A Coaching Philosophy (for a competitive team)

The statement "Playing time is earned, not given" is the foundation of this coaching philosophy. Most teams have starters and role players. However, starters should not receive special treatment. Everyone is expected to put the best interest of the team first, before any thought of individual accomplishments. No individual, coach or player is more important than the team.

What specifically does "Playing time is earned, not given" mean? The amount of playing time each player receives will depend on attitude, skill level, commitment, absences, injuries and game/tournament situations.

Team pride is another cornerstone of a competitive athletic program. Winning builds pride, but so does hard work and commitment to individual and team goals. Coaches should instill in each player the belief that hard work pays off, and the harder he/she works, the more they will achieve. While winning is a goal for everyone, each player should focus on his/her effort - not the outcome. A team can always control its effort, but seldom the outcome of a game.

Teaching and repetition are two tools to prepare each player to be the best he/she can be. Start with fundamentals, work on techniques and individual skills and teach team defense in depth. Take every opportunity to teach and demonstrate teamwork, sportsmanship and respect for everyone, starting with the coaches. Believing that "Perfect practice makes perfect," players should properly practice the skills being taught, on a repetitive basis, so that these skills become as natural as walking and talking.

Team members should set goals for themselves and the team. Goals should be challenging enough to require each player to extend beyond present skill level. Each player should have the opportunity to achieve success and/or failure in game situations. When they succeed, give positive feedback in terms of recognition and approval. When they do not succeed, give feedback in terms of advice or instruction.

Each player’s primary competition should be on their team, not the opposing team. Strive for constant competition among pitchers, catchers, infielders and outfielders. By practicing often with excellent players, each player will have the opportunity to become the best he/she can be. The underlying philosophy is ---- players compete with other players or teams rather than against other players or teams.

Mental preparation is as much a part of a coaching philosophy as physical preparation. Try to accomplish through mental preparation:

Intensity -  Exceptional focus and concentration.
Composure -  Cool under pressure.
Enthusiasm -  Have fun, enjoy softball.

Finally, a coaching philosophy should include the fact that playing competitive softball should be FUN. Strive to make practices and games enjoyable experiences that will both develop skills and provide positive life long memories for every player.

Many parents live their dreams through their kids, and, in this instance, their daughters. I have one rule for moms and dads when they bring their daughter to me for the first pitching or hitting lesson - I inform them in a polite, tactful manner that their daughter for the next 30 -120 minutes belongs to me.

The parents are allowed, and encouraged, to stay in the pitching / Hitting room to observe and can ask any questions they may have when the session is complete. The parents must have total confidence in what I am trying to accomplish with their daughter.

I have had girls tell me they have been dissatisfied with pitching and sports as a whole because of their parents’ unwanted involvement. As a pitching coach, I can certainly relate to their frustrations and resentments. I have had dads call me two or three weeks before the Little League season starts wanting to know if I can have their daughter ready to pitch when she has never done a windmill! There are parents who think you can just pick up a ball and throw strikes immediately. Some parents have looked at me after the second or third pitching lesson and say, “I had no idea pitching was this hard!”

All of my students are given a packet of information at their first session. This packet contains information on nutrition, conditioning, drills, training, injuries and many more topics. I tell the parents, along with the pitching student, that we are all in this together to make the girl the best pitcher possible. We are partners.

The parents and the pitcher are told that what she (the pitcher) does in my pitching room with me is just a small part of what she must do on her own. It takes a huge commitment on the part of the daughter as well as the parents in order for her to become a good pitcher. That is positive involvement. The parents must ensure that she is doing all of the drills, and practicing a minimum of four days a week, as a beginning pitcher. Pitching is hard work and requires a very big commitment on everyone’s part.

Parents sometimes want and expect “too much, too soon” from their children in all sports. I have had parents ask me as soon as the second lesson “when is she going to throw strikes?” This is putting a lot pressure on this young nine or ten year old. As a parent it is important to be a positive influence and to encourage your kids to keep practicing and the pitches will get better over time. Just be patient.

It’s very important for the parents to understand what their daughter must do in order to do the pitching drills correctly. I want and encourage the parents to be in the pitching cage when I explain snaps, speed and many other drills with their daughter so they can make sure she does them correctly when she is practicing on her own. I stress that the drills must be done correctly or she will pitch incorrectly. Again, that is positive involvement.

Parents do not start out with the intention of making the daughter’s pitching, or other sports related activity, a miserable experience. Most parents are truly interested in their girl's best interests, enjoy being involved in their activities, and want to support them. However, sometimes they get too intensely involved, and support turns to pressure. This is when the involvement becomes negative.

Parents are involved with their daughters at a very young age; they start in tee ball volunteering at the concession stand, field maintenance, keeping the score books, coaching and any other duties that are asked of them. Youth sports require a great deal of parental involvement, but by the time they reach the high school level it almost comes to an end. Parents have a very difficult time adjusting to the fact that their daughter needs very little involvement and have a difficult time accepting that someone else is in charge of coaching or teaching their daughter.

I have been giving pitching lessons at times when a parent says to their daughters, “How many times does Jerry have to tell you the same thing over and over?” This is embarrassing to the young woman and frustrating for me as the pitching coach. This is also another example of negative involvement. After hearing a comment like this I will normally stop to take a short break and remind the parent, one-on-one, what was agreed upon during the first practice session. I reiterate that I must do the coaching and correcting and the parent must sit and observe or go to the mall and return when the session is over.

Parents need to be supportive and let the coaches do the coaching. We have the same goal in mind. The goal is that the pitcher excels to her highest potential and that the sport creates a positive influence in her life. If both of these things are achieved the parent has exhibited positive parental influence on their daughter