CLARENCE HIGH SCHOOL BASEBALL



Agenda for 2018 TCBA Coach’s Clinic

8:15 – 8:20 Opioid Presentation

8:20 – 8:25 Impractical Jokers

8:25 – 8:35 Popovich

8:35 – 8:40 Oregon Ducks

8:40 – 8:45 Umpire Interaction

8:45 - 8:50 Managing the Instruction of Young Players

8:50 – 9:00 Ripken and Lineups Game Management

9:00 - 9:05 Pregame/Practice Set Up

9:05 – 9:15 Game Management

9:15 – 9:20 Hitting

9:20 – 9:25 Fielding

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Pop: 'Overcoaching' played role in LaMarcus Aldridge's struggles

Updated: January 11, 2018 11:10 PM

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LOS ANGELES -- San Antonio Spurs coach Gregg Popovich revealed Thursday that forward LaMarcus Aldridge requested a trade over the summer, which in turn led to some critical self-examination.

Popovich pointed to that candid interaction with Aldridge as somewhat of a catalyst for the two coming to a better understanding before the start of the season. Asked what helped to bring about Aldridge's resurgent 2017-18 campaign, Popovich deadpanned: "When he said, 'I want to be traded.'"

"It's as simple as that," Popovich said. "I said, 'Whoa, nobody's ever said that to me before.' It's my 20-whatever year, and nobody's ever said that like, 'I'm not enjoying this. I'm not confident. I'm not sure you want me here. I want to be traded.'"

During training camp, Aldridge told ESPN that in a meeting over the summer with Popovich he "just spilled my heart about how I felt about how things were, and how things had been going."

Popovich acknowledged the meeting and admitted the two shared some laughs over what would seem to be tense moments.

"So, we had some dinners and meetings and laughed," Popovich said. "I was very candid with him. I told him, 'I'd be happy to trade you. You get me a talent like Kevin Durant, and I'll drive you to the airport. I'll pack your bags. And I will drive you there, get you on the plane, and get you seated.' He laughed you know, that kind of thing. I said, 'But short of that, I'm your best buddy because you're here for another year, and you ain't going nowhere. Because we're not gonna get for you talentwise what we would want. So, let's figure this thing out.' And we did. That's what we came to."

Aldridge averaged postseason career-lows in points (16.5 per game), rebounds (7.4) and blocks (1.0) last season, which represented a contrast to the forward's production over his past two postseason appearances with the Portland Trail Blazers, when he averaged 24.8 points, 10.8 rebounds and 1.9 blocks.

In Game 1 of the 2017 Western Conference semifinals against the Houston Rockets, Aldridge finished with a career-low four points. Then, during the conference finals against the Golden State Warriors, Aldridge failed to step up and carry the team offensively with Kawhi Leonard hobbled by a sprained ankle, leading the coach to single out the forward during his postgame remarks for being "timid."

After sitting down with Aldridge over the summer, however, Popovich realized he had actually played a role in some of Aldridge's struggles.

Aldridge has scored 30-plus points in back-to-back outings, and he has put together four consecutive contests in which he has scored at least 24 points. Aldridge has averaged 25.3 points over his past eight games, and he has posted four double-doubles over his last five games.

"As discussions went on, it became apparent to me that it really was me," Popovich said. "He'd been playing in the league for nine years. I'm not going to turn him into some other player. I could do some things defensively or reboundingwise. But on offense, I was going to move him everywhere. That was just silly on my part -- total overcoaching. So, we took care of it, and he's been fantastic."

Popovich: I can't make every decision

Updated: March 6, 2014, 9:01 AM ET

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Popovich, famously curt and sarcastic, revealed one of the secrets to the San Antonio Spurs' success in a moment of candid reflection Tuesday, saying empowering his players to communicate on the court as he does during timeouts is key to getting them to make the right decisions throughout a game.

Popovich, speaking to media before a typically efficient 122-101 rout of the host Cleveland Cavaliers, said he often mines the "competitiveness and the character of the player" in shaping them into confident, productive components of the Spurs' offense.

