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The Youth Player
Athlete-Centered Philosophy ,[object Object],[object Object],[object Object]
Early Years - Romance Phase ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recreational Athletes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Developmental Athletes ,[object Object],[object Object]
Competitive Athletes ,[object Object],[object Object],[object Object],[object Object]
Nurturing the Love for the Game ,[object Object],[object Object]
Top 5 Reasons Children Play Sports ,[object Object],[object Object],[object Object],[object Object],[object Object]
Reasons Children Quit Sports ,[object Object],[object Object],[object Object],[object Object],The coach plays a pivotal role in the child’s enjoyment of youth sports and the retention of youth athletes.
Peak Participation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Coach's Emphasis during Romance Phase  Winning and losing is an important aspect of sports at any level and offers  important lessons  for young athletes. However, if our goal is to develop players with better skills and an enjoyment of the game, winning and losing games during the Romance Phase is unimportant. Instead,  focus on the athlete  and his or her needs at that point of the child’s development.
Child Development (8-10 years old) ,[object Object],[object Object],[object Object],[object Object]
Child Development (11-13 years old) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning Orientation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Achievement Motivation Theory : there are two primary motives – the motive to  approach success  (Growth Mindset) and the motive to  avoid failure  (Fixed Mindset). 
Growth Mindset vs. Fixed Mindset ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Compare vs. Contrast ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The words and actions of coaches, teachers and parents, especially with a young child, affect the child’s mindset.
Creating a Growth Mindset ,[object Object],[object Object],[object Object],[object Object]
Learning Styles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Visual Learners ,[object Object],[object Object]
Auditory Learners ,[object Object],[object Object]
Kinesthetic Learners ,[object Object],[object Object],[object Object]
Thinkers ,[object Object],[object Object],[object Object]
Learning and Instructional Styles ,[object Object],[object Object],[object Object],[object Object],Think about your learning style. Do you need to see things (video, diagrams)? Do you learn by hearing instructions? Do you need to do something to learn? Think about your instructional style. Write down ways to vary your instructional style to reach all  players.
Learning and Mistakes At a clinic, a coach asked the presenter how to handle a player who makes the same mistake over and over even though the coach “tells him and tells him” what to do. The clinician focused on the player’s motivation, which may or may not be an issue. However, what if the player is not an auditory learner? The coach said that he told the player repeatedly, but he never mentioned demonstrating the error or the correct execution. He never mentioned asking a question to judge the player’s comprehension. He assumed that because he offered the explanation, the player understood it, and because the player did not execute correctly, he simply did not want to play or he was a bad player.
Mistakes and the Elements for Success ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The coach from the previous slide believed his player fit in the third category – he lacked the positive mental state or he did not care about executing correctly. However, most mistakes fall into the first or second category: they misunderstand the instructions and do not know what to do or they lack the ability.  Most kids do care and do want to improve . Therefore, when they make the same mistake repeatedly, examine the instructions: are you asking a player to do something beyond his skill level? Should you re-explain using a different instructional style?
Attention ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Modes of Attention ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Think of your brain as a camera that takes 40 pictures per second. In normal situations, your brain takes an equal number of pictures in each concentration area. However, if you shift your attention, you can take more pictures in the desired area, which is how the game “slows down” for some players. - Dr. David Nideffer
Shifting Attention ,[object Object],[object Object]
Attention Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Mistake Ritual When I coached volleyball, our team had a terrible time allowing one mistake to multiply. Finally, I told the team that they had to devise their own strategy to use whenever a player made a mistake to remind the player (and the rest of the team) to  forget the mistake  and  focus on the next play . This was shortly after  Talladega Nights  left the theatres, so the captain suggested saying, “Shake and bake,” every time someone made a mistake. That became their routine. When a player missed a pass, rather than putting her head down, the players yelled “Shake and bake” and prepared for the next serve.
Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Intrinsic Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Extrinsic Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Playing Time and the Bench ,[object Object],[object Object],[object Object],[object Object]
Anxiety and Boredom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Player's Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Youth Player: Review ,[object Object],[object Object],[object Object],[object Object]

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The youth player

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  • 24. Learning and Mistakes At a clinic, a coach asked the presenter how to handle a player who makes the same mistake over and over even though the coach “tells him and tells him” what to do. The clinician focused on the player’s motivation, which may or may not be an issue. However, what if the player is not an auditory learner? The coach said that he told the player repeatedly, but he never mentioned demonstrating the error or the correct execution. He never mentioned asking a question to judge the player’s comprehension. He assumed that because he offered the explanation, the player understood it, and because the player did not execute correctly, he simply did not want to play or he was a bad player.
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  • 30. Mistake Ritual When I coached volleyball, our team had a terrible time allowing one mistake to multiply. Finally, I told the team that they had to devise their own strategy to use whenever a player made a mistake to remind the player (and the rest of the team) to forget the mistake and focus on the next play . This was shortly after Talladega Nights left the theatres, so the captain suggested saying, “Shake and bake,” every time someone made a mistake. That became their routine. When a player missed a pass, rather than putting her head down, the players yelled “Shake and bake” and prepared for the next serve.
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