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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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5 Concussion Myths Debunked
February 28, 2020
Henry Ford Health System
Awareness about the dangers of concussions is at an all-time high. In response, athletic organizations — from Pop Warner football (a nonprofit program for kids 5 to 16) to USA Hockey — have safe-play protocols in place. But misconceptions about injury — prevention, management and return to play — are still all too common.
"It's great that parents, coaches and athletes are focused on the potential for concussions, but they also need to be aware of the complexities involved in evaluating, diagnosing and managing concussion," says Jeffrey Kutcher, M.D., a sports neurologist who treats athletes at the Henry Ford Kutcher Clinic for Concussion and Sports Neurology.
The best way to get the knowledge you need? Learn how to separate fact from fiction.
Separating Concussion Fact From Fiction
Here’s the truth behind five common concussion myths:
Myth #1: Concussions are only caused by blows to the head.
Concussions happen in response to force. While they often result from a blow to the head, they can also occur after a hit to the neck, shoulders or anywhere else on the body. To cause brain injury, the force of the impact only needs to cause the head to move rapidly back and forth (think whiplash from a car crash or a spill down the stairs).
Myth #2: Concussions always involve a loss of consciousness.
A very small percentage of all concussions, 10 percent or less, result in a loss of consciousness. For the remaining injuries, parents, coaches and medical providers should watch for additional symptoms such as:
· Confusion
· Balance problems
· Slurred speech
· Physical complaints including headache, nausea and vomiting.
Myth #3: You should keep a person awake overnight after a concussion has occurred.
It's important to observe and interact with a recently concussed person for the first few hours to recognize the potential signs of a more serious injury. However, if they are interacting normally after four hours, it’s okay to let them sleep. If you have any doubts or questions, always err on the side of caution and seek medical attention.
Myth #4: After a concussion, kids should avoid digital media until they feel better.
Unless digital activities or screen time significantly worsen symptoms, there's no reason to avoid them. "You shouldn't force people who have suffered a concussion to rest too much — or deprive them of sensory input — if they are comfortable engaging in activity," Dr. Kutcher says. What’s more, taking away activities that bring a person joy or keep them socially connected could end up prolonging their recovery by creating additional symptoms.
Myth #5: All physical activity should be avoided after a concussion.
It’s important to rest for the first two to three days after a concussion. However, you need to be careful not to rest too much or avoid all activity for too long.
Engaging in physical, mental and social activities can be beneficial. But knowing how much to do and when to take it easy can be difficult. If you have any questions, consult a sports neurologist for specific recommendations.
Ground Rules for Concussion Prevention and Management
When it comes to preventing concussion, common sense offers the greatest impact, Dr. Kutcher notes. He recommends starting with these four tenets:
- Whenever possible, limit the amount of contact in practices and games.
- Wear proper fitting and certified helmets or other head protection whenever appropriate.
- Spread contact drills out over time as much as possible.
- Practice good technique and play by the rules.
Athletes — especially those who play contact sports — should undergo an annual neurological evaluation that includes a comprehensive, focused neurological history and examination. This information provides a critical point of reference for medical professionals.
Knowing the truth about concussions — including what to watch for and what to do if one occurs — is really the best game plan.
Dr. Jeffrey Kutcher is a sports neurologist at the Henry Ford Concussion and Sports Neurology Clinic and the global director of the Kutcher Clinic.
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.