Popovich says he often mines the "competitiveness and the character" of the Spurs in shaping them into confident, productive players.

"Sometimes in timeouts I'll say, 'I've got nothing for you. What do you want me to do? We just turned it over six times. Everybody's holding the ball. What else do you want me to do here? Figure it out,' " Popovich said, according to the San Antonio Express-News, not long before the Spurs used 14 3-pointers and a season-high 39 assists to dispatch the Cavs. "And I'll get up and walk away. Because it's true. There's nothing else I can do for them. I can give them some bulls---, and act like I'm a coach or something, but it's on them."

Popovich added that the psychological boost the Spurs get from open lines of communication "engenders a feeling that they can actually be in charge."

"I think competitive character people don't want to be manipulated constantly to do what one individual wants them to do," Popovich said, according to the Express-News. "It's a great feeling when players get together and do things as a group. Whatever can be done to empower those people."

The Spurs, despite their aging core of stars in Tim Duncan, Tony Parker and Manu Ginobili, took the Miami Heat to seven games in the NBA Finals last season and are again in position to make a deep run in the playoffs.

After Tuesday's win, the Spurs sat in second place in the Western Conference at 44-16, 1½ games behind the Oklahoma City Thunder.

Popovich said his veterans still benefit from his direction but that throwing up his hands is often the best option.

"If they're holding the ball, they're holding the ball," Popovich said. "I certainly didn't tell them to hold the ball. Just like, if they make five in a row, I didn't do that. If they get a great rebound, I didn't do that. It's a players' game and they've got to perform. The better you can get that across, the more they take over and the more smoothly it runs.

"Then you interject here or there. You call a play during the game at some point or make a substitution, that kind of thing that helps the team win. But they basically have to take charge or you never get to the top of the mountain."

Why the Oregon Ducks Don’t Believe in Yelling

Breaking With Football Tradition, the Ducks’ Coaches Don’t Scream at Their Players; ‘Society Has Changed’

JONATHAN CLEGG

Jan. 7, 2015 3:52 p.m. ET

Oregon football has become famous for doing things a certain way: fast, flashy and, above all else, loud. This is a team that plays before a deafening home crowd, dons ostentatious, ever-changing uniforms and blares music at such high volumes during practice that each drill is ended with a blast from a foghorn.

But as Oregon prepares to square off against Ohio State in Monday’s national championship game, its coaches are starting to make some noise for their uncommon approach to dealing with players: They don’t yell.

In a move that may send football traditionalists into a sideline meltdown, Oregon coach Mark Helfrich and his staff have ditched the age-old technique of screaming at players to motivate them. Instead, Oregon’s coaches have implemented a softer, less confrontational and altogether cuddlier method of running their team.

“It’s not about who can scream the loudest,” said Helfrich, the Ducks’ 41-year-old second-year coach. “We have excellent specialists in their field, great leaders of young men that need to teach guys what to do, to show them and tell them and find a way to bring that home. There’s hopefully way more talking than yelling.”

Granted, the Oregon practice facility won’t be mistaken for the library. But players say that raised voices are almost unheard of during team meetings or workouts these days.

Rather than scream at a player over a dropped pass or a key penalty, Oregon’s coaches rarely react with anything more severe than an arm around the shoulder and some gentle words of encouragement.

“When you put your arm around a guy and say, ‘This is how it could be done better,’ they understand you care about them and you just want what’s best for the team,” said Marcus Mariota, Oregon’s Heisman Trophy-winning quarterback. “Those guys already understand that they did wrong.”

Oregon’s nonaggression policy isn’t limited to players. Offensive coordinator Scott Frost says that the spirit of civility extends to the coaching staff, where the lowliest graduate assistants are treated with the same deference as top members of the staff. “Guys in our program don’t get yelled at and treated like they are beneath the coaches,” Frost said. “There’s more enjoyment and laughing in our building than almost any football building in the country.”

