Turnaround Coaches: Study their Steps
April 27, 2016
By Scott Westfall
MSU Institute for the Study of Youth Sports
Turnaround leadership is often a popular topic within sports conversations, as many coaches are revered for their ability to transform a struggling team into a “winner.”
Turnarounds often are discussed in platitudes such as, “That coach has what it takes to turn this program around.”
While often talked about during the offseason, especially in the face of coaching vacancies, turnarounds are difficult to achieve. After all, if transforming a failing team into a successful one were an easy task, there would not be such an abundance of teams that struggle year-in and year-out.
As much as turnaround coaches are celebrated for their abilities to turn a losing program into a winner, very little scientific research has been devoted to analyzing coaches who have proven themselves as turnaround specialists. The steps and intangibles necessary for achieving a coaching turnaround have remained undetermined as this topic had never been examined from a scientific perspective – until now.
For the past year and a half, I have devoted the majority of my time to researching turnaround leadership in high school coaching, undertaking this study as the topic of my doctoral dissertation project. Research participants in this study included 11 high school football coaches from the state of Michigan who led dramatic turnarounds at their high schools within the last decade. The criteria for participant selection were:
• Prior to the coach’s arrival or appointment as head coach, the team finished (at least) three of the previous four seasons with a losing record (below .500 winning percentage), including a losing season immediately before the coach’s arrival or appointment.
• Within five seasons of the coach’s arrival, the team enjoyed (at least) three winning seasons (above .500 winning percentage).
Before their turnarounds occurred, these high schools had not experienced a winning season (on average) in 7.2 years, while five of the 11 schools had never qualified for the MHSAA Playoffs. However, upon being hired, the average time it took the coaches to achieve a winning record was 1.73 seasons. Moreover, the average time it took the coaches to qualify for the MHSAA Playoffs was 1.82 years. On top of this, each of the 11 teams qualified for the playoffs within three years of hiring their new coach.
The circumstances these coaches faced when they arrived were challenging to say the least, as all of the coaches entered a negative situation with poor team culture. These situations were characterized by losing streaks, cancelled seasons, dilapidated facilities, poor role models on the previous coaching staffs and a significant amount of parental pushback. Players and community members often were embarrassed by their football program. One coach described the situation by recounting, “During that time they were a doormat; everybody’s homecoming, a laughing stock. They were like the Bad News Bears.” Additional problems included low numbers, very little player development, and a low amount of commitment to the overall program.
One coach that I interviewed compared entering a turnaround situation to building a well. He stated, “You may not have success on the surface initially, but if you dig nice and deep and build the well right, there is water down there. It’s going to be some work and it might not come up right away – it takes some pumping. But if you build it right, it will happen.” In this article I will attempt to encapsulate 16 months of research, 191 pages of interview transcriptions, 2,278 miles driven across the state of Michigan, and countless hours spent with 11 turnaround coaches, in order to present to you the nucleus of what it takes to turn around a failing high school program.
The coaching philosophies of the majority of the coaches were characterized as “educational athletics.” This involved coaches striving to do things the right way, viewing their job as an extension of the classroom, implementing a character development program, and using football as a vehicle to teach life skills to players. Furthermore, their greatest strengths were revealed to be coaching/leadership skills, along with the ability to develop strong relationships with their players.
Coaches unanimously agreed that upon their arrival immediate changes needed to be made to the team’s culture. These changes included prioritizing team workouts, altering visible elements like the organization of practices, offensive and defensive schematics, team logos, along with placing positive role models in front of the players. Other changes to team culture happened through improved coach-athlete relationships, giving players a better football experience, and purging the program of negative people. One coach used the term, “Weeding the roses,” which means getting rid of the negative people in the program in order to let the better parts grow and prosper.
All of the coaches developed some type of vision for their program. The most common visions involved transforming their team into a top-level program, and for their players to conduct themselves as quality human beings. Winning games, competing with the best teams in their division, and playing for MHSAA championships marked becoming a top program. While winning was a major component of the coaches’ visions, developing quality human beings was revealed to be just as essential. This was evident as several coaches remarked that their most well-behaved kids were also their most productive players, and that doing things right in school and in the community often equates to wins on the football field.
