Focus and enthusiasm

Thanks for your kind words. While I ahve some experience and lots of opinions, many of the other guys have three or four times more years in the pressure cookers. Taking on a subject like this sometimes feels like teaching Daddy how to make babies . . .

First thought is one of perspective. I strongly recommend that you go to an All-Star tournament and watch the very top teams play. (Here near Tampa the Southeast Regionals are played, with winners from each of 15 states competing for a slot at Williamsport). But even at lower levels, it's worthwhile to see other teams in action. Especially when you don't have a dog in the fight, you can learn with an objective head.

I try to convince coaches that their success is based on their TEAM -- Talent, Experience, Attitude and Management. Of the four, talent is by far the most overrated. Your team probably has two or more players food enough top play for (and probably staart for) the eventual U.S. LL Champion. (We won't alk about the Taiwan players & the like). Every team has some standouts; it's getting all the kids to play together -- and to want to play together -- that separates the cream from the milk.

Experience (having been there before) is evry important. Most teams practice in a no-consequences style -- i.e., during batting practice, if a kid doesn't hit one pitch, he gets another. I recommend the opposite. Create situations your kids will see, then let them make the plays in real time. For example, even if your league doesn't permit lead-offs, run a suicide squeeze drill. Let the runner take off with the pitch. If the player bunts the ball on the ground, the runner will score; if he pops up or misses the ball, the rabbit will be dead meat. And did they get the out at first? One pitch per batter; batter stays if he performs. Similarly, on an outfield drill, don't just hit balls to players. Set up runners at 2B & 3B and a "batter" at the plate. Can the OF catch the ball? Throw out the lead runner? does the 3B runner tag? Is the P on line to cut off and make a play on the turtle (trailing runner)? This style of drill is not only more fun, it gives the players situational experience . During games, there WILL be consequences to mangling plays.

Attitude, as we hear, determines altitude. Recognize that players' emotions are as important to their performance as their arms. But boredom -- in practice as well as games -- is the great enemy of focus. In my dugout, we have a board listing all the starters and their positions. We also list the warm-upcatcher, the player warming up an OF, the base coach, and the bat retriever. If there are more boys, create more jobs. Cheerleading is one thing; other players may like to keep the book or the charts. In fact, one of the best things you can assign a young, good-head player to do is to pick up signals. The first time a kid cracks the code and identifies a bunt sign make sure to single him out -- you'll have six more players standing at the fence staring down the other coaches. (Kids can be super sign stealers, especially because no one expects THEM to do it).

These first three letters concern the players. The last -- management -- has to do with us. I know that the world has changed; I know that kids live in a society much different from my younger days; I know that parents' and kids' attitudes can be tough to deal with. but coaching is, ultimately, salesmanship -- we have to convince the consumers (our kids) that they want to buy our product -- the baseball style we're teaching. A lot of energy gets wasted running down modern youth that could much more profitably be spent running down baseball parents (?!?!). It's all a waste. Don't join in those choruses -- get ahead.

While we are critical of our kids, most coaches aren't critical enough of themselves. The fish, as they say, rots from the head. Are we knowledgeable enough? Have we planned and organized our practice time? Have we talked to enough plaers to know where they're coming from and hat appeals to them? Do we get and keep the information we need (book, pitching charts, hitting charts, or whatever else you believe in)? The following are some guidelines I've found helpful in managing teams.

(1) Talk to your son. Your post suggests that you're more focused on winning than some of your players. Our boys can give us perspective. For example, I', oriented towards instruction first and winning second. My son likes to win, but he prefers playing with his friends, regardless of their skill level. In fact, he got upset playing on a district championship team because of some pressure tactics hose coaches used. (Some of the tactics we use to blast the lazy richochet and annoy the top p[erformers who are giving their all.

(2) Set reasonable expectations. Be honest with yourself. Not every team has a legitimate shot of winning a tournament, and the kids know that score. They're able to take a lot of this in better stride than we do when our egos get involved. This isn't to concede defeat or to set the bar low -- set it high. But don't tease them -- make clear what improvement and performance goals you demand. Do this early so you can remind them later.

(3) Practice like you play. I like to have the players' names announced and the anthem played before each PRACTICE. It makes the kids feel special, and it's a subtle way to get the point across: we are aiming for good tournament ball. Also, be consistent. If you start with calesthenics at the first practice, fo them every practice. I learned this lesson the hard way-- even if you're wrong, be wrong the same way every time. Kids get uneasy if they feel uncertain in their coaches. Decide how you want plays made, then work on the techniques from slow-motion to fast speed. For example, I (over) teach the double play. It's hard to perform the play in a LL game, but we practice special techniques for getting the ball in the glove (backhanded in front of the left foot, 3/4 snap throws from one knee, targert, footwork and pivot techniques and the like. The concentration to detail pays off even if we never turn a DP -- the players are much more ready to deal with a routine grounder.