The decision by Oregon’s coaches to keep calm is partly philosophical. Ever since former coach Chip Kelly took charge of the Ducks in 2009, Oregon has operated a so-called “horizontal leadership” structure.

Instead of a chain of command with the head coach at the top, Oregon’s coaches, players and administrators are viewed as equals and collaborators. “Every single member of this team is seen as a leader in their own way,” said center Hroniss Grasu.

But ceasing to use raised voices is also a deliberate attempt to communicate better with today’s crop of players.

Former Oregon defensive coordinator Nick Aliotti, who left the team after the 2012 season, said yelling wasn’t frowned upon when he coached for the Ducks. By the end of his career, though, he rarely shouted because players no longer responded to such treatment.

“I would raise my voice at times,” said Aliotti, now a football analyst for the Pac-12 Network. “I used to like kids that you could get after and really coach hard. But society has changed.”

In fact, experts say that Oregon’s coaches have hit upon the same discovery that workplaces across the country are starting to understand about how to interact with millennials, the generation born between 1980 and 2001. Some research studies show that the drill-sergeant approach long favored by football coaches doesn’t resonate with millennials, who are said to have different notions about respect for authority than previous generations.

“They are more comfortable when spoken to as partners than when told what to do,” said Cynthia Sims, an associate professor in the department of workforce education and development at Southern Illinois University. “The parents of millennials have tried to be their friends, so they’ve grown comfortable with that. When it comes to discipline, they need a different type of communication.”

In some respects, Oregon’s gentler approach to managing players may seem like a curious move for a team that has been questioned for its toughness. Despite an NCAA-best 60 wins this decade, the Ducks have battled a perception that they are soft.

As it turns out, Oregon’s laid-back approach has succeeded in making other teams lose their cool.

This season, UCLA coach Jim Mora got into a shouting match with his defensive coordinator during a 42-30 loss to the Ducks. Last week, during Oregon’s 59-20 rout of defending national champion Florida State in the College Football Playoff semifinals, Florida State coach Jimbo Fisher and quarterback Jameis Winston yelled at one another on the sideline as Oregon pulled away in the second half.

“Seeing those sorts of things is quite shocking,” said running back Byron Marshall, adding that such outbursts “would never happen” on the Oregon sideline.

Helfrich admits there have been times this season that he has had to bite his tongue. Oregon has committed 8.1 penalties a game this season, 10th-worst in the nation. But on the rare occasions he is tempted to explode at a player during practice, Helfrich reminds himself that it wouldn’t achieve much.

“They wouldn’t be able to hear us,” he said. “The music’s too loud for us to yell at them anyway.”

Seven Ways Yelling at Officials Hurts Children

1. They learn that mistakes are not okay

2. They learn to make excuses

3. They learn to give up when facing adversity

4. They learn to disrespect authority

5. They have negative role models

6. They learn to be rude

7. They learn to be selfish

They learn that mistakes are not okay

Of course, mistakes are a normal part of sport and of life. Mistakes are okay and they are nothing to be afraid of. Unfortunately there have been many examples of young officials giving up the role because of the fear and consequences of making mistakes. And what happens then?

They learn to make excuses

Blaming the official for a result is an excuse. A lot of things happen on the field of play. There are thousands of decisions made during a game, by officials and players. To focus on one decision as the turning point and blaming the official helps young people abdicate responsibility for their own actions.  

They learn to give up when facing adversity

This is what happens when young people abdicate responsibility and blame the official. They have less resilience and can easily give up, feeling that control for their actions is out of their hands. It’s far more positive to teach young people to control what they can control and accept what they can’t.

They learn to disrespect authority

When people complain and yell at officials they model disrespect for authority. If a parent yells at an official we are teaching children that it’s okay to be disrespectful. Like it or not, our actions and words on a sports field impact on children in many ways that are not confined to sport – they are life lessons!

They have negative role models

A parent is a role model. A coach is a role model. Athletes are role models. If you yell at officials, complain at decisions, even swear and become aggressive – what kind of role model for children are you?