To build upon their visions, each of the coaches formulated some type of plan or “blueprint” to execute their turnarounds. The majority of the coaches’ plans were constructed around developing positive coach-athlete relationships and employing off-season strength and conditioning programs. While all of the coaches’ plans eventually yielded a great amount of success, not all parties bought into them initially. Some of the players needed to see proof that the team could win games before they were completely sold. In order to create buy-in, the coaches used various approaches to connect with players and sell their plan. These methods included team activities, cultivating relationships with players, continuously selling their vision, hiring/retaining quality assistant coaches, and entering the situation with some sort of previous expertise. Although it may take time, the coaches stressed the importance of the players buying into their vision. As one of them decreed to his team, “The quicker you buy in, the quicker we win.”
Early indicators that a turnaround was commencing included winning games or making significant strides off of the field through positive coach-athlete relationships. Sources of sustained changes included a win streak or an increased level of commitment from the players. Clear indicators that the program had undergone a turnaround included the players adopting a new mentality filled with trust and confidence, along with the program reaching unprecedented levels of success, such as competing with the best teams, completing an undefeated season, and/or making the playoffs consistently.
Character development emerged as a strong component of this study, as 100 percent of the coaches reported that it played a significant role in fostering turnarounds. The coaches also indicated that they deliberately teach character in practice and use coaching as a platform for character development.
In hindsight, an outside observer may assume that these coaches were destined to succeed and their plans were met with little resistance. However, after examining their roads to turnaround success, most of them met several barriers along the way. Early obstacles included widespread mental challenges among players such as a lack of confidence and/or trust. Other early barriers included parental pushback and some cases of overt interference. After the turnarounds were complete, the coaches’ problems did not disappear; they simply changed form, as complacency became the new problem on the team. A potential root of this complacency was the addition of younger players who thought that success would happen automatically simply because of the program’s prior achievements.
The coaches were quick to acknowledge that the turnarounds would not have been possible without the excellent support they received. Their greatest source of help came from their assistant coaches who contributed both tangible and psychosocial support. Tangible support was seen through the assistants performing administrative duties and overseeing strength and conditioning sessions. Meanwhile, psychosocial support came in simple ways, such as listening, giving advice, and showing belief in the head coach. As one coach stated, “You’re only as good as the people you have around you.”
Team turnarounds are not officially complete until a team maintains the success it has built. In order to avoid complacency and sustain momentum, the coaches recommended that coaches and players find ways to keep reaching higher. In order to do this, coaches recommended talking to players about their team goals and what they want their legacies to be. To help sustain momentum, coaches stressed that it is often the little things that matter the most, such as effort, team discipline, player accountability, and positive attitudes.
The strongest theme that emerged from this study was the importance of coach-athlete relationships. All of the coaches believed that relationships are imperative to fostering turnarounds. It was also emphasized that relationships are crucial for sustaining long-term success. In essence, coaches may experience some momentary success by taking shortcuts with superior talent, however, strong relationships are the “X-factor” that will sustain the program over the long run. While the approaches of building relationships were diverse, what mattered most was coaches spending time with players in both structured and unstructured team activities, and simply showing players that they cared about them as people as much as they did as football players.
Steps of a Turnaround
(When turnarounds happen, they usually happen in this order)
1. Establish new leadership
2. Assemble a staff of positive role models
3. Gather information about the program
4. Create the vision
5. Make a plan and communicate it
6. Create buy-in from players and other key people
7. Change behavior – This is the impetus of the turnaround
8. Create and celebrate early wins
9. Don’t let up – Keep setting new goals and reaching higher
10. Complacency is the enemy: Make sure change sticks!
Intangibles Checklist
(These are the little things that people cannot see or do not talk about, yet they often matter the most)
1. Positive relationships between coaches and players. Build these by spending time with players and showing them you care about them as a person.
