​As much as we think we have all the answers, coaches need to realize that we don't always know. In fact, we may not know anything for absolute certain. With the rapid changes in technology this is even more true than it was 5 years ago and "cutting edge" teaching is changing more rapidly than ever. Coaches need to have a set of beliefs that they teach from, but they should save the absolutes for their team rules (such as...always ​respect the officials). In the end, each player will be so vastly different that it will be impossible for one coach to have all the answers for all of their players.
So if we have don't have the answers how do we teach? Maybe ​Isaac Asimov said it best:

We need to trust our players as partners in the learning process and work together to develop their knowledge and skill. As coaches we can provide them with enough information that they are able to develop a filter with which they can choose the best, most helpful information themselves. With this approach players will become their own best coach and we as coaches can then empower our players to take responsibility for their own development. They will develop a continual process of gathering information, assessing its utility in relation to their skill set and physical characteristics, and determining what works best for them.

​I do much of my teaching in an Academy environment where my players come from a variety of teams and go back to their club teams each spring. I am convinced that self-education is the best way for our players to learn, but I also believe that self-education is absolutely imperative when my players will learn different information from a variety of coaches through the season.  With self-education players realize that different information from different coaches is actually an advantage and simply provides more perspective on developing their skill set.  In addition, this approach ensures that one coach doesn't have to be right and one coach wrong. The player can take in all the information from both sources, engage in valuable conversation about developing that skill, and implement the most useful information gained from both coaches.  Engaging in conversation with coaches around skill development is a talent that players need to develop in order to be respectful of coaches and ensure that their coach knows they are listening and continuing to learning.  Alan Jaeger calls this "standing your ground" and does an excellent job describing this process on the ABCA Calls to the Clubhouse Podcast.  You can listen to that clip here (starting at 46:07).

One of the greatest things about baseball is the history of the game. It is everything that parents pass on to their children. Part of that history is the language of baseball - dingers and bloopers, uncle Charlie and the heater.
​Coaches have also developed their own language and the longer someone coaches, the more unique phrases they tend to have. This summer I took my family to a summer college game and we sat near the visitors bullpen. In the middle innings a relief pitcher and catcher made their way down to the bullpen. I over heard the pitcher say "coach said to go to the bullpen, but not to get hot...whatever that means!" Because he was unsure what he was supposed to be doing, and there was no bullpen coach, he just played a little bit of light catch. This highlighted two critical issues:
1. The coach used a term that was foreign to his pitcher.
​2. Even if the player understood the phrase it may have meant something different to the player than it did to the coach. Was he supposed to go to the bullpen and just play catch? Or was he supposed to get loose and start throwing off the mound but not get all the way to game speed? Or was he supposed to go to the bullpen and get his body loose but not throw at all? The answer would depend on your interpretation of "getting hot".

​Coaches typically use certain terms as a way of abbreviating their instructions. When instructions are shortened, however, important information is usually lost. Here is what you can do to make sure your instructions are not lost in translation:
1. Become more aware of the phrases you use
​List the phrases that you use most often and take the time to write them down.
​2. Write out a full explanation for each phrase
Detailing exactly what you mean by each phrase will help you provide additional information for your players when you use that phrase and will fill in the communication gaps.
​3. Take the time to define each of your phrases to your players
​During practice is a critical time to communicate with your players using more in depth instructions. You can use your most common coaching phrases, but you also have time to detail out exactly what each phrase means. Then, when you get into a game and communicate more in short-hand, your players will understand your expectations more completely.
4. Remember that your players can't read your mind
And you don't want them to have to guess what you are thinking. If you are asking yourself do I have to explain everything? The answer is YES.

Let me know what you thought of this article by posting a comment!

Last year I had a running bet with our strength coach. We were trying to see who could be the first to throw BP with their non-dominant hand. I throw enough BP in a week that I am concerned my right arm won't last my entire coaching career; he just thought it was a good challenge.
​I think coaches can sometimes forget how difficult it is to learn a new skill. That was certainly true for me! It can be even more difficult to change an ingrained movement pattern. Here are a few other lessons I was reminded of during my quest to be a switch-thrower:

"Lead-in" drills are important
One of my most consistent messages to my players is related to starting their next training session from where they left off at the end of their last session. To help refresh their minds and movement patterns, we have players complete "lead-in" drills at the start of their session to remind them of their best mechanics. Provide your players with enough information to choose these drills on their own and guide them through a process for daily implementation. This should be used for throwing, defence, and hitting.