They learn to be rude

Yelling is mostly just plain rude! Sometimes raising your voice is necessary and a natural human emotion – but there is a big difference between yelling from a sideline and raising your voice to be heard. Officials are doing their job, they are concentrating and doing their best. Interrupting this process by yelling is rude.

They learn to be selfish

Yelling is a personal reaction. It’s very likely that those around you are not yelling and are simply enjoying the game. Yelling can ruin the game for others, players and spectators alike. The selfishness of yelling can drive people away from sport. Would you want to teach selfishness to your children? Adapted from

THE PLAYING TIME DILEMMA

BY CAL AND BILL RIPKEN

One of the toughest dilemmas facing any coach is how to allocate playing time and assign positions. There are many factors that go into this decision-making process, but the key concept to remember is that as amateur coaches you are in the business of developing baseball players and doing what’s best for each individual player within the framework of your team. Unfortunately this may lead to decisions that are not in line with what each parent and player desires.

If you are up front about your philosophy and how playing time will be allocated right from the start – and then follow through by sticking to what you presented – you will be able to defend yourself under any circumstances. If, however, you stray from the principles that you outline to the team and parents prior to the season, you will run into situations in which those same players and parents have legitimate complaints that you must deal with. 

Nobody who puts hundreds of volunteer hours into coaching a team has the time, energy or desire to deal with a barrage of questions and complaints, so the best strategy is to hold a preseason meeting or send a preseason email detailing your philosophy of allocating playing time and assigning positions along with your reasons for developing that philosophy. Offer the parents a window of opportunity during which they can ask questions about your philosophy and request further clarification or information. Once that window is closed, so to speak, inform them that there will be no further playing time discussions going forward, and as long as you stick to your philosophy, no one ever should feel like they have the right to question you. And if you are questioned, all you have to do is refer back to that initial conversation or email. 

So, what should that philosophy be, and what should go into the thought process behind developing it? There is not an easy nor a right or wrong answer to that question. A lot depends on the age of your players and the level at which you are competing, but there are some basic considerations that cut across multiple age groups and skill levels.

The goal for any amateur coach should be for your team to be as competitive as possible every time out and to improve. This is what you should strive for at all levels of play. Of course, at the youngest ages and in more recreational settings there should be an equal allotment of playing time with more of an eye toward making sure that the kids enjoy themselves and get to try different positions. Still, you don’t want to ever put players in positions in which their safety is compromised or in which they have little chance of succeeding. There are times when it just isn’t fair to a kid or the team to put a player who really struggles to catch a routine throw at first base in that positing during a game – as much as that player might say that he or she wants to play there. Doing so may create a safety issue and lead to a situation in which that player and his or her teammates may experience failure on a consistent basis. That isn’t fun for anyone.

Obviously, as you climb the baseball ladder and move from rec. ball to travel ball and then high school, the game takes on a different meaning for everyone involved. The sport naturally is going to become more competitive, but winning should never be what determines the success or failure of your team at any of these levels. It’s okay to make winning one of your goals, because it sure is a lot more fun than losing and is an indication of your team’s overall achievement. However, if you have a team that is competitive day in and day out and improves every day, you should always consider your season a success. 

On another level, if you can help each player improve and experience the sport in such a way that they are all eager to come back for more, consider your season an overwhelming success. If all of your players love the sport and want to stay involved with it as they grow older – as players, fans or coaches – you are a great ambassador of the game as well as a great coach. Some ways to accomplish these goals – at all levels – include the following:

Develop every kid’s fundamental skill set on a daily basis

Every kid on your team, regardless of the level, should work on his or her individual fundamentals every single day at practice. This means that each player should take an equal amount of fly balls, ground balls and batting practice repetitions. This is also the time to let that kid who has been bugging you to play first base or shortstop try out one those positions. If those kids prove that they can handle themselves in those spots, are not at risk to injury and will be able to succeed there in a game, either move them into your rotation to play those positions (at the youngest levels) or start looking for ways to give them some innings there (older teams). If you have kids who are really eager to try new positions, but they are not quite equipped to do so, your goal should be to help those kids improve to the point that they can play their favorite positions during a game. You’ll be overwhelmed with how hard they try and how appreciative they are when that opportunity finally arises.

