Showing posts with label coaching. Show all posts
Showing posts with label coaching. Show all posts

Tuesday, September 10, 2019

Transformation mechanisms and teaching through entertainment



 I picked up a couple of quick props from the Magic Apple store in Studio City Saturday, after work, for a gymnastics clinic last Sunday.

 I didn't really have time to think through a clever story on how to relate the props (classic breakaway wand and stiff rope) to gymnastics; but knew I wanted to make it a theme about being loose or tight.

 I also used a partially inflated ball and a fully inflated physioball to compare the difference between the two (one being tight and bouncy and the other one not).

 What are some of your favorite props to use, to illustrate a point? Analogies, metaphors, transformation mechanisms....

Sometimes being able to draw the relationship provides for a fun "Aaah! I get it!" moment. Sam Marsh's stick vault:


 


 George Hery tossing a hammer:


 


 Tom Forster with a Judy Kline demonstration of physics:

 


 Wade Petersen demonstrating the restitution and elasticity of the bar:

 


 I heard my kids describe (I wasn't there that day) the same coach stacking a pyramid of parallettes to illustrate the importance of building a strong foundation of basics and what happens if you don't (the pyramid collapsed). Another favorite is bouncing two different balls- one filled to the max with air (tight and bouncy) and one partially deflated (not tight and not bouncy).

Visual aids and the power of imagination:

https://www.facebook.com/groups/653391321411900/permalink/2020707588013593/

https://www.facebook.com/groups/653391321411900/permalink/2321915034559512/





I picked up some dog poo prop at the magic store. I've been using the hand placement mat on vault for a hurdle line and tell the kids the mat is dog poo- don't step on it.

 Please share some of your favorites and how you might capture the attention of an audience through entertainment tricks, gimmicks, and physical props.

Thursday, March 7, 2019

Why We Stand Between the Bars During Tap Swings


Nine years ago I read this blogpost (I think written by either Jason Mortimer or Troy Wright):

https://thegymcoach.wordpress.com/2010/03/26/girls-peeling-off-the-bar-on-a-tap-swing/

And started standing between the bars for compulsory tap swings. I thought it was a good article. Some interesting comments as well.

Looks like the code was updated several years ago as well for the current cycle so that on bars, coaches can stand in there, "just in case", without incurring a deduction:

http://gymnasticscoaching.com/new/2012/11/safety-spotting-on-bars/

Bar peels happen infrequently enough that’s it’s easy to grow complacent, thinking it won’t happen on your watch. And then when they do occur, it sometimes doesn’t result in injury. However, they happen often enough and with severe enough injuries that coaches should consider the wisdom of standing between the bars as often as possible, “just in case”.

Our girls rarely peel. And yet at a recent meet last month, Coach Arielle caught one of her level 4 kids during warm-ups (keeping her from landing on her head) who peeled coming off a massive backhip circle underswing; and the same day, caught an excel silver kid who peeled off during warm-ups on her counterswing. If Coach Arielle hadn’t taken the issue seriously and elected to be there, those two athletes of ours could have injured themselves anywhere from slight to severe.

Obviously cover safety falls and rolls with your gymnasts; and periodically revisit and review and practice how to fall. Tap swings are tough because of the unpredictability in forces at work upon the moment of peel. Teach them to protect the neck/head; protect the limbs. Obviously, teach them how to tap swing with amplitude and also how to avoid the likelihood of peeling off the bar in the back of the swing.

Where children’s lives are at stake, don’t give into complacency, thinking it will not happen on your watch.

A save by Jason Mortimer:

https://youtu.be/19EH5HQsR14

https://www.facebook.com/TroyWright120/posts/10156572828094988

Another save by Jason Ross:
https://youtu.be/76w7opD02Tk

Apologies for freebooting videos off the 'net without proper credit and source attributions.

Please share your experiences and perspective with us and the community.

-Coach Michael

Monday, July 30, 2018

Lost in Translation


Ever have one of those coaching moments where something just gets lost in the translation between coach and athlete?





Tuesday, September 6, 2016

What do you ask your team at the end of the day?

Typically, at the end of practice, we line the girls up.  And typically, aside from other discussions and comments, the stock one we ask is, "What did you accomplish today?"  Or, "What were you most proud of?"


