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Leadership: A Skill that can be Taught
January 30, 2013
By Jed Blanton
MSU Institute for the Study of Youth Sports
At the MHSAA and the ISYS, in the milieu of work we conduct centered on understanding and developing leadership in young athletes, there is one definition that seems to govern our approach and serve as a foundation for the research questions and training clinics that follow it.
Penned by Peter Northouse, that definition states “leadership is a process, whereby an individual influences a group of individuals to achieve a common goal.”
Choosing to frame ‘leadership’ as a process, rather than as some personality characteristic destined only for those naturally-born leaders, allows the concept of leadership to be utilized and taught as a skill, or set of skills. If a coach can agree with the philosophy that leadership can be learned, we can begin to design a series of strategies to enhance leadership in our young athletes.
First, I’m going to discuss what most coaches already know about teaching skills. Teaching skills is essentially an effort of behavior modification. A coach sometimes is able to choose athletes who already possess a certain level of competency within the skills necessary for their sport; sometimes coaches must work with whoever shows up on the first day of practice.
In either case, coaches tend to conduct a subconscious assessment of skills that must be learned (that they must teach), whether complex strategies or mere fundamentals. When teaching athletic skills to young people, coaches must break down the multitude of steps involved.
Think about a lay-up in basketball or the high jump in track & field. Either skill itself is actually a combination of several skills, and the ability to pay attention to very specific cues in the environment. Coaches teach the approach, the proper hand/arm placement, the essential cues to focus on, and the follow-through. Coaches can devote segments or entire practices to particular skills – breaking down all the steps, creating drills to practice the steps, and offering the full practice of the skill in a competition-like environment.
During this episode of developing a skill in our athletes, to get them to perform in a very specific way, our interactions often mirror what behavioral psychology has known for decades: People respond to reinforcements and punishments. Coaches positively reinforce their athletes with compliments, clapping hands, and congratulations. Our words and actions shape how the individual learning the skill makes adjustments to receive more praise.
These shifts of their body and miniscule changes in their actions to get to the desired behavior of their instructor are “learning.” Similarly, coaches often threaten punishment of extra sprints or difficult drills to give athletes a clue as to what behaviors they should avoid. Often, something as simple as a disapproving glance can be reinforcing enough to change whatever behavior the athlete shouldn’t be practicing. The simple “good job” or the threat of sprints essentially shapes how our athletes behave athletically.
This same approach can work toward leadership development.
What would it look like for a coach to reinforce and punish athletes toward leadership development in the same vein they develop athletic skills? If coaches could determine what three or four behaviors they’d like their athlete leaders to showcase, and then positively reinforce those skills with compliments and thanks, and potentially punish athletes with disapproving glances or even lectures after practice, leadership can be learned like any other athletic skill.
Phil Jackson, the multiple championship-winning NBA coach, has been quoted saying he would try to give two compliments for every criticism with his professional teams. The Positive Coaching Alliance – a national nonprofit organization that strives to educate coaches on ways to enhance the youth sport experience – suggests a ratio of five positive comments to every negative criticism. Research has consistently shown that people respond better and more rapidly to positive reinforcement than to punishment.
All too often, coaches wait for leaders to emerge, rather than teach the leadership they desire. Imagine if coaches waited for players to figure out the offensive plays and strategies instead of teaching players where to move, how to move, and why they are moving there. Adopting a similar approach with your athlete has the potential to expedite the behaviors you’d most ideally want them to possess. Using tactics of positive reinforcement can help these young players to become excellent leaders in a shorter period of time than merely hoping someone steps up.
I’ll leave you with a simple list of suggestions of how coaches can teach leadership, just like they teach any other necessary athletic skill.
- Develop goals with your athletes regarding leadership. What kinds of things do your athletes value or feel would help the team? How can they practice leading their teammates in that way?
- Develop your own goals toward teaching leadership. What would it look like if a coach made it a goal to compliment three players on specific leadership behaviors each practice? Think about the ultimate team captain for your team, and develop strategies to teach your players how to be that captain.
- Break down leadership skills into smaller and easier to practice chunks, just like an athletic skill. Then create an environment where the athletes can practice these skills. By organizing your team into smaller groups, or even partners, you can assign leadership roles within each group. Asking certain players to lead various parts of practice (stretches, lay-ups, circuit training), you are giving them a sense of ownership over their athletic experiences and responsibility over their teammates.