Avoid putting kids in positions at which they will fail consistently

Nobody likes to be put in uncomfortable situations in which there is little chance for success. This is bad for individual and team morale. When coaching you must consider the overall experience of the team, as well as that of the individual, at all times. It just doesn’t make sense to put a kid who clearly is afraid of a ground ball in an infield position during a game. Can you work with that kid to help him or her overcome that fear and progress to the point that he or she can contribute at a particular positions in a game setting? Absolutely! You wouldn’t be doing your job if you didn’t. Likewise, never put a kid who can’t catch routine throws or batted balls at a spot on the field where that can possibly lead to an injury. If a kid is adamant about wanting to play first base, but is an injury risk there, work with that kid on footwork and catching throws in practice, hoping to help him or her improve to the point that you can work the player into a game there. Throw sponge balls or rubber balls at that kid until he or she becomes skilled enough – and confident enough – to warrant a game opportunity. 

Do whatever you can to help that player improve without risking injury. Getting hit by a thrown ball is not going to add to anyone’s enjoyment of the game, and nothing is more frustrating to kids with a little more skill and experience than fielding a ball cleanly, making a good throw to first and knowing that there is no chance of getting an out. Worse than that is the fear that your throw might really hurt someone. Situations such as that take away from everyone’s enjoyment and actually can cause other infielders to develop bad habits as they try to throw balls that the first baseman might be able to handle instead of firing the ball across the field like they should.

Try to let everyone hit during your games

At the younger levels – even on travel or select teams – if the rules allow you to let every kid bat you should do so. While practice is the best time to work on hitting drills that help your players fine-tune their swings, when it comes to hitting, there is no substitute for facing live pitching in game situations. Allowing as many of your kids to do this as often as possible is the best way for you to help them become complete hitters. Hitting is what kids generally like to do best, so this will ensure that everyone has a positive experience.

This is true even if you coach a young travel team in which you have the option of batting nine, 10 or your entire lineup. If these kids are good enough to be on your team and show up to practice every day hoping to get better, you owe it to them to provide this opportunity. If you coach older or more experienced teams in which you are tied to more traditional baseball substitution rules, you still should look to develop a playing rotation in which everyone gets at least one at-bat in the game and plays at least a couple of meaningful innings.

Look for ways that all of your players can contribute and celebrate their contributions

For coaches of younger teams this means to create an atmosphere in which every player hits and is on the field for at least half the game. Based on the game situation and how players are progressing in practice you may be able to create a blanket policy in which everyone plays the same number of innings and has a place in the batting order. Sometimes numbers and the individual skill set of your players prohibit a totally even distribution of playing time, but if you can ensure that every kid hits and plays at least half of the defensive innings – with all of the players taking a rest for at least an inning – you are providing a positive environment for everyone. 

As players get older, the game becomes more serious and specialized. Winning takes on added importance, although it shouldn’t be the determining factor as to whether a game or a season is successful. For coaches of competitive travel and high school teams, your goal still should be to help your players improve individually and as a team and to enjoy playing the sport. Look for every opportunity to give all of your players the chance to contribute in meaningful situations. If you have a fast kid who can steal bases, use him or her as a courtesy runner for your pitcher and catcher or as a pinch runner during a crucial situation in which a stolen base can help your team win. If you have a player on your bench who is an excellent bunter who you can bring in to pinch hit in situation in which he or she can help you win with a squeeze or sacrifice bunt, do so. You will be amazed at how kids respond in these types of situations and how excited they will be in if they can help the team win and feel accepted and appreciated by their teammates.

These are just a few suggestions to help you form your own philosophy. Whether you follow these guidelines or develop your own, as long as you have a plan, outline it to your players and parents before the season and stick to it, you should limit your headaches and have a positive coaching experience. 