I think I'm going to adopt these 3 questions and try it out for a while.  May last a week.  A month.  May have permanence.

Sunday, August 23, 2015

Region 1 Congress, San Jose August 21-23

Justin Howell's lecture on Round-offs, last session on Saturday- filled up to standing room only capacity.
It's been quite a while since I've been to a Regional Congress. Long overdue for me. The last time might have been back in the SMGC days, when I was not interested in being a team coach. Speaking of which, I had lunch with a former co-worker; and also ran into these former SMGC students, now coaches:


 Rachel is now at the gym Lilly was at before she moved to Chicago.  Angie had a brief opportunity to work with Eddie Umphrey before Eddie gave up his head coach position to be with his fiancee at Airborne.

Speaking of Umphrey, I brought my cohorts over to Chainey's house for some dinner to meet the new addition.

 Prior to seeing them, I asked Chainey if he'd been working out.  He says he runs about "3 blocks" (direct quote) and does some push-ups.  That's about it.  So this is what he looks like as of yesterday:


 I used to get into arguments with people all the time back in college- people who were adamant in their belief that Chainey was taking steroids; or that he must lift weights.  Nope.  None of that.  The only weight he lifted was his own body.  Nor did he do a lot of extra strength training- mostly routines.   He's just a genetic freak of nature. 


I did a lot of videoing, in part to bring back and share with the staff back at home base.  Not sure how much I will share on YouTube and this blog.

My co-workers did not bring their video cameras; but I shared my digital camera (the Casio that can also film in slo-mo and back to normal speed all in one shot) and my iPhone 4 while I used my iPhone 5 (64 gb).  2 extra battery packs.  After each lecture, I'd have 45 minutes to dump the memory into my laptop and would recharge while filming the next lecture.


What kind of perplexes me is how many coaches- even if fairly new- seem unaware of so many drills and concepts that seem easily acquired through the internet.  I guess some coaches don't waste as much time as I do on YouTube; or run detective searches through blogs and social media for content.

I was disappointed that Neil Resnick was not present yesterday for his lectures. 

Everyone has something to offer, though; and I enjoy listening to anyone express their thoughts and views and share their ideas about anything related to gymnastics. 

Friday, December 12, 2014

Wonder Twins Unite!




This was pure coaching joy. 

These two mini-shots are sisters- twins, to be precise.  And they are in constant competition with one another...bickering....fighting....rooting for the other's defeat.

So last Saturday, I had it in mind for them to cheer for and not against their significant sisterly other.

 I told them they were both on the same team; and the challenge was that between the two of them, they had to make 10 back hip circles, combined, in 2 minutes without form breaks.

Now, as you can see from watching the video, I was not totally honest in regards to skill execution quality.  For me, it didn't matter.  They're 6 years old; and knowing their psychology, it would have served more harm than good to be Spartan-knitpicky.  They need the feeling of success.  Without telling them, I judged them each according to individual standards of ability in performing the skill (one is further along than the other).  Yes, I manipulated the battle space and inconsistently called out points and misses; and brought it all to a dramatic end- a race against the clock.  I was manipulative in the same spirit as we talk up the Easter bunny, the tooth fairy, and Santa Claus to little kids.

The focus here was more on teamwork and team spirit; on nurturing their bond and cultivating a sense of self and other accomplishment.

Sadly, I shut off the camera too soon and missed capturing their sisterly hug at the end.


Sunday, November 30, 2014

One size does not fit all

Good piece at the Hybrid Perspective:

If we give 20 girls the same assignment for strength, we are assuming that they are all at the same level of strength/capability/technical level, etc. The reality of the situation is that that this is rarely the case across all your strength and conditioning exercises. You create a situation where the more developed or stronger athlete’s won’t get any benefit, and at the same time we may be promoting compensation/lack of benefit for under developed athletes. I feel we need to use regressions or progressions in order to get people in their “Goldilocks” window for strength and conditioning.  If we are just blanketing an general strength program of 3 sets of 10 handstand push ups or 40 leg lifts on a huge group with differences between them, I think it’s a recipe for disaster both in terms of safety and missing out on athletic performance development.


~~~

I’m not sure why so many gymnastics programs still demand uniformity with their strength where everyone does the same exercise despite the large gaps in ability. The one argument I can see for this uniform type is to monitor the gymnasts and keep an eye on quality.
Read the whole article.

Our team is relatively small at the gym I'm at.  So it's been easy for me to individualize a skills & conditioning program for my level 3s, who I am primarily with on most rotations.  I have 7 girls.  An example of how I've tried catering toward individual needs is:  A couple of them struggle at making 2-3 chin-ups without breaking form; one is at 11-in-a-row.  The rest are somewhere around 5-6.  Once they get to 10 with good form, I figure they have enough general strength and presence of mind on form that I start having them do it in a tuck with a foam block in the lap.  The last rep does not count if they drop it on the eccentric phase.  They have goals to increase their rep max and/or difficulty level each week; or improvement on quality.  I figure that when it comes to chin-ups and leg-ups, 20 is about the maximum they need to do.  Beyond that, I just don't think it's all that important.  I think time is better spent in development on other areas, and I will be happy with them maintaining quality at peak 20 reps.

Sometimes I do have a general "everyone does this" routine, such as an ab circuit.  Here, I don't give them a set number but time each exercise for 20 seconds with a 5 second break in-between.  If a kid cannot maintain shape on a hollow body rock, she modifies it so it's manageable for that 20 seconds, with correct shaping. 




Geddert on form and execution/quality over quantity:





Sunday, November 16, 2014

Trust the Process


So much work to do!  About 8 weeks left before their first meet.  They are making progress...





That's not my name

Coach David has been the primary coach for the level 4s since May or June.  He's with them for most rotations.  These days I get called "Coach David" by many of the girls before they catch themselves.  Last week, I also got called "Coach Stella".  And also last week, one of the level 3s accidentally called me "Mommy". 

Sunday, November 2, 2014

Dave Ross on Different Coaching Philosophies

My teacher Mark Mikita used to tell us that he should be able to come to us and relearn the art through the filter of our own unique perspectives and colored with our own research and experiences. 

A good teacher is just a finger pointing to the moon...





Hat tip:  Rick McCharles

Wednesday, October 29, 2014

Stop thinking of the smartphone as a phone with the traditional stigma attached

Technology has really changed how we communicate and interact today.  From social media (Facebook, instagram, YouTube, etc.) to Ipads & smartphones.  It's a different world today than it was even 10 years ago.

Remember a time when you could sit in a restaurant and not be bothered by cell phone ringtones and cell phone conversations?  That there was a designated area, right by the restrooms, where you could make a call you deemed important enough to get up from the dinner table and go pay for?

 I Posted before on cell phone use in the gym.  That was a lighthearted look at how NOT to use cell phones in the gym. 

What I'd like to do in this post is to advocate the reasons why cell phones are a useful tool in the gym.

I don't know what the cellphone policy is like in other gyms.  However, the one I'm at and the one I was at before do not approve of cell phones.  More specifically, they do not allow for taking calls, answering text messages, sending calls, or checking emails.  That is reasonable.  Not only is it a safety issue for a distracted coach, but it also looks very unprofessional and can turn away clients. 

Speaking for myself, and possibly other coaches, my smartphone is used for so many things other than as a phone.   I believe that, depending on how the technology is being implemented, that the perception of smartphones as primarily phones is an archaic concept. 

As a team coach, I do "get away" with having my smartphone out on the floor.  I've never taken a phone call; nor do I have the ringtone on to alert me to calls.  There are only rare instances where I've texted:
  1. Acknowledging a text  message from a team parent letting me know that her athlete was running late to the gym.
  2. Acknowledge a text message from a fellow coach that he was running late
  3. Answering a message sent from the front office staff, that required a timely response.
