By: Tommy Brown

Provided by: One Heartbeat

I believe in mental toughness. It's what I do for a living teaching teams, leaders, and individuals how to push through obstacles, develop resilience, and refuse to quit when things get hard.

And let's be honest: people need to be tougher. Myself included. We live in a world where too many give up at the first sign of adversity. Grit matters. Perseverance matters. Without them, no one achieves anything worthwhile.

But here's the problem: you can be mentally tough without being mentally healthy.
Pushing through pain, suffering in silence, and pretending everything is fine that's not toughness. That's denial. And denial doesn't just hurt you; it can cost you everything.

When Grit Becomes Dangerous

Mental toughness has been glorified for years. We celebrate the athlete who plays through injury, the executive who burns the midnight oil, and the coach who never lets emotions show. But what happens when toughness becomes a mask?

I'll never forget one of my toughest basketball players an All-American. When he played for me, he was the last person I would have ever expected to struggle with mental health. He was confident, relentless, and mentally tough in every way. But after his playing days were over, he faced battles that no one saw coming.

The same thing happened to Michael Phelps. The most decorated Olympian of all time the very definition of grit and perseverance struggled with depression and suicidal thoughts. He had spent his whole life mastering physical and mental toughness, yet after the 2012 Olympics, he found himself in a dark place, questioning whether life was worth living.

If someone as mentally tough as Michael Phelps can struggle, what does that tell us? It tells us that toughness alone isn't enough.

Mental Toughness and Mental Health Are Not Opposites - They Are Partners

Success isn't about choosing one or the other; it's about knowing when to flip the switch.

1. Grit is essential. It pushes us through the hard days, helps us fight for our dreams, and makes sure we don't quit when things get uncomfortable.
2. But toughness without self-awareness is reckless. The strongest people aren't the ones who pretend everything is fine they're the ones who know when to reach out for help.

Take Grundy, my rescue pitbull. He survived alone in the woods for over a year, enduring starvation, predators, and injury. His grit kept him alive. But when we brought him home, he was still trapped in survival mode. Toughness had helped him endure, but healing required something else trust, care, and support.

We're the same way. Grit can get us through the storm, but we can't thrive if we never let ourselves recover.

Building a Culture of Mental Toughness AND Mental Health

So how do we get this right? How do we create a mindset that values toughness while also recognizing when help is needed?

1. Redefine Strength
   Strength isn't just pushing through it's also knowing when to take a step back and get help. The toughest leaders, athletes, and professionals understand this.
2. Check on Your "Strong" People
   The ones who seem the toughest are often carrying the heaviest loads. Ask. Listen. Let them know they don't have to carry it alone.
3. Encourage Grit But Not at the Expense of Well-Being
   Great teams, families, and businesses thrive when they expect toughness but also create space for honesty and support. High standards and high empathy can coexist.
4. Normalize Seeking Help
   Michael Phelps didn't find healing by ignoring his struggles. He found it by getting help, opening up, and realizing he wasn't alone. That's real strength.

The Real Test of Mental Toughness

Grit matters. I believe that with all my heart. But grit without mental health is a ticking time bomb. We have to stop acting like toughness and vulnerability are enemies. The greatest athletes, leaders, and warriors in history have all known when to fight through and when to seek help.

So ask yourself:

• Where do you need to push harder?
• Where do you need to stop pretending everything is fine and get support?

About the Author

Tommy Brown is a speaker, coach, and the founder of One Heartbeat, where he helps teams, businesses, and athletes develop the mental toughness to perform at the highest level without sacrificing their well-being. A former college basketball coach, Tommy has spent years studying grit, leadership, and team culture, working with championship-winning programs and corporate leaders.

His upcoming book, Sadie and Grundy: Unleashing the Power of Grit and Empathy in Life and Leadership, explores the balance between resilience and compassion through the story of his two dogs Grundy, a rescue pitbull who survived alone in the woods for over a year, and Sadie, a Goldendoodle whose unwavering empathy saved him in return.

Tommy also leads The Be Grundy Foundation, which fosters resilience in individuals particularly female athletes while supporting dog rescue efforts.

For speaking engagements, workshops, or more on mental toughness and leadership, visit OneHeartbeatWarriors.com, or connect with Tommy at tbrown@oneheartbeatwarriors.com.

 
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By: David Emeott

Author of: Beyond the Finish Line: The Art of Transformational Coaching - Click Here

The parents' role is simple: encouraging their athlete and the team, being positive, and remaining present. The child needs their parents the most when things don't go as planned. When athletes fail, they experience a lonely moment, one where they need their parents' support more than ever. Their job is to be there for them-not to fix everything, but to let them process the emotions of falling short.

As a parent, I have attended countless competitions, traveling long distances to watch my children and their teammates compete in both high school and college. My mindset has remained the same, with two things particularly emphasized:

• I am there to support when support is needed.
• I know I am needed most when my kids fail.

When my kids win, they are surrounded by friends and teammates celebrating. But when they lose? That's when the car ride home feels the longest. That's when I am needed most.

It is not a parent's role to do the following three things:

• Criticize officials
• Criticize other athletes
• Criticize coaches (especially during an event)

There are a time and place for discussing concerns with a coach, and it is never from the stands in the third quarter. I have never met a player who enjoys hearing their parents yelling from the stands. I have often wondered what drives this behavior when I witness it. Is it a learned response? Maybe one time, they yelled "Shoot!" and their kid took a shot and made a basket, unfortunately reinforcing the belief that their input was necessary.

From a coach's perspective, I have seen how this unfolds. Almost every time, the athlete is embarrassed. Too often, the parents' vocal comments from the stands contradict what the coach is saying. And even when a parent's advice is technically correct, the athlete is left in an impossible situation, with two conflicting options:

• Do they listen to the coach, the expert the school hired to lead
  the team?
• Or do they listen to their parent, the person who has raised,
  fed, and provided for them?