Different drills work for different players or in different situations.
There is a tendency for coaches to label and classify drills as either “good” or “bad”. Of course there are drills that are simply not effective. But in reality, a specific drill is more likely to be effective for some players and ineffective (or even detrimental) to other players.
If you ask Google if towel drills are effective for teaching pitching mechanics, you will see a myriad of opinions. We don’t typically use towel drills for our pitchers, but those drills were a critical part of my left handed learning process.
Drill selection should likely differ depending on what stage the player is at:
-skill acquisition: learning a new skill
​-skill development: improving a learned skill
​-skill modification: changing a previously learned skill

Don’t underestimate the power of a mirror
It is my belief that players need to be able to feel a movement pattern before they can change that movement pattern. Seeing yourself perform a skill in a mirror can help a player develop the feel that is necessary for change.

Breaking a skill down vs. maintaining the full movement pattern
There are certainly some advantages to breaking a skill into it's components in order to teach it effectively. However, coaches need to weigh the cost of taking a complex and dynamic skill and removing all fluidity of that motion in order to teach it. Pitching and hitting are highly dependent on rhythm and timing and that can't be developed when the skill is broken into segments. At the very least, consider breaking a skill down only during the off-season and remember to give a player time to "reassemble" the skill with some rhythm prior to putting them into a competative situation.
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It is easier to teach when the learner is motivated to learn
When players are young, most coaches realise that they need to explain the "why" for everything because players don't have a deep understanding of the game. They need to learn where each skill fits on the diamond.
​Explaining the why is still necessary as a player matures, but it is usually for a different reason. Making a skill or concept relevant to them is crucial. Their investment will be low if they don't think what they are learning is relevant to their immediate performance.
​For me, I know my right arm is going to give out on me sometime soon, so no one needs to waste their time convincing me it is important - I am highly motivated.

Coaches...Are you still challenging yourself to acquire new skills? We place demands on our players to constantly be learning, so we need to stay in touch with how difficult that process can be.

I enjoy hockey. I think I enjoy it more because I can just be a fan. I am “Hockey Night in Canada educated” and this allows me to simply watch my son play and enjoy the game for what it is...fun for him.
I am also a teacher, a coach, and a life long learner. Last year during the Timbits season I was reminded of some key coaching tenants that I feel are forgotten or labeled as unimportant as players get older. As coaches move to higher levels and work with older players, I think some basic coaching principles get lost. Here is what I was reminded about through our first season of Timbits:
​Know everyone's name and use it
​People like to hear their name. It's a simple thing, but I was very aware of the fact that names were used much more frequently during a Timbits practice. Our coach greeted every player by name when they came in the dressing room, used their names with praise during practice, and went around the room and spoke with every player as they took their gear off.
​Split practice into stations
Stations are critical to an effective practice, but I feel like coaches think they are more necessary with younger athletes so they can keep their very limited attention spans. The reality is that a player's attention span is probably just as limited as they get older. Make use of stations so practice is more efficient and engaging.
Always include a game
Regardless of age, players love to compete. You may not be playing a full-size 9 vs 9 game, but include some sort of competition at every practice. Make it fun and at the end of practice make the players want to come back. That should be goal #1 because you can’t help players who don’t show up.
Focus on the positives
Coaches tend to praise younger players more often. As coaches start working with older players, I think there is a tendency to identify everything that a player is doing wrong. Don’t forget that players need to know what they are doing right in order to repeat it.
​Ask players about their favorite part of practice
As I mentioned above, goal #1 is making sure players want to come back tomorrow. Coaches need to understand what players enjoy most about practice so they can develop more engaging practice plans.
​Back to basics
​I think it is a common mistake for coaches to assume their players have certain skills mastered. Players are then progressed from a skill level that is beyond their capabilities. Basic skills need to be reviewed on a continual basis and this doesn't change regardless of what level the players are competing at.