If I coach again, here are some of the areas that I will work on: Motion: During the course of the season – due to combination of complicated school rules and players’ health – numbers fluctuated. Also, it seems as if I personally gravitated towards small-sided games that emphasized pick and roll play. In game situations, we did not involve all five players as much as we would have liked until the middle of the season. I think that more passing and cutting will be harder to defend while also energizing more players. Ball Pressure: The season started later than …
What I Learned this Summer, Part III
Earlier, I wrote about trying to learn as much as possible from other sports. According to a moderately recent study, the skills and attributes that volleyball coaches believe are important to success are not necessarily those that determine the winning team during each match. For whatever reason, the coaches put more value on physical attributes and experience when victory was actually primarily determined by the ability to pass the ball, agility to change direction, and shoulder flexibility (Marey, Boleach, Mayhew, & McDole, 1991, p. 163). This is not merely an indictment of volleyball coaches but an advisory that coaches of …
What I Learned this Summer, Part II
This was probably the area where it is most difficult to evaluate my progress. Largely because I have not had any specific feedback from students about my lesson plans. I enrolled in a OISE/UT Additional Qualifications course and was able to communicate and exchange ideas with a plethora of business teachers facing similar concerns. Consequently, I have a much better idea of what I teach, why I teach, who I teach, and how I should teach. Even if I forget the entire Business Studies component of this course, I will remember to ask myself those questions. Throughout the course, we …
What I Learned this Summer, Part I
Earlier, I described a desire to become a more empathic leader. I hoped to become better at building relationships with other coaches, players, and people in general. I endeavoured to become more sensitive as to what others were feeling and discover how I can help student-athletes on and off the court and inside and outside the classroom. To do so, I read a couple of books which described examples of excellent relationships that resulted in personal development and basketball championships: Red and Me and The Gold Standard. Bill Russell’s tribute to his mentor Red Auerbach was a quick read that …
What I Hope to Learn this Summer, Part III
The new Roger Federer – the one who makes mistakes, occasionally fails, and realizes his limitations – is much more interesting than the old one. Last year’s Wimbledon between Federer and Nadal featured superior tennis but this year’s match between Federer and Andy Roddick was equally as tense. To complete the French Open-Wimbledon double, Federer needed to honestly re-evaluate his game in order to improve it. At Roland Garros, his improved ability to slide on the baseline was paired with a new drop shot; at the All England Club he was forced to serve impeccably and persevere as his best …
What I Hope to Learn this Summer, Part II
Teaching ex tempore, incorporating current events, finding stories of local interest, and attempting to follow student trends in order to make them part of the course enhance my teaching style but I feel that I can do better. I really want to create lessons that are significant for the class and meet their needs, hopefully engendering the same enthusiasm for marketing and finance that I have. I want to discuss major issues and make students stop to think. During the spring, I read No Logo by Naomi Klein. I think that it can be a good resource for both high …
What I Hope to Learn this Summer, Part I
I hope to improve my ability to deal with people and egos, to better motivate student-athletes and demonstrate more empathic leadership. I recently read Competitive Fire by Michael Clarkson and learnt many facts that I hope to apply in the coming year. We often discuss how it seems that teenagers have a “fight or flight” mentality but there is a scientific basis to the argument. Under pressure, the brain releases hormones, such as adrenaline or noradrenaline, that can cause aggressiveness, increase feelings of fear, and inspire the body to perform faster, higher, or stronger. All people, including athletes, need to …