It's a lose-lose situation. Coaching an athlete is a bit like co-parenting, because it takes a village more than just two biological parents to raise a well-adjusted, successful child. When two voices are in direct conflict, the young athlete is caught in the middle, and that rarely ends well.

As competitors themselves, coaches do everything they can to improve their chances of winning. I have never seen a situation where an out-of-control, disruptive parent made an athlete play better. I have never seen a coach put a kid in the game or offer a scholarship because a parent pushed them into it by yelling from the stands. I have never seen a parent criticizing another athlete
lead to more wins.

Most parents are passionate, and that's a good thing. But passion without purpose or control is a problem. Every parent has moments of feeling like their child should play more, that the coach made a bad decision, or that the refs blew a call. I have felt those things too. But I have also realized the following three things:

1. Everyone is doing their best, even if their best doesn't meet my standards.
2. If my child's current situation isn't good enough, there are options beyond acting like a fool in the heat of the moment.
3. If a coach is truly holding my child back from earning a full-ride scholarship, then I need to consider my options - a transfer, training differently, seeking additional coaching - but I need to do so with prudence and perspective.

The reality is that most kids aren't on the verge of a Division I scholarship, and the coach is probably less responsible for their future than you think.

In the same vein, it never helps to yell at an official. Coaches can sometimes work an official to get a call, but this is never helped by a parent's reaction. And criticizing another athlete? It is completely out of line for a parent to publicly berate someone else's child, and it almost always leads to unnecessary conflict in the stands.

A few years ago, college coaches started asking one question before recruiting an athlete: "How are the parents?" Without naming names, I've seen firsthand how much this matters. Early in the transfer portal era of college sports, I would casually mention to a college coach that a kid might benefit from "getting away from home” because their parents were overbearing and never satisfied. I didn't realize at the time how much weight those words carried: Coaches would immediately cool on that athlete, and the recruitment process would stop.

College coaches have had to make huge adjustments in the way they recruit. Club and AAU coaches have known this for years: You are recruiting the parents as much as you are recruiting the kid. If a player's parents are difficult, the chances of them transferring after a year or two are significantly higher. At the college level, coaches invest time and effort into freshmen and sophomores with the expectation of a payoff in their junior and senior years. If they believe an athlete's parents will constantly look for something "better," they are far less likely to offer a scholarship.

With the transfer portal and "name, image, and likeness" deals changing college sports, coaches are more concerned than ever about what parents will do when their kid isn't playing or is benched. One college coach told me that when they scout players, they also watch the stands to identify the parents. If they can't figure out who the parents are by the end of the game, that's a good thing-it means they aren't a distraction.

From time to time, coaches will need to step in and play the role of a parent. But I have yet to meet a parent who needed to take on the role of a coach in the third quarter.

--------------------------------------------------------------

About the Author

David Emeott has served as the head track and field coach at East Kentwood High School since 2004, leading the program to eight state championships and a 2010 national title. Under his leadership, the team maintained a 100% graduation rate while competing at the highest levels. A passionate advocate for transformational coaching, he has mentored hundreds of student-athletes who have gone on to success in college, military service, and careers nationwide.

  ]]> https://coachesinsider.com/football/parents-know-your-role-8/feed/ 0 127098 https://coachesinsider.com/football/mental-toughness-a-skill-that-can-be-developed-with-dr-colleen-hacker-team-usa-pacific-lutheran-univ-7/ https://coachesinsider.com/football/mental-toughness-a-skill-that-can-be-developed-with-dr-colleen-hacker-team-usa-pacific-lutheran-univ-7/#comments Tue, 07 Apr 2026 12:00:34 +0000 https://coachesinsider.com/?p=104399 Watch as Dr. Colleen Hacker explains that mental toughness is a skill, and it can be developed. It is about how an individual responds to adversity, difficult situations, setbacks, and failure. Mental toughness is not required when everything is going well for an athlete. She explains that you don't get to pick when you experience mental toughness moments and gives several examples of possible situations. When these instances happen, it is an opportunity for an athlete to develop their mental toughness capabilities. She explains that iron sharpens iron, and it is under pressure that diamonds are made.

Achieving Excellence by Dr. Colleen M. Hacker with Mallory E. Mann - Book with Online Resource - click here.

This clip comes from our AD Insider | Thursday 30 episode #112. Click here to view full episode.

By: Bill Utsey - Director of Athletics (Ret.), Greenville County Schools (SC)

"We can defeat every opponent on our schedule and, every one of our opponents can defeat us. The team that will win is going to be the team that prepares and practices with more passion." Mark Hudspeth - Gulf Shores High School (AL)

Chances are you may have observed coaches in games admonish players for making a critical mistake or a bad play using words to the effect, "I showed you that in practice the other day." Good coaches know that unless the athlete did what was instructed in practice multiple times, the probability of the athlete executing the desired result would not be exceedingly high, especially at a moment's notice in competition. Before any play starts, players may consciously run through their minds their responsibilities. But when live play begins, every player skill or tactic is executed on the spur-of-the-moment or automatically. Let that sink in.

To get athletes to respond effectively to situations in live competition, he/she must have done it in practice not just once or a few times, but multiple times to execute a proper, desired response. If a capable athlete-effort not being a factor-makes a mistake in competition, it is likely due to one of the following:

• The instructions or drills used were not effective in their purpose to get the desired effect.
• The athlete was never instructed in the desired effect,
• The athlete was not given ample repetitions at the desired effect.

If a coach gave adequate instruction and ample repetitions of the desired effect of any given skill or situation in a game, then the accountability may well lay upon the athlete's shoulders. However, if properly shown or instructed only once or just a few times, the accountability lays upon the coach.

