The Toronto Raptors held a career forum last week at the Air Canada Centre. A panel of various employees represented different aspects of the organization: concessions, sponsorships, ticketing, facilities, and other jobs. Whilst the speakers were genuine in their desire to inspire the many high school students in attendance, they largely failed.
The seminar was a complete contrast from the hullabaloo of an Association game, which was a bit of a surprise, like seeing all the McDonald’s employees in line at Harvey’s in Union Station before the game. The Raptors promised an interactive and interesting event and fell quite short.
The speakers droned on (to a degree) about what they do each game day. The ticketing manager bragged about courtside seats that she had secured for a Torontonian at a Lakers game. When I attended the Raptors-Pacers game later that evening, it became apparent that many students had not attended a live game before. Discussing the luxury services offered by the company furthered the disconnect with their audience.
For example, a video documenting a game day at the A.C.C. would have supplemented the verbal explanations nicely. The footage would have permitted the students to visualize what the speakers described. Also, the speakers did not discuss how they obtained their jobs. The mantra “maybe someday you’ll be up here giving the speeches” was often repeated but few details were given about the education, experiences, and choices required for a career in sports.
In his book, Understanding Media, Marshall McLuhan cites the case of a high school principal in a destitute neighbourhood in New York City who gave each student a photo of themselves. The school also installed multiple mirrors in each classroom. Given the ability to see themselves as they learned, the students increased their academic performance.
The students didn’t believe what the teacher was saying about their habits until they saw it themselves. On the court, a coach may tell a player that he is fundamentally unsound, does not contribute to the team, or makes bad decisions but if this contrasts with the player’s self-image, he won’t buy it. A tirade may have the same effect as giving the player a dissertation to read.
If a player is good enough, and experiences some success – however superficial – they will begin to think of themselves as an excellent player. There are enough cheerleaders and hangers-on to reinforce that view. Why confront the truth, which is negative and entails hours of work to change, when one can look on the bright side.
The level of discourse has generally fallen recently; the successful politician is the one who lowers himself and communicates at the level of the voting public. Likewise, a coach must show the player simply and surely how his performance affects the team, for example using video of games or practices. Chris Bosh may not realize his body language and actions with his mouthguard leaving the huddle Monday night are unprofessional but hopefully he would be regretful if shown the behaviour later.
A player on the Varsity team or an alumnus can serve as a role model for how to get things done. Also, teaching a player how to critically watch the game provides examples of great performances. Encouraging players to develop an athlete’s vision can be a critical component of mental training before games and practices.
Coaches can’t simply demonstrate the drill like it is part of a lecture. They must connect with players so that all team members see themselves executing the skill correctly, in the context of a winning team with good chemistry.