2. Establishment of a strength and conditioning program. All successful turnarounds were led by coaches who implemented a respectable offseason training program.
3. Display an undeniable belief that your vision and the plan will produce successful results. Continuously sell your plan and give players the reasons behind why you do what you do. Be prepared to stand tall and adhere to your vision when adversity strikes.
4. Generate player buy-in through team activities. Remember that sports are supposed to be FUN. Plan structured and non-structured activities to generate fun, excitement and team cohesion!
5. Demand excellence of your players off the field. Promote educational athletics and use your platform as a coach to teach character and life lessons to your players.
6. Outwork your opponents in everything you do. Arrive earlier. Stay later. Go above and beyond what your competitors are doing. Set the tempo that hard work is the new norm and it starts with you.
7. Remember that the little things matter. Take the time to ensure that your team always has the right effort, attitude and discipline, as well as accountability to the program and each other.
Scott Westfall spent 10 years as a teacher, coach, and athletic director in Fort Collins, Colo. He is currently finishing his Doctorate at Michigan State University, with an emphasis in Sport Psychology and Athletic Administration, and assisting the MHSAA with its student leadership programs. Westfall is a former athlete who participated in football, wrestling, tennis and cross country at the high school level, and rugby at the collegiate level. Please feel free to contact Scott if you would like a copy of his full dissertation. Scott also performs speaking engagements at conferences on various topics within educational athletics. He can be reached at [email protected]
Vast Experience Shapes Retired MLB-er Gates Into 3-Time Finals-Winning Coach
By
Steve Vedder
Special for MHSAA.com
August 1, 2023
If there is anything that Brent Gates knows for sure, it's that there is no single explanation for three MHSAA Finals baseball championships.
For starters, the Grand Rapids Christian coach credits the superior coaching he had as a youngster, especially for helping him make the Michigan High School Baseball Coaches Association Dream Team in 1988.
From there, Gates points to the experience gained as a former Big 10 Baseball Player of the Year, a seven-year major league playing career that saw him rubbing shoulders with such notables as Hall-of-Famer Tony LaRussa and Minnesota Twins manager Tom Kelly, and then landing at a high school where the critical support he received from players, community and administration was priceless.
Put it all together and that, at least in part, explains Gates becoming the first Grand Rapids-area baseball coach with three state titles on his resume.
The Eagles' 2-1 win over Grosse Pointe Woods University Liggett in the June 17 Division 2 Final marked Gates' third title as a coach. His Grand Rapids Christian clubs had previously won back-to-back titles in 2012-13.
Gates passed former Grandville Calvin Christian coach Jay Milkamp as the Grand Rapids-area coach with the most state titles. Milkamp won in 1994 (Class C) and 1996 (Class B).
Gates, a member of three Halls of Fame, is quick to deflect the credit for three championships and two other championship game appearances. What he treasures most is being mentioned in the same breath as other legendary west-side coaches such as Jenison's Gary Cook, Ron Engels of Wyoming Park, Hudsonville's Dave Van Nord, East Grand Rapids' Chris LaMange, formerly Rockford and now Ada Forest Hills Eastern's Ian Hearn and Milkamp, most of whom Gates either played against while an all-stater at Grandville or through coaching at Grand Rapids Christian.
"I'm just a small piece of what has transpired in 11 years," he said. "Just to be mentioned with them and their success is an honor. (Three titles) is not an individual thing, but because of many people and what they can do working day in and day out together.
"I've always said the west side doesn't get the recognition it should in baseball. There are some great coaches here with great baseball talent, and I think you see that in the postseason."
If basketball can spawn what is affectionately known as "gym rats," then Gates is surely a classic example of the diamond's version of someone who has lived and breathed baseball his entire life. He was a two-time all-stater at Grandville who went on to a standout career at the University of Minnesota that included a lifetime .387 batting average. He was named the Big Ten Player of the Year in 1991 and consensus All-American. Gates played internationally with USA Baseball on the 18U team in 1988 and then the collegiate national team in 1989 and 1990. Over those two seasons on the collegiate team he appeared in 68 games, hitting a combined .363 with 49 runs scored and 54 RBIs.