"Coaches say they want ‘High IQ players,' but most practices remove real decisions. When players miss reads, it's not effort, it's a lack of reps in live complexity . . . the issue isn't the kid, it's the environment. If we want players to grow, coaches must grow too." Jon Beck, Jon Beck Basketball

The title of this article, "Improving Practice Efficacy," uses a word we rarely see or use. Do not confuse "efficacy" with "effective." Effective means "producing the intended or expected result." Efficacy refers to the "capacity to produce the desired result or effect." Put another way, "Effective" references the product of practices-the desired effects coaches want athletes to execute in competition. "Efficacy" refers to the capacity of practices to produce the desired effects or products. Specifically, efficacy is all about practice planning, organization, routines, habits, use of time, and attention-to-detail within teaching progressions and drills. This article will suggest ways, means, and habits of producing the most efficient, productive practices coaches can provide for their teams. Hopefully, it will reframe coaches' perspective about practices by empowering them with tools to innovate changes in their planning, organizing, and in establishing routines and habits that will significantly raise the efficacy of their practices.

"It takes an entire week to beat somebody. We didn't just beat them today. We beat 'em all week long. Never forget that." Mike Leach

A first step toward practice efficacy is to determine what products are desired of practices. What are the desired results and effects from practice drills that will affect execution in games? If asked to list what they feel are the essential outcomes-the desired results-of practices, coaches will give a wide variety of answers. Collectively these responses can be categorized in the below areas:

1. Development of the fundamental and complex skills.
2. Execution of schemes, tactics and plays to include the recognition and reaction to those of your opponents.
3. Improve fitness and especially sport specific fitness.
4. Improve individual and team intangibles (toughness, discipline, commitment, teamwork, persistence, determination…).

The focus of this article will be on the first two of the above four categories: individual skills and the execution of schemes and tactics. The bulk of what coaches do in practices-individual, group and team drills-is totally about teaching skills, tactics and team schemes and strategies. The science of learning psychomotor (sports) skills supports everything coaches do in their practice drills. A brief review of this science may be worthwhile:

Indeed, there is real science in what coaches do at every practice. The fundamentals and the execution of schemes and tactics taught to athletes every day are psychomotor. Scientifically speaking, they are organized patterns of muscular activities guided by signals from the environment. To the point, getting athletes to learn "organized patterns of muscular activities …" is what coaches do in their practices and drills. In the live competition environment ("the signals from the environment"), the actual skills (the "organized patterns of muscular activities") are executed in less than a second and maybe up to two or three seconds. Plays and schemes (tactics and strategies) are more complex and usually require more than one player and take three, four or more seconds to execute. All these skills require spur-of-the-moment, psychomotor actions. They do not demand a significant amount of conscious thought.

Think of an athlete about to perform a taught skill (a tackle in football or soccer, a jump shot in basketball, a dig in volleyball, a takedown in wrestling, fielding or hitting a ball in baseball/softball). Does the athlete consciously think about getting into proper position, where he/she focuses their sight, places their feet, or the follow through required for an effective result? It is also the same for a player executing a rule or responsibilities of the position they play. All conscious thinking ("My responsibility or rule is…," "My key is…," "If my opponent does this, then I do…" etc.) is done before play is live. Once play becomes live, the amount of conscious thought of an athlete diminishes significantly. Live play demands the athlete's required skills and execution of assignments be produced so quickly they are automatic. As such, they must be practiced multiple times to get to a point where the athlete can execute them correctly when called upon the moment in competition ("the signal from the environment") demands an automatic response ("the organized pattern") of a desired skill, movement, or assignment.

What objectives can a coach initiate in planning and administering practices that will exact the greatest results for his/her athletes? More specifically, when organizing, preparing, and planning for practices, what objectives will drive and produce elevated levels of EFFICACY-the capacity of your coaching to be effective? Although a coach may select any number of objectives to this end, there are two essential objectives that-if used as main drivers of a coach's organizing, planning, and administration of practices-will result in much greater practice efficacy. These two objectives are:

1. Volume of repetitions. Are athletes getting enough repetitions in practice drills that will enable them to execute at a moment's notice the desired effects in a competition? Are practices planned, organized, and administered to exact the maximum number of repetitions for your players?
2. Player focus during practices. When giving instruction and doing drills what is the level of attention-Focus or Mental Intensity-of the athletes? The greater the focus, the higher the retention and the fewer mistakes in competitions. Are athletes deeply engaged, giving coaches their undivided attention throughout practices?

"Game day exposes your practice habits."

When a coach has these two objectives driving practice planning and administration, they will propel him/her to infuse habits to maximize the volume of repetitions in drill periods and create an environment demanding intense mental focus. Because practice time with athletes is limited and the skills, tactics and strategies are many and complex, developing productive habits will require efficient use of time, attention to detail, and high levels of planning and organization. The ideas below are simply that, ideas. Hopefully, these ideas will stimulate a coach's creative and innovative abilities with the aim of significantly raising practice efficacy-the capacity to produce greater desired results for athletes and teams.

A Brainstorm of Ideas for Volumizing Repetitions in Practices

"Scheming is overrated…reps are underrated." Talk N Shoot @ChalkLast0712

What are some strategies a coach can implement that will maximize the volume of repetitions in practices? The following is a list of ideas and suggested habits a coach may want to consider to volumize repetitions for players. Coaches are encouraged to use these suggestions to devise their own practice habits and strategies that will fit their coaching style, athlete clientele, and the culture they want to develop.