(4) Let the kids know where they stand. This works two ways. Set your IF and OF as early as possible. Let everyone practice and learn pitching (even bench players can go out to the pen during the game and learn lots). But be realistic. They can't learn all nine positions (if any position means anything). Theach them details of where you want them to be and how you want them to play there. Also, let them know what standards they need to meet to reach the next level. Pitchers, for example, must throw 14 strikes in 20 pitches to get on the mound for me. Our league's top pitcher didn't meet that standard the first day of All-Star practice. He didn't get in that week's pitching lineup. He was very quiet during pitching lessons and practice. Four days later, he hit nineteen strikes in twenty beautiful pitches -- which, after all, was the idea. Likewise, benchwarmers need a target. Will they be defensive substitutes? Can they steal bases? Pinch hit? Give them a goal and let them be responsible for reaching it.

(5) Schedule some activities that are fun at their level. For eample, I like to have a surprise BBQ or hot dog roast. Run the kids ragged for three hours and then have their parents show us with a surprise potluck lunch/supper. After refreshment, have more games (mothers vs. sons with creative umpiring is always a hit; vs. coaches, where the old me go down hard, is also a winner). On a particularly good play in practice, ask for an instant replay -- have the boys redo the play in slow motion. There's a local candy store that has small, round bubble gum with baseball markings and sayings like "Home run" or "Strike out". We put a bag behind second base (well behind) and salute great plays by letting players pick up some gum for a particularly fine drill or scrimage play. It slows things down but gets the attention and juices flowing.

(6) Stargell stars. This is a REAL biggie with my teams. Willie Stargell used to give teammates a star for special plays; well-paid professional athletes became fanatical about earning little pieces of cloth. Workds even better with kids. At the first practice we hand out "practice caps", tell the guys that these are very special hats and that they can't practice without them. After a practice or two, we point out one or two players for their superior effort and performance. Hand them stars (they can be gold or any other color; you can buy them at fabric stores or even cut them out). They won't know what to do with them, so tell them in front of the whole team that their mothers should sew the stars onto the practice caps. (The mothers will hate you for this). Even the most laid-back boy will turn into a frantic bundle of nerves MAKING SURE that his mother gets each star attached. A couple of thoughts: the process must be rigged. It is effort, not pure performance, that governs the award of a srtar, and let the players know that up front. Look for reasons to get everyone into the award circle. Reward PRODUCES effort. At the same time, don't overlook the top performers just because they're lways the "usual suspects". Several years ago, I had a very strong minor team. I assigned my son (the youngest on the team) to the 8-spot in the order so it wouldn't look "biased." Inside a week I had to stop the charade. He was the second or third best hitter on the team and had earned the 2-spot. If, as coaches, we're too concerned with the peanut gallery, we're not making the tough decisions we're to be entrusted with. After all, are the parents behind the fence more likely to make the right strategic call? Reward excellence and reward effort. Finally, let some of the other coaches have a hand in the process. Believe me, this is a big, big kid favorite, and the star-studded caps will become the headware of choice.

(7) Do what you believe. Coaches sometimes get more involved in the game than their kids. Or you hear of a new teaching method or clinic or post or book or video . . . the list and the beat goes on. In the end, you are only accountable for your behavior: not your kids' not the parents', not the umpires or experts or anyone else. Figure out what satisfies you, stick with it, refine it, and enjoy it.

As I've said before, I like to give each position several options, depending on the play &c. A 1B, on an outfield hit, may stay near the bag, may trail the runner, may go to double cutoff or infield cutoff or may back up the catcher, depending on a number of factors. I like good-head players who can absorb these plays and perform them in a pinch. For one season I had a very talented boy who possessed all the physical tools but no interest in teamwork. I just let him cover 1B on all plays, as he'd end up doing that anyway. Mt next team had an average first-year player on 1B. I showed him the "right" way to play the position. During the next game, a ball went to LF. The 1B came trotting along the fence behind the C. I turned to another coach and actually said, "What's he doing there? That's where he's SUPPOSED to be!" I had gotten so used to working around a slow thinking talent that I was dumbfounded by a rookie quick-thinking player. Along the same lines, many parents have objected that I teach plays that are far "too advanced" They usually quiet down when their boy pulls off the play (and fields the ground balls) in a real game.

The point of this last is that the kids on your teams should be selected and taught the way to play as you understand it and believe it. Not the way I coach or Tony LaRussa does or anyone else. Part of the satisfaction of our position is seeing a team come together the way you want it. Be clear in your own mind, then implacable in going for your goal.

I recognize this essay is more than you bargained for. It's helped me sort out my thought, so thanks for the question. Hopes this helps, good luck, and let us know how the teams are going.

Ciao

Chip.