  4. Sending a message to the front office staff.
  At my previous gym, they used to have walkie talkies for birthday parties so that the staffers could communicate from across the gym.  Today's smartphones are superior to achieving the same purpose.  There are times when something needs to be addressed right away; and rather than sending an athlete or another coach to fetch the front office worker, it's easier just to send a text. 

In the event of an emergency, it's quicker to reach into your pocket and dial 911 yourself than it is to run across the gym and pick up the landline; or shout to the front office.

 Better communication makes for greater efficiency.

 When I have my cellphone in my hand, I understand that some parents may think I am checking personal mail.  I am not.  I know that from a business standpoint, it may look bad; however, I think it's a matter of educating the client base; and people adapting their perception to how technology is actually being used today. 

My team parents know what I am doing:  Checking lesson plan notes; a conditioning list; using the stopwatch that's built into the phone.  Why use a traditional stopwatch when I already have one on me?  Why burden myself with a notebook and pen?  Why carry around an expensive camera that gymnasts might get chalk all over when I can just use a cameraphone?  The quality is really good today, with many even taking slow motion videos for technique analysis. 

Sometimes I might run a Google search on something I need to look up, related to the gymnastics practice at hand.  On occasion, there might be a YouTube video clip that I might want to show my gymnasts so they can see an example of something I am trying to verbalize. 

The smartphone is a tool, like any other, that can be used or abused.  Stop thinking of them as a traditional phone.  Rather than banning them from the gym coach's arsenal of training tools, take advantage of the virtues of today's technology.  Provide common sense guidelines for how the privilege can be made appropriate and inappropriate. 

With recreational coaches, I don't think there is a "need" for smartphones to be out on the floor; however, I think it is definitely a useful coaching tool when utilized properly.

Tuesday, September 23, 2014

Cultivating the Growth Mindset from Age 1

Via Gym Gab Blog:


The way I praised her effort took a little effort on my part. If I hadn't known better, I might have just said, "Clever girl!" (Or even "Here, let me help you with that.") What's so bad about that? Read on.
Stanford researcher Carol Dweck has been studying motivation and perseverance since the 1960s. And she found that children fall into one of two categories:
  • Those with a fixed mindset, who believe their successes are a result of their innate talent or smarts
  • Those with a growth mindset, who believe their successes are a result of their hard work
Fixed mindset: 'If you have to work hard, you don't have ability.'
Kids with a fixed mindset believe that you are stuck with however much intelligence you're born with. They would agree with this statement: "If you have to work hard, you don't have ability. If you have ability, things come naturally to you." When they fail, these kids feel trapped. They start thinking they must not be as talented or smart as everyone's been telling them. They avoid challenges, fearful that they won't look smart.
Growth mindset: 'The more you challenge yourself, the smarter you become'

Kids with a growth mindset believe that intelligence can be cultivated: the more learning you do, the smarter you become. These kids understand that even geniuses must work hard. When they suffer a setback, they believe they can improve by putting in more time and effort. They value learning over looking smart. They persevere through difficult tasks.

What creates these beliefs in our kids? The type of praise we give them -- even starting at age 1.

Read more on the research.



Saturday, August 9, 2014

Bathroom Hall Pass




This is one of my Hot Shots.  Friday, I made her wear this VIP hall pass around her neck, privileging her to journey from bars to the bathroom for a potty break mid-rotation.

When I was at BGS, I went through a phase of wearing "Hello my name is _________" name tags, filling it in with something different each day.  I also made a few bathroom hall passes that I'd slap on the gymnast when she asked to go visit the tinkletorium. 

Good times.


Sunday, July 27, 2014

You must fail to succeed. Thinking is not enough. You must apply.

A couple of excerpts from Tony Retrosi's blogpost, 10 painfully obvious truths:


4. Some kind of failure always occurs before success.
Most mistakes are unavoidable. Learn to forgive yourself. It’s not a problem to make them. It’s only a problem if you never learn from them.
If you’re too afraid of failure, you can’t possibly do what needs to be done to be successful. The solution to this problem is making friends with failure. You want to know the difference between a master and a beginner? The master has failed more times than the beginner has even tried. Behind every great piece of art is a thousand failed attempts to make it, but these attempts are simply never shown to us. I was listening to the Freakonomics podcast the other day:
LEVITT: I always tell my students — fail quickly. The quicker you fail the more chances you have to fail at something else before you eventually maybe find the thing that you don’t fail at.