• A Sense of Urgency! There must be a sense of urgency regarding time, a kind of subconscious discipline respecting time. A coach can make up or find an affirmation of their choosing (example: "Time is Wins!") and say it often around players. On printed or posted practice schedules have this affirmation in a prominent place where players and coaches see it daily. Consider having signs made of the affirmation and post in the locker room and coaches' offices.
• Planning and Organization. Search and find ways and means to be super organized, innovative, and creative in planning. In all drills and sessions-individual, group or team-getting the most reps (done correctly!) is critical for athletes to instinctively execute the desired effects in any given game scenario. Following are some thoughts that may help in making this happen:
• Have every drill used in each practice period written down in the order they are to be done.
• Know and have at-the-ready-on the field or court-every implement needed for each drill.
• Have drills organized in such manner that ALL athletes are rotating from place to place after each repetition. The objective is constant movement of players with every player getting reps.
• Develop and nourish a negative attitude toward "Stand-around" time (athletes waiting their turn, doing nothing for any extended length of time). Find, innovate, and design ways to get ALL players involved and engaged, forcing constant movement and rotation of players throughout drills.
• Create circuits (different stations with a separate skill drill at each) for groups to rotate from station to station at prescribed times. Circuit training maximizes reps and minimizes stand-around time.
• Individual Drills. In drills where athletes are in lines, use multiple lines. For example, once a coaching point is taught for a correct skill repetition, consider setting up drills where instead of one person going at a time have three, four, or more lines all going on the same command. This is not as difficult as it may first seem. A coach can set up the drill with several lines organized by ability or grade levels. Coaching should now focus more where feedback is needed most-on the younger, less experienced athletes in earlier stages of learning. More experienced athletes should already be schooled in the proper techniques and simply need more repetitions. With such organization, you can get multiple athletes doing the repetition all at once.
• Group and Team Drills. In group and team drills multiply reps by having sections made up of distinct ability levels (first team, second team, JV…). Have the groups/teams organized where after one goes another immediately gets into position to execute the drill while a third group gets ready for their turn. Another idea, have one group/team going in one direction with a second going in another direction (the coach simply turns to the other group/team already in position for their rep). If you have multiple coaches, two or more groups can be set side by side, each with a coach leading the repetitions. More effective use of time can also be enhanced in group drills by implementing these two "time-savers:"
• Have the "doer" group, when finished with their rep, exit the drill by quickly sprinting around, NOT through, the next group coming up. This eliminates the "wait time" created by the first group being "in the way" and the second group waiting for them to "get out of the way."
• If a ball is involved, have a minimum of three balls or a ball for each group. This eliminates the "wait time" for a ball being returned from the previous group's repetition.
• Rotators in Group and Team Drills. When you have two players rotating at a single position on the same team, instruct them BEFORE practice when to rotate with the first-team players at a designated number of reps (example: every 1 or 2 reps). This is an example of attention-to-detail in planning and organization that is essential to saving time and multiplying reps.
• Do-Overs. Avoid or eliminate "do-overs." When a player, group, or team makes a mistake or needs coaching, do not hold up the next player or group's rep. Get them out of the way immediately-which sends a non-verbal negative reinforcement message. There are more lines/groups/teams, and another rep will quickly come up again to get the needed coaching and corrected repetition. Having players/groups repeat a repetition immediately in any mass drill tends to use time without effective returns. "Time is Wins!"
• Increase the Number of Implements (cones, boards, dummies, balls, machines . . .). This allows a coach to create more lines/groups/teams AND MORE REPETITIONS! Spending money upfront for more implements is money invested into more repetitions AND since more repetitions begets better execution, you will get fewer mistakes.

"The team with the fewest mistakes will win the game." Bear Bryant

• Team Warm-up. Eliminate team warm-up/stretching period in high instruction practices (most preseason practices and those two or more days out from competitions). In its place, teach athletes an individual flexibility routine and the responsibility and ownership of stretching before practice or while in lines during early drills. Doing so will allow additional time for more reps in individual and group periods.
• Pre-practice Routines. Use a 15 to 20-minute pre-practice period for your specialty or finer fundamentals and position skills. These short pre-practice periods are where fine ball drills and fundamental movement skills can be repped multiple times with minimum supervision. NOTE: here is where having enough implements is critical. Such a pre-practice routine will need multiple balls or implements for specialization.
• Mental Reps. In all drills and especially in group and team drills where back-up and second teamers are waiting for their turn OR not actually involved in a repetition, create "Mental Rep" time! A coach can do this by:
• Instructing ALL athletes exactly WHERE they are to be when not actually doing a repetition. To maximize the learning impact of any drill session, players not doing the rep should be "near-enough-to-see" their teammates doing a repetition and "near-enough-to-hear" the coach's instruction and feedback on the desired effect. In team periods, instead of having back-up players off the field or court, consider having them behind the ‘doing team,' seeing and hearing what is being taught ("near-enough-to-see/near-enough-to-hear"). In team sports drills, consider making it essential for back-up players to know the offensive or defensive play/scheme/tactic called for in every rep so that they can watch and better learn the desired effect from the players they back-up.
• Instructing ALL athletes in WHAT they are to do when they are not actually doing a repetition in any drill period: "Observe, Listen, Learn, Imitate" ("OLLI"). Consider saying this "OLLI" acronym (or a phrase/acronym of your choosing) often in practices to keep second and third teamers engaged. Saying this or a similar verbal reminder engages all players and works to reinforce the concept of using down time effectively. Think of the long-term impact this small act, done often, will have for players who will be returning the next year and especially for young players just learning your tactics and schemes.
• Teaching athletes the art of visualization (key word search: "visualization"). This is a method of mental rehearsal of psychomotor movements to train the brain and subconscious to respond to game environment scenarios with desired results. Encourage athletes to use visualization in their off time to do multiple visualized reps of skills and big plays.

The below axiom is worthy of thought when considering maximizing reps an essential objective in your practices:

"The more the reps, the better the retention, the fewer the mistakes, the greater the desired results"

When coaches set up drills and group/team tactical periods using the above strategies or those they have created, the results are measured in time saved for more reps and more effective returns. Additionally, more athletes are engaged because the roles of second and third team players are dramatically enhanced. When all players are engaged it raises the overall mental intensity.