He was drafted by the Oakland A's in the first round (26th overall) of the 1991 draft and went on to hit .264 in 685 major league games over seven seasons.
Upon his retirement, Gates founded the Frozen Ropes training facility in Grand Rapids, worked as a scout for the Tampa Bay Rays, became the West Michigan Whitecaps' second-ever manager in 2001, coached Byron Center for two years and has compiled a remarkable 298-89 record in two coaching stints at Grand Rapids Christian.
After virtually a lifetime in baseball, Gates said his coaching success can be spread in many directions. He said it began at Grandville, was influenced by such managers as John Anderson at Minnesota and LaRussa and Kelly at the major league level, and with brushing shoulders with many of Grand Rapids' most successful coaches.
The experience led him to a coaching philosophy that includes a priority on building relationships with players, providing a full explanation of his thinking to the players, a quiet but firm coaching of fundamentals, and, above all, communication. If there is anything that Gates does not do, it's relying on the "old-school" coaching method where coaches demand excellence in no uncertain terms.
"I've taken little bits and pieces from a lot of people," said Gates, a member of the Grandville, University of Minnesota and Grand Rapids Halls of Fame. "I want players to figure out who they can be. Whether it's Ken Griffey Jr. as a hitter, Randy Johnson as a pitcher or Terry Steinbach in catching, you don't just take one person and say who can I be? If you want to compete at a high level, you need to be better than anyone you go up against.
"Part of being a good coach, and it doesn't matter if it's a 9U program or high school, is about making players understand and be able to apply what they learn. Baseball is a hard game, one of failure where if you succeed three times out of 10, you're a star. You have to get players to understand failure."
Gates said all three Grand Rapids Christian champions were marked by different strong suits. The 2012 club, for example, breezed its way to a 36-5 record, while the 2013 club finished the regular season just 12-15 but put together a torrid seven-game winning streak during the tournament. This year's team was marked by a deep pitching staff and what Gates describes as a "group of gamers."
"All of them were different, but I firmly believe that pitching and defense win championships," Gates said. "But you also have to get hot at the right time."
It's not unusual for major leaguers to completely hang up the spikes once their playing days are over. They're tired of the pressure, the frustration of fading talent and losing the battle with Father Time, and the constant travel away from family. Gates faced all that and still found himself enthralled with the idea of coaching.
"I've loved the game since I was like 4 years old. There's nothing better than smelling pine tar or the look of manicured grass. The smells and sounds of baseball, that's what I love," he said.
One of his coaching goals is to impart the love of the game to his players. And it seems the message is getting across.
"It's awesome playing for him," said first baseman/pitcher Ty Uchman, who graduated this spring. "He gets us to focus on the little things. If there is something on our minds, we know we can go to him. He's an open book. I know he'll always talk to us, and that builds trust and a bond."
Another recent grad, infielder Kyle Remington, will follow Gates' footsteps to the University of Minnesota and said one particular trait sticks out to him about his coach.
"He's very patient," Remington said. "There are all levels of players in high school, and he treats them all the same. Doesn't matter if they're struggling; he never raises his voice. He's a very comfortable and relatable coach to play for.
"He knows baseball is a game of failure so if you don't understand a drill or an adjustment to have to make, he'll talk to you in a patient way."
Gates said he suspected even when he was a major leaguer that coaching was likely in his future.
"I did, and it was an easy decision. God has a plan, and I had a feeling I would stay in the game," he said. "Baseball has given me everything. I love the game, and I know I've been blessed. I want to take what I've learned and pass it along. That's always been a part of me."
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PHOTOS (Top) Brent Gates appears on the USA Baseball collegiate national team in 1989 and makes a pitching change during this spring’s Division 2 Final. (Middle) Gates makes a tag at second base while playing for the national team. (Below) Gates presents the championship trophy this season to his Grand Rapids Christian players. (National team photos courtesy of USA Baseball.)