A zen parable comes to mind:


This guy was a well-known Taoist painter, and some rather important official commissioned him to draw him a cat. The painter asked him to return sometime later for the work. The official came back the next day but was told it wasn’t done, so he came back the next week, and the next, then the following month, then that next month…
This went on for about a year, the official wanting just the one drawing of just one darn cat he’d asked for way too long ago, and the painter asking him to return another time. Finally, the official came again for his cat, and the painter sat down at his desk, picked up his brush, and with one single stroke drew a truly spectacular swish of a cat.
The official was… not too happy. He was more surprised than upset, spluttering something about the wait and why didn’t the painter just do that the first day?  The painter apologized that he couldn’t have.
He then stood and opened the door to his cupboard. Out spilled hundreds upon hundreds of drawings of practice cats.


Previously posted


5. Thinking and doing are two very different things.
Success never comes to look for you while you wait around thinking about it.
You are what you do, not what you say you’ll do. Knowledge is basically useless without action. Good things don’t come to those who wait; they come to those who work on meaningful goals. Ask yourself what’s really important and then have the courage to build your life around your answer.
And remember, if you wait until you feel 100% ready to begin, you’ll likely be waiting the rest of your life.


Tuesday, July 8, 2014

Gymneo's Spotting Jaegers






I have bookmarked Gymneo's old Youtube channel; but only recently realized they have a more current YouTube channel

I don't remember if I posted this video before (seen from their Facebook page); but it's the first English translation and example of the quality of their dvd content and production.



Sunday, June 29, 2014

Trust the Process

Eddie Umphrey also likes to use that phrase.  (He and Justin are buds).

Swing Blog has Justin Laury as guest blogger today.  Here's an excerpt:


1. TRUST THE PROCESS!
Like in life, gymnastics is a process. This is a lesson I learned during the latter part of my career, while training at Houston Gymnastics Academy, under the guidance and coaching of Kevin Mazeika. Everything we do has a process. It’s during the process that we are shaped and developed into the individual we are striving to become. I’m soliloquizing here, but often times as coaches and athletes we encounter unnecessary frustration and stress when we expect immediate results. Success takes time, often times years upon years! It’s a process!


2. 100% RESPONSIBILITY
Another lesson I learned, and now stress to our athletes, is that if you want to achieve something in life, the only person responsible for that is you. This was very foreign to me earlier in my career, but I later adopted this principle and now encourage and challenge our athletes to do the same. I think this is one of the most empowering philosophical ideologies because it reveals where the true power of success lies. When the athlete learns how to line up their thoughts, words, choices, and actions with what they truly want, coaching becomes more of directing and less of dictating.

3. NEVER GIVE UP…NEVER!

For young athletes this can be a hard lesson to learn because they are, by nature, accustomed to doing things that feel good. They often times haven’t yet developed the resiliency and toughness or even the understanding that doing things that are hard is a crucial part of the process. This however, is very important because it teaches commitment, integrity, and self value. It may be hard, it may not come easy, but I will not give up. It’s just where I am in the process. We like to encourage our kids to think this way! If it’s easy, it’s not worth it.

Read the rest.

Saturday, June 28, 2014

Is it ever okay for coaches to lie?

Today I had two 5 year-old mini/tiny shots, Georgia and Sofia (twins); and one 7 year old Hot Shot, Summer. 

I took one of the girls at a time for leg lifts while the other two got to play on the bar over the pit.

Summer only made it to 10 leg ups (she wanted to give up at 5, but I wouldn't let her).  Sofia was next and I told Sofia (as she got closer to completing 10 leg ups),

[lie] "You know....Summer did 15 leg ups." [/lie]

Sofia cranked past 10.  When she got to 15, I congratulated her; but she wasn't done:  She gave me one more to make it past 15.

When it was Georgia's turn, I told Georgia that Sofia made it to 15.  So Georgia busted out 16.

The twins then squabbled and bantered as to which of them did the most.

Usually, I play peacemaker.  But in this instance, I was the instigator.  Fortunately it didn't turn into a full-blown meltdown as we moved on to the next task at hand.



Thursday, April 17, 2014

My Hot Shots Can Only Do 3 Push-ups



I find the most challenging change for me as a coach is to be a stickler on form to the degree that I don't allow them to move on once they break it.  It's especially been tough for me when it comes to strength, where my natural inclination is to just have gymnasts plow through, even when form begins to break down.

I have to be as disciplined as the demand I place upon my gymnasts....