"Why not?" Mike Leach

Many of the above suggestions may seem quite radical. But remember, all actions in competition will happen in mere seconds. For your players to correctly execute all that you teach, they must do it multiple times in practice. This makes it essential to maximize the number of repetitions for all players. The below axiom will transition nicely from maximizing reps to raising mental intensity in practices.

"The more the reps by ALL players, the better the engagement, the greater the focus."

A Brainstorm of Ideas to Increase Focus/Mental Intensity at Practices

The second essential objective to raise efficacy in practices is for coaches to command their players' undivided attention in all that is taught and done throughout practices. To accomplish this objective, a coach must find and develop practice routines and habits that will enhance player engagement and sustain mental intensity throughout. Focused players are fully engaged, listen more intently, and will perform with greater physical intensity in practices. The ultimate result is higher player retention and fewer mistakes in competition.

"There is a direct relationship between mental intensity and physical intensity. The greater the focus of players in drills, the greater will be the physical intensity."

Improving mental intensity is all about influencing and enhancing your players' attitudes-the way your players think-DURING practices. In practice periods, drills, and giving verbal instruction we are talking about the players' level of concentration on the tasks at hand. Good coaches seek and use every tool possible to raise this level of mental intensity within practices. A coach can even have a very low-key practice with few repetitions performed with a high volume of instruction. But if the mental intensity-the concentration and focus-of your players is compromised, the coach will be using time without effective returns, risking more mistakes in games and possible defeat.

Below is a sampling of ideas and suggestions a coach may consider using as principles, standards and habits that set high expectations and enhance focus during practices. Coaches are encouraged to use these ideas to devise or innovate their own practice habits tailored to one's coaching style, the characteristics of your player community, and the culture you want to grow.

"If your habits don't lead to your dreams, change your habits." Mack Brown

• Written Practice Schedules. Use written practice schedules for all coaches AND players. Post the practice schedule in a prominent place for all players to see! Posting it sets a high standard of expectation and sends a subconscious message to your players that you are serious. Make sure you stick to the schedule! Doing What you Said you would Do (DWSD) builds trust and belief. Keeping on schedule not only is DWSD but also forces coaches to use time efficiently to get all their instruction and repetitions completed within the prescribed time.

"The higher the level of expectations, the greater the mental intensity!"

• Verbal Instruction Essentials. When giving instruction or speaking to players make sure:
• Every player is in front of you (Semi-circle, NEVER have players behind you!)
• Every player is looking directly at the coach.
• ALL players are listening. No one else is talking except the coach.
• Players holding a ball or implement are NOT playing with it during instruction.
• Players have their backs to the sun and away from any distractions.
• Players are standing or kneeling on one knee, avoid allowing players to sit.
• Sprinting Standard. Make sprinting the standard for movement anywhere inside the practice area to include movement from one session to another. Never allow walking or slow jogging on the practice field or court. This is a proven way to raise expectations and enhance focus from players. Have a physical definition for designating the difference between jogging, running, and sprinting and teach these to all athletes:
• Jogging: running so slow heels touch the ground at the same time or before the ball of the feet with no discernable forward body lean.
• Running: faster than jogging, ball of foot touches the ground first, heel second and the torso has marked body lean.
• Sprinting: moving so fast and with hips and torso leaning so forward that only the balls of the feet contact the ground. (NOTE: one can sprint at half, three-quarter, or full speed effort.)

IMPORTANT: When players begin such movement anywhere and are not sprinting, a coach should immediately whistle them to stop and send them back where they came from and start their movement over.

"You are either allowing it or you are coaching it." Mike Leach

• "GO" Post/Marker. Have a "Go" post or marker where athletes must run (not jog!) the rest of the way to the practice area and then, once they touch the field or court, they must sprint to their respective places where they will begin practice. This sets an expectation upon the players and a pace for an intense mental environment at practices.
• Arrival on the Practice Field/Court. When athletes arrive at their beginning place, have something ready for them to do-a pre-practice specialty or a taught fundamentals routine. Having them walk/jog/run to their practice points and then stand around and do nothing could compromise the mental intensity environment a coach wants to establish. Assistant coaches should already be on the field with pre-practice routines in place when players arrive. Such a state of readiness sets the table for high expectations and an intense environment.
• Implements at-the-Ready. Unreadiness displays disorganization and compromises mental intensity, the sense of urgency, and sends a subconscious message that time and repetitions are not critical. Raising mental intensity in any drill period is evidenced by:
• Implements to be used are at-the-ready,
• Athletes start repetitions immediately upon arrival or with minimal pause time,

"Time is Wins."

• Stand-Around or Down Time (When athletes are doing nothing or waiting off to the side). A coach's planning and organizing should ensure ALL athletes are participating in drills or sessions throughout practice. Find ways to organize practices to minimize athlete ‘stand-around' time. In large group or team sessions get backup players and second/third teams into the routines. When ALL players are given quality reps, they are forced to be engaged in all instruction and the reps of their fellow teammates.

"The greater the engagement, the greater will be the mental intensity!"

• Back-up Player Responsibility. Give back-up second teamers sole responsibility in a game for replacing an injured first team player without a coach telling them to do so. Imagine the engagement second teamers will now have in practice and competitions. This act empowers them, gives them confidence and an important, defined role. This one command responsibility builds ownership within the minds of all players, raises their level of engagement, and encourages giving quality reps to all back-up players.
• Team Goal. Athletes must be purpose driven to have a sense of urgency at practices. Having a team goal is essential to this end. A goal of "one game/match at a time" will increase urgency but may not produce the level of driven purpose you want. A greater vision with a higher team goal can and will produce a deeper imbedded purpose and passion. Furthermore, if the goal originates from the players, it is their goal, and they own the responsibility for its completion. In this scenario, players are vested and have ownership in every practice and drill. (Search key word phrase: "Power of goal setting")

"The greater the player ownership, the greater will be the engagement."