Line Ups

- With exception of pitcher and catcher at Major League and up, I think every kid should get to play every position as long as it is safe.

- Line ups should be prepared before you get to field.

o Makes is a necessity for parents to tell you when a kid will not be there. Stress this to the parents.

- Post them!!!!!!!!! The kids can read!!!!!

- Rookie League

- Minor League

- Major League and American League

|  |1st Inning |2nd Inning |3rd Inning |4th Inning |5th Inning |6th Inning |

|Pitcher |Nicholas |Daniel D |Daniel C |Nathan |Cameron |Max |

|Catcher |Ryan |Dillan |Nicholas |Daniel D |Daniel C |Nathan |

|First Base |Alex |Hunter |Ryan |Dillan |Nicholas |Daniel D |

|Second Base |Ben |Marco |Cameron |Hunter |Ryan |Dillan |

|Third Base |Cameron |Max |Ben |Marco |Alex |Hunter |

|Shortstop |Daniel C |Nathan |Alex |Max |Ben |Marco |

|Outfield |Daniel D |Nicholas |Daniel D |Nicholas |Daniel D |Nicholas |

|Outfield |Dillan |Ryan |Dillan |Ryan |Dillan |Ryan |

|Outfield |Hunter |Alex |Hunter |Alex |Hunter |Alex |

|Outfield |Marco |Ben |Marco |Ben |Marco |Ben |

|Outfield |Max |Cameron |Max |Cameron |Max |Cameron |

|Outfield |Nathan |Daniel C |Nathan |Daniel C |Nathan |Daniel C |

Game Management During Games

- Always stress the positives.

o Even if a kid clearly did something wrong start by saying something like: “I liked the way you did ___________, but try and do _____________ differently.”

- Control the bench during offensive innings.

o Kids can be learning while on the bench.

o I usually coach the base closest to the bench my kids are on.

▪ This enables you to coach the kids on the field and on the bench.

▪ Since winning doesn’t matter that much, the third base coaching position is not that important.

- Do not over instruct while the kid is actually playing the game. (Greg Popovich)

o The bulk of the instructing should be done between innings or between plays. At the Minor League level and down, it can be done right on the field between plays.

▪ I hold a one-minute meeting after each defensive inning to talk about the inning. The kids who are scheduled to hit first and second skip the meeting to get ready to hit. Everyone else learns from the good and bad of the previous inning.

▪ Between innings is the time you take the kid who is, for example, dropping their hands while at bat and practice some swings with him. Don’t have 10 different people talking to him while he is at bat.

o Do not over position. If the kid is in center field and is two feet from where you think he should be – consider letting him stay there instead of telling him to move two feet.

o "In general, young soccer players require a certain amount of uninterrupted play.

This allows them to experience soccer first hand. They should be allowed the

opportunity to experiment, and with that, succeed and fail.

Best Practices for Coaching Soccer in the United States - U. S. Soccer

o Greg Popovich article

- However, I do advocate quizzing the kids ahead of the play as to where he should go when the ball is hit. There are countless situations for this – infielding, baserunning, outfielding, etc.

o Before the first pitch with a man on first, ask the shortstop: “Where do you go if the ball is hit to the second baseman?”

▪ This is better than telling him what to do.

▪ This is better than waiting for him to do something wrong and then telling him he should have done something else.

▪ You will have to do this over and over and over and over!

o Before the first pitch with one out, ask the baserunner on second: “What do you do if the ball is hit in the air?”

▪ This is better than telling him what to do.

▪ This is better than waiting for him to do something wrong and then telling him he should have done something else.

