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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: Viewership Continues to Climb
February 28, 2020
By Karissa Niehoff
NFHS Executive Director
Often, the public’s concept of high school sports is a football or basketball game televised on a national cable channel between highly-ranked prep teams from different parts of the country – or the game-by-game tracking of “star” players like LeBron James or Zion Williamson by national media sources.
And why not? That is the way we follow college and professional sports. While there are certainly fans with loyalties to hometown teams, most viewers want to watch the best teams. When it comes to prime-time games, the networks are only going to feature the top teams and players.
The answer to the above question, very simply, is that high school sports are different. While there are about three percent of the almost eight million participants in high school sports who may play in those marquee college or professional games on television, the true stories of education-based athletics reside with the other 97 percent.
As the national leader and advocate for high school sports and performing arts programs in the United States, the NFHS is always looking for ways to showcase education-based activities in our nation’s schools and to demonstrate the accomplishments of the millions of participants in all sports.
And for the past seven years through the NFHS Network, we have been doing just that. In addition to the estimated 350 million fans who attend high school games annually, the NFHS has added opportunities for millions of others to watch high school sports through the streaming of more than 100,000 events last year at www.NFHSNetwork.com.
While viewers – and there were more than 14 million visits to the site last year – may be able to watch future college and pro players on the NFHS Network, that’s not the focus of those watching games on their phones, tablets or computers. Instead, the Network provides an opportunity for individuals to support their high school teams – perhaps in another part of the country years after graduating from high school. With the 100,000-plus events last year featuring numerous sports and events and divided 50-50 between girls and boys sports, the Network also offers parents or grandparents the chance to watch their kids’ and grandkids’ games when distances prevent attending games.
Although there was concern by some when we started this venture that streaming high school games on the Internet would adversely affect in-stadium attendance, such has not been the case. About 70 percent of NFHS Network subscribers watch games from beyond a drivable distance.
And the best stories are when the driving distances are REALLY not favorable – as in some other parts of the world. Easily the most heartwarming aspect of the NFHS Network has been the opportunity for men and women overseas in the military to watch their sons and daughters play high school sports. These are truly priceless moments.
While there is still nothing like actually watching a high school game in person, we recognize that technology has provided options for people in all areas of daily life. So, the opportunity to bring high school sports right into the home through the NFHS Network has been a dream come true.
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.