• Coaches and Instruction. Coaching is teaching. Teaching is giving instruction. The use of effective and proven instructional techniques will result in higher learning levels. Kids learn by doing and the more repetitions of any psychomotor skill, the greater the learning of the skill. The more kids are learning, the better will be their engagement.
• Good coaches know and use effective methods of teaching sports skills (Key word searches: "Part whole method" and "Teaching psychomotor skills").
• Good coaches look at their athletes when speaking and instinctively make sure they have their athletes' eyes on them. Avoid having athletes behind you when giving instruction.
• When stopping a drill to give instruction or to emphasize a key coaching point, demand that all athletes 1) move in closer-this small act, even if every player moves just 2 or 3 steps, will get their attention-and 2) pay total attention to what you are saying-with their eyes on the speaker. This takes discipline-from players and coaches!
• Good coaches exercise "Attention-to-Detail" in all they teach and drill with lots of instructional feedback. They are constantly emphasizing and driving into the minds of their players the little things-the "coaching points"-that will make a difference in the execution of any skill or tactic. A deep dive search in this subject may be worthwhile (key word search: "Attention to detail in coaching-insert name of sport skill or position."). Several worthy teaching videos will appear in the search. Coaches are encouraged to observe and study "Attention-to-Detail" in these videos.

• Volume of Feedback. "Kids won't care unless they know you care." Athletes will know you care about them when coaches give them verbal reinforcement. Verbal feedback, either instructional or positive and negative reinforcement, sends a subconscious message of caring-about them, their performance, and the contribution they make to the team. Great coaches are huge information givers-constantly giving their players these kinds of feedback. "The more feedback, the better the engagement, the greater the mental intensity." This axiom is especially important to players learning a skill in the early stages. As athletes master the skill, there is less need for verbal feedback and more need for repetitions. To learn more, do a deep dive into this subject (key word phrase, "Importance of coaching feedback").
• Written Pre-season Tactical Objectives. By placing every tactic and strategy in writing with a deadline as to when it will be taught and drilled during the first month of practices ensures every tool to win with is in place and athletes are fully prepared for competition. Good coaches create checklists of every skill, strategy, play, scheme to be mastered by athletes by the end of each week of pre-season practices. Such planning puts a deadline on every essential tactic-skills and tools for success-that must be mastered by team. Doing this is basic organizational planning and essential to practice efficacy. This critical coaching task can and will improve player engagement.
• Game/Competition Week Objectives. Like tactical objectives, specified game-week objectives for team and players during the season will work to raise athlete focus levels at practices. Game week objectives bring specificity down to the athlete level, simplifying tasks for coaches and athletes to concentrate on during practices. These are-usually 2 to 4 objectives for each phase (offense, defense, special situations)-desired effects players and team must execute to win in competition. Making strategies clear in players' minds has a direct influence on the level of mental intensity in practices.

Summary:

This article submits that by finding ways and means to multiply repetitions and increase the focus level of players, coaches will make practices significantly more capable of producing more effective coaching with a much higher level of efficacy. Hopefully, the ideas and suggestions above will inspire coaches to formulate practice principles and habits tailored to one's coaching style and player clientele that will achieve this end. After looking at these suggested ideas to max reps and increase focus in practices, it is most appropriate to quote Mike Leach again, "Why not?"

Bill Utsey
Retired Director of Athletics, Greenville County Schools, Greenville SC. (16 years)
BS Physical Education, The Citadel
MAT Physical Education, University of South Carolina
EdS Education Administration, University of South Carolina
NIAAA Certified Athletic Administrator (CAA)
Head Football Coach (20 years), Head Basketball Coach (2 years), Head Soccer Coach (1 year), Head Track Coach (3 years)
High School Principal (4 years)
Asst. Coaching: Football, Basketball, Track, Baseball, Soccer, Cross Country

  ]]> https://coachesinsider.com/football/improving-practice-efficacy/feed/ 0 125835 https://coachesinsider.com/football/10-qualities-of-a-good-player-and-the-10-donts-with-aaron-marshall-brother-rice-high-school-mi/ https://coachesinsider.com/football/10-qualities-of-a-good-player-and-the-10-donts-with-aaron-marshall-brother-rice-high-school-mi/#respond Tue, 18 Nov 2025 08:02:37 +0000 https://coachesinsider.com/?p=116092 Watch as Coach Aaron Marshall discusses the 10 qualities of a good football player and highlights the 10 don'ts. Some of the positive qualities of a good player include being competitive, positive, loyal, coachable, and dependable. The don'ts include not making excuses, having a big ego, and questioning coaches' and teammates' decisions.

By: Kevin M. Bryant, CMAA

Many times, in my 35-year career in college and high school athletic administration I have heard coaches share their frustrations about their athletic director. While I would like to think that I was immune from such conversations, I know there were coaches on my various staffs that had varying degrees of appreciation, respect, and positive feelings about me personally and our work together. I can honestly say that I tried to be and do my best each day for each of my staff but that does not mean that every coach received everything they needed from me, despite my best efforts. Like you coaches, often despite your many sacrifices, late nights, early mornings, off-season work, fundraising, parent issues, not every student-athlete would say you were a positive and impactful person in their lives. That is not easy to live with at the end of the day. Our goals as coaches and ADs are to be the best teammates we can be to serve our student-athletes and communities. What follows are a few thoughts from one AD's perspective as to how YOU can make the coach-AD relationship the best possible.