▪ You will have to do this over and over and over and over!

o Ideas to instruct/quiz players on prior to play occurring would include but certainly not be limited to:

▪ Getting the lead runner on defense

▪ Knowing where to throw the ball on defense

▪ Knowing where to move to/what base to cover on defense

▪ Anticipate the play as both a runner and fielder

• Watch ball as a runner and begin to formulate ideas in your head of what to do before the coach tells you

▪ Runner go on ground/freeze on line/tag in air in appropriate situations

• Vary this when appropriate

▪ Runner on 2nd offensively should go if ball is hit to his left and stay if hit to his right

- If you combine the previous two main points, I feel that – as much as possible - you should instruct the kids before a play. Then encourage them to play and think on their own during the play. Then instruct again after the play.

- Have players you can depend on to help kids who are not as good or less confident.

o If you have them, identify two or three players that are good players, good kids, and good communicators. Pull those kids aside and tell them you want them to encourage the other kids and help them when they don’t know what to do or when they make mistakes.

- Get the kids on and off the field!

o It should be an expectation to sprint on and off the field.

▪ Seven Second Rule will speed up games

• When you are hitting, as soon as the second out is made the kids on the bench should have their hat and glove on.

o Kids should put hat inside glove and put them in the same spot after every inning.

• If lineup is posted, kids should know where to go on defense the next inning before the offensive inning is over.

- Never ever argue with the ump on a judgment call. Ever.

o If there is a rule misinterpretation then a discussion might be appropriate, but never an argument.

Post Game

- Always meet with your team for a couple brief minutes after the game to first find many positive things to say and then encourage them to learn from some of the things that were not done well.

- Kids and parents will always be looking to pin a loss on someone – the other coach did this, or the umpire missed that, or the other team’s short stop said this. Do not feed into this.

o Even the best teams in the big leagues lose 60 or so games, which is roughly 40% of the time.

- Many coaches like to give out a player of the game or game ball for each game. Kids love this.

- Don’t forget to get someone else to coordinate the snack schedule.

Pre Game Warm Ups

- Get to park 30 – 45 minutes before game

o This is a reasonable request, but will not be adhered to by all. I would not advocate punishing the kid for their parents not getting them to diamond. It might be work issue or other sport conflict. I would just continue sending emails saying 30-45 minutes before the game. If you make it fun enough, you would be surprised how many kids show up early!

- Multiple groups with multiple adults

o Outfield group

o Infield group

o Hit wiffle balls/tennis balls off tee. DO NOT HIT HARD BALLS INTO BACKSTOPS.

o Batting practice

▪ Grounders next to batter for older ages

▪ Need limited to almost no one actually shagging balls during BP

Minor League Pre Game Set Up

Major and Up Pre Game Set Up

Coach doing Coach pitching wiffle balls

outfield practice

Coach pitching batting practice

Coach standing next to batter

hitting grounders to infielders

between pitches

__________________________________________________________________________________

What Not to do at Practice/Pre Game

Managing the Instruction of Young Players

Taken from:

My brother loves baseball. Always has. In fact, he now coaches a baseball team in a league sponsored by the American Legion in Minnesota. On a recent visit, I had the opportunity to attend one of his games. I climbed into the bleachers that day, truly excited about watching my brother and his team in action. The smell of popcorn and hot dogs filled the air, and enthusiastic fans were cheering wildly for the high school and college-aged players. At some point, I began to watch the coach standing to the side. As the batter prepared for the pitch, the coach shouted out instructions in the form of short, simple phrases. Fast and direct. “Wait for it.” “Stay loose.” “Look low.” Considering all the external distractions and the speed of the game, this technique was very effective. What could we learn from that?

1. Use clear, concise communications

That’s a pretty good lesson for all of us, whether we are on the baseball field or in the conference room. Couldn’t we all benefit from quick, direct feedback from our managers? Leaders who apply this type of get-to-the-point approach have a real edge when it comes to improving the performance of their teams.

I continued watching this special interaction between the batter and the coach. Many times I could see the batter was in deep concentration, intently focused and “in the zone.” If the coach had rattled off detailed instructions, the batter probably would have lost his concentration or just tuned it all out. Short commands were essential.

