeps them sharp during a review session.
I still believe that football lends itself to more direct instruction than student collaboration. Maybe that's the old crustiness in me.
Keep it short, keep it to the point and if you are going to involve players make sure it doesn't become a crash and burn session. Otherwise, you'd be wasting a lot of precious time - in my opinion.
|
|
|
|
Post by jpdaley25 on Apr 4, 2009 14:51:15 GMT -6
Joe4372, Go Spiders! I'm an alum.
|
|
|
|
Post by coachorr on Apr 4, 2009 16:47:59 GMT -6
Coach 5085, Before you begin your meeting, make sure you have your objectives on the board.  |
|
zzzzzzzzzzz