• Start with unconditional warm regard. As we are often encouraged to do with our assistant coaches, parents, and student-athletes, despite past incidents, approach the AD-Coach relationship with Unconditional Warm Regard for your AD. Both AD/Coaches are under tremendous stress daily. With so much going on we can assume the worst about the AD vs. the best. ADs need to grow and be better, seems like the AD takes a growth mindset toward their jobs, they have a chance to grow every day with complexity they face. Give your AD room to grow and do not assume the worst when something goes awry. Start here as you work with your AD.
• Details matter. As you share with your team(s) you have expectations of what it means to be a GREAT teammate. I always communicated and deeply felt that my coaching STAFF was my team. I was the head coach so to speak. We often get myopic, my sport, my facility etc. An AD sometimes has 70-100 coaches and 20 plus sports to manage. Be on time with your requested items. Whatever it might be. When asked to do something related to information and details take care of it. This builds trust and respect between you and the AD. Remember the phrase, poor planning on your part does not make it an emergency on mine. Be on top of the details of your program.
• True friends stab each other in the front! Great relationships are not just the job of the AD; relationships are a two-way street. If you have a frustration with your AD do not share it with everyone but the AD. In fact, if you want a GREAT relationship with your AD it should begin and end with your AD. Nobody else needs to know. You are just as responsible for the climate and culture of our athletic department as the AD. Again, if you want your athletes to act this way, you are the model of confidence and trust to them.
• Treat your AD like a teammate. I loved it every time I was invited to a team meal, post-game meeting, coaches meeting, celebration, birthday party, pre-season BBQ etc. Does not mean your AD can make it to all, but I was always honored to be asked and included. My constant goal as HS AD was to make it to as many games, home and away in every sport as humanly possible. That was one way I could visibly thank my coaches, was by showing up. When your AD shows up thank him or her for coming. Lastly, I love gear like any sport related person. Your coaching shirt, sweatshirt, tee shirt, hat etc. I LOVED. Another example of how you treat your AD like a teammate.
• Work through the fact that you have a boss. As humans we often push back against leadership in our lives. We have a million reasons for this, he/she (AD) did this, or did not do this etc. so you allow that to become a barrier ( See 'Unconditional Warm Regard' above). My world view tells me (and I see it every day) I am selfish and self-centered to the core of my being. That is called being ethnocentric or thinking I am the center of my own universe. You as a coach are heroic in my mind because every day you are doing your best to form a team from selfish and self-centered student-athletes. That is heroic, challenging and worth our best efforts each day. Drop your guard, and be teachable, humble, and be willing to be led. Your athletes are watching you to see, do you DO what you tell us to do in your own life?
• Say thank you. Kevin Hoffman in CAD magazine in June 2018 authored an article titled "Dear ADs: Show appreciation for your coaches". Basically, he said coaches are looking for respect and appreciation from their ADs. Guess what, ADs are looking for the same thing in return from their coaching staff. It does not take much effort to take a moment, and thank an AD for their work on your behalf, and that of your coaching staff, program, and student-athletes. Time spent on HS athletics is not a contest between the AD and you as coaches. But it is easy to head toward, "my AD has no idea how much time, effort, money I put into this program etc." I would say in return, unless coaches have sat in the HS AD chair you have no idea about the other side of the equation either. Find ways to appreciate each other is not just an AD responsibility.
• Culture is how we think, act, and interact. It might appear that the AD is solely responsible for the athletic culture at your school, however, the AD cannot help to create vision or energy around the athletic program without your investment in it. As coaches you are the ones who are living out the athletic culture in the lives of your assistant coaches and student-athletes. As you have said many times to your own athletes, attitudes are contagious, is yours worth catching? Be someone who is a true believer in your athletic culture and you are a constant example of living into the culture.
• Unasked for advice always comes across as criticism. A good friend of mine gave me this "advice" years ago and it has helped me enormously with my own 30-something children, my wife, and close friends. I try to live this out every day. If you want feedback, ask for it from your AD. Let them on the inside of your joys, frustrations, and desire to improve. Your willingness to share what is going on inside of you is a gift. I ALWAYS came away with great appreciation and thankfulness for my coaches from these conversations. Even if the information shared with me was how I could be and do better.
• Deal correctly with your expectations of your AD. Unmet expectations often result in either anger or depression. We are disappointed that what we thought was going to happen did not. We know this intrinsically from all of our working relationships, family, friends etc. Expectations need to be agreed upon to have a basis to accomplish them or live them out. You and I really have no basis for either anger or depression over unmet expectations if we have not communicated them and have agreement on them. Check yourself before you get angry or down about things related to your AD if you have not done this. As you become better at communicating your expectations you might be surprised by the results of that work with your AD.
• Character is more than a word. If we were able to get everyone reading this in a room and brought up words like character, sportsmanship, and leadership as the words were mentioned we would see "bobble heading" take place around the room as each person acknowledged these words as they connect to sport. However, nearly every person would have a differing definition of these words. Sport participation does not teach Character just by participating like some kind of osmosis. The research shows that the higher one goes in athletic participation the less morally developed they become, because winning becomes the highest value. Former UCLA basketball coach, John Wooden's college basketball coach was asked how his team would be that year, he said in response, "Ask me in 20 years." My hope for each of you is that 20 years from now your former athletes will remember far more than just the technique and tactics of sport. However, they will not unless you make sure you teach it just like you teach sport skills, intentionally. Character has two parts: Performance character (be on time, work ethic, teamwork, sacrifice, resilience) and Moral Character (Honesty, Justice, Respect, Responsibility and Love). You know how you teach sport skills: demonstrate fundamentals and then correct repetitions toward automation. This will happen with character too if you decide that you want to teach values intentionally like you do with technique and tactic of sport.

This work we are all about is exciting and potentially life-changing for those you are coaching. You and your AD can be powerful allies in this joint pursuit of impacting high school student-athletes. Perhaps one or two of the ideas mentioned in this article will help you to develop a deeper and more meaningful relationship with your AD. I certainly hope it does, thank you for your daily work and passion around sport and student-athletes. Each one of you have enormous potential to be a person of lifelong impact in the lives of others.