2. Know when to say nothing

On several occasions, the coach never said a word, as if he intuitively knew that the player was ready and needed the mental space to anticipate the pitch. Saying anything at all could have been very disruptive. Or even disastrous.

In the corporate world, the most successful leaders know how to “read” their team members and provide the right kind of guidance at the right time. Sometimes that means having confidence in their abilities and giving them the space to achieve their goals without interfering or micromanaging. (If they are in the zone, let ‘em play ball!)Other times, that means delivering the appropriate amount of feedback—enough to help them avoid or correct any problems, but not so much that it causes confusion or unnecessary distractions. Just like a winning coach, a great leader knows how to find that balance.

3. Remember that timing is everything 

After studying all of the action at home plate, my attention shifted to the outfield when I heard the noisy crack of the bat, launching the baseball high into the afternoon sky. Three of the outfielders began simultaneously racing toward the area where the pop fly was likely to land, each one running full out while looking straight up to track the ball.

That’s precisely when the coach yelled out one, perfectly timed word: “Communicate!”The players instantly knew they needed to expand their focus and determine which one of them had the best chance to catch the ball. When the right fielder called “Mine!”and took ownership, the other two players pulled back to give him space and avoid a collision. One targeted word at the right moment fueled amazing teamwork.

Even if your summer doesn’t include a little time at a baseball game, I hope you’ll remember the powerful feedback model demonstrated by these insightful coaches and talented young players. Short, simple instructions given at just the right time (or occasionally saying nothing) could be the best strategy to help your team hit a corporate home run.

Managing the Instruction of Young Players

Keys to instruction

1. Assume nothing and repeat everything

2. Safety 1st  (Spacing)

• Rules for batting, throwing, etc.

3. Demand attention

• Children tend to “play” with anything they are holding so instruct when they are holding nothing

• Limit & simplify instruction time (don’t overwhelm them)

• Give very specific instructions

4. Clearly demonstrate your activity/drill

5. Change drills frequently

• Create different ways to work on a specific skill

6. Constantly reinforce good & positive

Hitting

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I. Short, soft stride.

a. Don Mattingly video.

i.

ii. Small stride keeps weight back to help provide power.

iii. Many kids will think best way to hit ball coming at them is to go out and get it and this is counter productive.

II. Transfer weight with back foot rotation

a. JJJJ Gomez video

i.

ii. Provides ability to use power in your legs.

iii. Many kids will keep their back foot rigid and not capitalize on their leg strength

III. Keep your hands inside the ball.

a. Derek Jeter – Best ever at this?

i.

ii. Provides quickness and power.

iii. Many kids will tend to extend their arms right away. Basically they should keep them bent until contact!

Fielding

1. Mechanics

a. Feet spread apart

1. Left, Right, Left as final three steps for more advanced kids

a. This gets body pointed in the correct direction.

b. This gets body moving in the right direction.

c. This limits the amount of movement with your left foot after you catch the ball which ultimately makes you quicker.

d. Jeter Drill

b. Butt down.

c. Hands out

d. Funnel to your stomach

e. Flip your feet to get throwing shoulder pointed to target as quick as possible

2. At same time as funneling if you can

f. Get body moving toward throwing target

1. At same time as funneling if you can

2. Practice

a. Quick hands and quick feet at practice

1. It is OK if you miss balls in practice if you are trying to get quicker

b. Repetition!!! Get as many grounders as possible!!!

1. Strategies for increasing repetition

1. Limit throwing to each other (especially at younger ages)

2. Have plenty of balls so you don’t have to chase missed ones

3. Use buckets to organize balls to limit throwing

4. Multiple ground ball hitters at same time

5. Shorten distances

6. Isolate players/positions

2. Since you are going after many repetitions in a short time, understand

that the kids will miss them. Do not critique each miss. Critique the

body of work as a whole.

3. Games

a. Cover the proper base on every play

b. Aggressiveness to the ball

i. Ready on every pitch

ii. Go after ball when hit

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Outfield Work

Infield Work

Wiffle Hitting

Hitting off Machine

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