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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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NFHS Voice: Lights Signal Thanks, Hope
April 24, 2020
By Karissa Niehoff
NFHS Executive Director
The closing of schools and the cancelling of spring activities is a disappointing end to high school for this year’s senior class. However, there is still reason for optimism.
We anticipate that senior athletes and activity participants in the class of 2020 will move on to the highest of leadership roles in their chosen professions in the years to come.
Prior to this year, these seniors have accrued the general benefits of high school sports and other activity programs in which students learn self-discipline, build self-confidence and develop skills for practical situations – teamwork, fair play and hard work. Not to mention that many have higher grade-point averages, better attendance records and are set for a higher success rate in their chosen careers.
Seniors in this year’s class, however, will be among the toughest graduates ever as their lives have been the bookends to two of the worst tragedies in our nation’s history. Born sometime during the 2001-02 school year, which began with the horrific events of September 11, 2001, these resilient 2020 graduates had an abrupt ending to their high school days with the ongoing national health crisis.
Understanding their disappointment of not getting to compete this spring, people from coast to coast are expressing their support for these high school students.
With an idea apparently born in Texas, further developed in Colorado and supported by many others during the past several weeks, lights at high school stadiums throughout the country have been brightening the night-time skies. The #BeALight hashtag accompanies post after post of schools participating in this recognition of seniors who are missing their final season of high school sports or performing arts.
In some cases, the lights come on at 8:20 (20:20 in military time) and glow for 20 minutes, 20 seconds – a connection to the 2020 spring season at hand. Currently, 38 states have officially cancelled spring sports and activities due to the COVID-19 pandemic, and it is likely more will follow.
Among the traditional spring sports of track & field, baseball, softball, lacrosse, tennis and golf, almost three million girls and boys will be affected by this shutdown, including upward of one million seniors.
These lights have been turned on to say thanks to those seniors and to let them know they will be missed. Their contributions to high school activity programs will be remembered forever, and the benefits they received will guide them throughout their chosen careers.
Electric bills notwithstanding, perhaps these lights can burn for 20 minutes every night until the games return later this year. The lights signify hope – a hope that these lights will burn again this fall to showcase high school sports and performing arts.
While the timing of the return of high school sports and activities will rest with each state high school association in consultation with local governments and state health officials, the positive impact on communities nationwide will be tremendous. Once all the critical medical precautions have been addressed, high school sports and performing arts could take center stage once again. Although it is still too early to forecast the return of high school sports, its impact could be extraordinary.
With the loss of many non-school and club sport opportunities due to financial issues, high school sports and performing arts could fill an even larger void in the lives of our nation’s youth. And we look forward to that time ahead when student-athletes are on the field and fans are in the stands. Be safe. Stay healthy.
Dr. Karissa L. Niehoff is in her second year as executive director of the National Federation of State High School Associations (NFHS) in Indianapolis, Indiana. She is the first female to head the national leadership organization for high school athletics and performing arts activities and the sixth full-time executive director of the NFHS, which celebrated its 100th year of service during the 2018-19 school year. She previously was executive director of the Connecticut Association of Schools-Connecticut Interscholastic Athletic Conference for seven years.