- Positively reinforce the desired behaviors. How would it make a player feel if their coach pulled them aside and thanked them for their specific leadership behavior after a practice or game? A “job well done” or an approving thank you can go a long way in making a young athlete feel they are developing into the leader you desire them to be.
Blanton is a doctoral candidate at Michigan State University in the department of Kinesiology, specializing in the PsychoSocial Aspects of Sport and Physical Activity, and a research assistant for MSU's Institute for the Study of Youth Sports. He has served as a facilitator at MHSAA Captains Clinics the last three years and currently is assisting the association with its student leadership programs.
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Put a Stop to Recurring Injuries
May 5, 2020
By Nick Parkinson, M.Ed., AT, ATC, TSAC-F
Henry Ford Health System
Recurring injuries happen — and they're especially common among single-sport athletes or people who focus on one type of exercise, like runners. The reason: You're working the same muscles repeatedly. The end result: Your joints, muscles and tissues get worn out.
Breaking Down Recurring Injuries
Overuse injuries are a big deal. Continuing to re-injure the same muscle groups can take you out of the game entirely and limit your ability to participate in other activities. Here's what you need to know about these all-to-common ailments:
What are Recurring Injuries?
Recurring injuries, also called repetitive and overuse injuries, are injuries that happen repeatedly in the same location. Think along the lines of tendinitis, stress fractures, shin splints and even carpal tunnel syndrome. Common sites include ankles, knees, hips and shoulders.
Who is at Risk for Repetitive Injuries?
Overuse injuries can happen to anyone, but they're more likely to occur among workers who do repetitive motions and single-sport athletes. The risk of these injuries also increases with age. They're more likely to occur if you don't recognize the impact aging can have on your muscles, joints and tissues and modify your activities accordingly.
Why Do Recurring Injuries Happen?
Recurring injuries happen when you overuse the same muscles without sufficient recovery. It's simple body mechanics: If you continue using compromised muscles, you're more likely to get reinjured. And once you get stuck in that same biomechanic loop, it's nearly impossible to recover without changing your routine and learning new techniques.
How Can You Prevent Recurring Injuries?
All sports have a risk of injury. The key is paying attention to your body and taking the appropriate steps to minimize your risk. Here's how:
• Use appropriate gear. Make sure you're wearing appropriate protective gear for the activity you're participating in and choose the right footwear.
• Alternate muscle groups. Instead of focusing on one type of exercise, switch things up. Incorporate low-impact activities, such as swimming, biking and water sports, and make sure you're not overloading any particular muscle group.
• Take rest days. It's important to give your muscles, joints and tissues time to recover. Two days of rest each week is best. If you play a sport, plan to have at least one off day per week and at least one month off per year.
• Strengthen muscles. Conditioning exercises can help strengthen the muscles you need to perform various activities.
• Use proper form. Overuse injuries are sometimes related to improper form during activity. Work with a professional to ensure you're using proper body mechanics and get back to your usual activities gradually.
Play it Safe
The best way to avoid recurrent injuries is to not get injured in the first place. Recover during the season — even if it means missing out on some play. It's better to show up to a game healthy but undertrained than to power through an injury and risk reinjury.
Talk to your doctor before starting a new activity or ramping up your current routine. If you're at risk of developing a recurrent injury, a professional can provide you with a workout regimen that can help prevent injury.
Most important: Don't let an overuse injury prevent you from being physically active. Instead, listen to your body, consult a professional and pace yourself. Treatment may involve avoiding a specific activity for a period of time, along with hot and cold therapy, massage and focused rehabilitation.
Nick Parkinson, M.Ed., AT, ATC, TSAC-F, is the Supervisor of Athletic Training with Henry Ford Sports Medicine and also leads Sports Performance training at the William Clay Ford Center for Athletic Medicine. Learn more about Nick.
Want to learn more? Henry Ford Health System sports medicine experts are treating the whole athlete, in a whole new way. From nutrition to neurology, and from injury prevention to treatment of sports-related conditions, they can give your athlete a unique game plan.
Visit henryford.com/sports or call (313) 972-4216 for an appointment within 24 business hours.