"Sport has the power to change the world. It has the power to inspire; it has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope, where once there was only despair. It is more powerful than governments in breaking down racial barriers. It laughs in the face of all types of discrimination."
Nelson Mandela, 2000

About the Author

Kevin Bryant, CMAA, is an adjunct professor at Pacific University (Forest Grove, OR.) in Sport Leadership and Management (SLAM). Pacific is an NCAA D-III school. Bryant was named Athletic Director of the Year twice in the State of Oregon (2005, 2020) and has received two national awards from the NIAAA and NFHS for his work on a local, regional, and national level in high school athletics. Bryant is married to Sara for the past 43 years, is the father of three children now in their thirties and he and Sara have enjoyed their two grandchildren, Oliver 9 ½ and Blythe 6 ½. Besides loving his SLAM students, he is an avid Spin Biker and Pickleball lover. He can be reached at brya6641@pacificu.edu.

  ]]> https://coachesinsider.com/football/how-coaches-can-develop-an-outstanding-working-relationship-with-your-ad-9/feed/ 0 123265 https://coachesinsider.com/football/nil-what-high-school-students-need-to-know/ https://coachesinsider.com/football/nil-what-high-school-students-need-to-know/#respond Tue, 05 Aug 2025 08:00:20 +0000 https://coachesinsider.com/?p=110598

By: David T. Morris

Author of: Student Athletes: Control Your Own Destiny

NIL is an exciting opportunity for both college and high school athletes, but before you dive into name, image, and likeness deals as a high school student, there are some important things to keep in mind. It's a good idea to start preparing early and understand how NIL could impact your path to college.

1. State NIL rules: Each state has its own NIL regulations, so what's allowed in one state may not be the same in another.
2. High school NIL rules: Though the NCAA permits high school student-athletes to monetize their NIL, check with your high school or sports association's rules to avoid violations.
3. Colleges and conference-specific NIL rules: In college, you'll also need to be aware of what your college or conference allows for NIL, not just the state law.
4. Know your risks: Engaging in NIL activities without considering the rules set by your state or high school sports association could jeopardize your eligibility to play college sports.
5. Prioritize school and sports: Keep up with your grades and improve your skills for college-level competition—this boosts both your college prospects and future NIL opportunities.
6. Seek guidance: Ask current college student-athletes for advice on name, image and likeness. They can connect you with NIL professionals and help you make smart choices! You can also explore the option of consulting with financial management experts, listening to industry-leading podcasts and attending NIL workshops.
7. Build your online presence: Even if you don't plan to engage in NIL deals in high school, begin building your online presence on social media. Sharing your journey and interests can help college coaches know you better for recruiting and set the stage for future NIL opportunities.
8. Stay informed: NIL rules and regulations are constantly changing as states, schools, and conferences assess their impact on athletes. Staying up-to-date on these developments and trends will help you make informed decisions during your high school and college journey.

To understand your NIL rights, regularly check the following sources:

• College/Universities and Conferences you are interested in
• https://www.ncsasports.org/name-image-likeness

Learn more about Randy here: FoxPoint.Net.

By: Scott Garvis, CMAA

Provided By: NHSACA

As a coach, it's essential to support students who come from struggling homes. These kids may face various challenges, and coaches can play a vital role in providing them with a positive and supportive athletic experience. Here's a list of strategies to help coaches coach kids from such backgrounds:

1. Build Trust and Rapport: Coaches should invest time in building trust and positive relationships with each child. Make an effort to understand their backgrounds and unique circumstances.
2. Effective Communication: Ensure that coaches communicate clearly and listen attentively. Kids from struggling homes might have communication challenges, and coaches should be patient and empathetic.
3. Set Realistic Goals: Help coaches establish achievable goals for each child. These goals should be based on the child's abilities and circumstances, with a focus on improvement rather than winning.
4. Flexible Scheduling: Recognize that kids from struggling homes might have irregular schedules due to family commitments. Coaches should be flexible and accommodating when it comes to practice times and game schedules.
5. Financial Assistance: Work to provide scholarships or financial assistance for registration fees, equipment, and uniforms to ensure that all children have equal access to sports.
6. Provide Transportation: If possible, arrange transportation or carpooling options to help kids get to practices and games, especially if they lack reliable transportation.
7. Mentorship Programs: Implement mentorship programs where experienced athletes or coaches can provide additional support and guidance to kids facing challenges at home.
8. Safe and Inclusive Environment: Create a welcoming, inclusive, and safe environment for all athletes. Encourage coaches to address bullying or discrimination promptly.
9. Counseling Resources: Partner with local counseling services or therapists who can provide support to children who may be dealing with emotional or psychological challenges.
10. Nutrition and Hydration: Educate coaches on the importance of proper nutrition and hydration, especially for children who may have limited access to healthy meals at home.
11. Educational Support: Encourage coaches to monitor and support the academic progress of the athletes. Offer tutoring or study sessions if needed.
12. Positive Reinforcement: Emphasize the importance of positive reinforcement and constructive feedback. Coaches should focus on celebrating achievements, no matter how small.
13. Community Involvement: Engage the community in supporting these athletes. This can include local businesses providing sponsorships or volunteers helping with events and fundraisers.
14. Emphasize Character Development: Coaches should prioritize teaching values such as discipline, teamwork, responsibility, and resilience. These life skills can be especially beneficial for children facing adversity.
15. Regular Check-Ins: Coaches should regularly check in with the kids individually to understand their needs, challenges, and personal goals.
16. Family Engagement: Encourage coaches to involve parents or guardians as much as possible, considering the family's situation. This can help build a support network for the child.
17. Conflict Resolution Skills: Train coaches in conflict resolution techniques to help kids handle challenges both on and off the field.
18. Access to Resources: Provide coaches with information on local resources, such as food banks, housing assistance, and healthcare services, which may be useful for the athletes' families.

Remember that your role as a coach plays a significant role in the lives of young athletes, and by implementing these strategies, you can make a positive impact on the children coming from struggling homes. Additionally, coaches should remain empathetic, patient, and supportive, as they can be influential mentors and role models for these kids.