Improving Practice Efficacy

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:

Development of the fundamental and complex skills.
Execution of schemes, tactics and plays to include the recognition and reaction to those of your opponents.
Improve fitness and especially sport specific fitness.
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:

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?
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 demandingintense 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