Athletic Development

Do as I Say, AND as I Do

Growing up, a common phrase from my parents was “Do as I say, not as I do” (second only to “Because I said so”). This beauty normally got dropped when they weren’t practicing what they preached, and got called on it. The equivalent in the athletic development coaching world is related to coaches’ demos. Too often do we rely on our verbal descriptions of exercises and drills, while letting the actual physical demos get a little sloppy. Especially if we are reviewing an exercise that has been introduced already but the athletes don’t necessarily know it by name. Admittedly, I have been guilty of this. After ten years of coaching the Acceleration A-Skip, my verbal description is quite rehearsed, specific, and concise but I don’t always have a high attention to detail when demonstrating it.

Laziness isn’t always the culprit for poor demos; sometimes coaches have legitimate difficulty with physically performing certain exercises or drills. In which case, an athlete might hear “Don’t do it like me, but…” Sound familiar? Worse yet, you probably know coaches that avoid using some exercises or drills when training athletes, solely because they aren’t good at them themselves. The coach that’s still nursing 19 welts from the last time they tried 20 reps on the jump rope probably isn’t likely to use a jump rope warm up very often. It goes without saying that our athletes are the ones that are shortchanged most by poor coaching demos and exercise exclusions.

So there it is. Coaches need to demonstrate exercises and movements correctly. Nothing groundbreaking or new about this topic. However, next time you catch yourself just going through the motions when demonstrating or reviewing an exercise, consider these points:

  • Most people are visual learners and learn by modeling what they see. Regardless of your verbal description, many athletes will do as you do. This can be a good thing or a bad thing; use it to your advantage.
  • Position yourself and your athletes to best view the demo. Demonstrating from multiple angles will help athletes see and conceptualize critical aspects of the activity. Facing athletes is best for them to hear you, but not great for them to see some movement patterns. Athletes to your side and back are best for them to view most movements, but not great for them to hear you.
  • If using a Part to Whole teaching approach for complex movements, showing the Whole first can help to provide a conceptual model for the parts to relate back to. Athletes that know how a Buttkicker drill fits into a top speed stride cycle will have a higher level of drill transfer to the real deal.
  • Use slow motion along with full speed demonstrations.
  • Limit the amount of demonstrations that show what not to do. “What I don’t want to see is…” Read more about why in my Don’t Throw Your Juice post.
  • Video support is a great alternative for coaches that have difficulty with performing a particular exercise or drill. It isn’t cheap but a laptop with Dartfish software is perfect for this.
  • Utilize your studly and veteran athletes for demos you aren’t comfortable with. It will totally make their day too.

– Coach Hall


First Things First

Coaching Feedback, Part III

The phrase “Paralysis by Analysis” is a perfect description of the way Charles Barkley’s golf swing has evolved. According to Tiger Woods, Barkley had a “normal” golf swing until he took lessons and started thinking too much. As a result, the movement is plagued by his overthinking, and this is what he is left with today (this is his actual golf swing):

Now put yourself in the shoes of the Hank Haney, the former swing coach of Tiger Woods. Coach Haney took the challenge of working with Barkley a few years ago.  In fact there was a TV crew documenting the entire process.  If you were Coach Haney, where would you start?

OK, so chances are you won’t ever need to solve the Barkley golf swing conundrum. But as coaches, we see our fair share of rough technical models when it comes to complex movements. In fact, when an athlete is first learning a new exercise or movement skill, multiple faults are expected. Attempting to fix the athlete, young coaches are often tempted to give feedback and foci for most, if not all, of the faults. Unfortunately, this can lead to the CBE (commonly known as the Charles Barkley Effect). More experienced coaches will recognize the faults, identify the major causes of each, and prescribe one solution at a time to correct the faults. However, GREAT coaches will go one step further and deliver one solution at a time in PRIORITIZED order. Prioritized feedback not only prevents your athletes from being paralyzed by overthinking, but in many cases, fixing the most pressing issue will cascade down to the other faults and clean up multiple errors.

Take Pedro’s Power Clean for example:

I think we can agree that Pedro has more than one thing going on here. After observing his technique, if your only feedback was “Roll your knuckles”, then you would have missed the bigger picture. Even if his grip position at the start does actually need to be fixed, there are more critical issues to be addressed first (start position, early arm bend, finish position, catch position, bar path, joint angles, rhythm & timing…) That said, what would you address first? Then second? Then third, etc.?

So take some time and compartmentalize what areas are most critical to the learning and mastering of the skills you teach and train. From there you can create a more systematic method for the order in which you provide guidance to the movement problems faced by your athletes.

Lets’ recap the Coaching Feedback principles from the last few blog posts.

1. SPECIFIC. What exactly are your athletes doing well? Are you limiting feedback that communicates a general or negative action? Read more…

2. INDIVIDUAL. At multiple points throughout the training session, did you recognize or correct individual athletes by their first name? Read more…

3. PRIORITIZED. Are you attacking one issue at a time? Are you starting with the most critical fault, or the quickest fix?

– Coach Hall

Clean It Up

One of the reasons I chose to attend the CSU, Sacramento graduate program in Strength and Conditioning was because there was a curriculum requirement to train and compete with the university’s Olympic Weightlifting team. Working with Coach Kutzer and the other lifters was definitely a highlight of that program. Because of my competitive experience in the sport, I’ll often get technical questions from colleagues and friends regarding the Olympic Lifts. Here is a short video I made for a buddy of mine after he sent me some footage of himself learning how to perform the Clean. You’ll notice that I follow a fairly systematic process when observing his Clean technique. Having a prioritized structure of observation and subsequent feedback has really helped me keep my advice concise while being able to deliver information that will make the largest impact on an athlete’s performance.