Listen up!

By Ryan Post

In 2004, I was sitting in my first faculty meeting at Lovejoy High School listening to the principal, Dr. Mike Duncan. He was addressing the staff and speaking of the need to find ways of reaching the students in order to make learning important. He used the football team as a representative sample of the entire school. The school was made up of a population of students who had a variety of learning styles and abilities, some of whom required special consideration in order to have the same opportunities as the so called normal student. The football team, however, did not have IEPs (Individualized Learning Plans) for those players with learning deficiencies, yet these players had an ability to keep up on the football field. As an example, he asked Craig Chatman, the football teams Offensive Coordinator, to stand up and call off a typical play he would call during a game. Coach Chatman said: Spread Right Flex Rip 836 Flat Choice. Most of the faculty had no idea what any of this terminology meant. Dr. Duncan continued by saying that if all the players on the football team can learn and understand what these plays mean, while being in an environment that does not utilize IEPs, then there must be a way for the teachers who have these same students in the classroom to be able to get them to learn. It is definitely easier said than done. While there may be many different opinions why this phenomenon occurs, a more important consideration is why the lag between the two learning environments continues to exist. Reasons why coaches are successful with players Reason #1 Repetition Players are drilled in the basic competencies regarding their sport. Whether it is footwork, ball control, or learning plays, the skills used in a sport must 2013 Ryan Post

be repeated over and over even when a player seems to have mastered the particular skill. A basketball player at any level must work on his or her ability to dribble the ball. In the classroom: Students tend to gain early confidence with a sense of Ive got this. Repetition is seen as a waste of time. When teachers attempt to go over a topic too long, the students ask, Can we test on this now? Students also miss the relevance of scaffolding where one topic serves as a foundation for another topic. Repetition of initial topics allows the student to master the foundational aspects of a larger concept. Reason #2 Feedback Coaches provide a constant stream of feedback to a player. This feedback relates directly to the skill being learned or demonstrated by the player. A wide receiver will be critiqued on his stance, first step, how he makes his cut, his hands when catching, how he secures the ball, and what he does after the catch. This will happen on every play. Mistakes are caught immediately and corrected. A good coach will help a player identify bad habits and suggest ways of improving that are within the ability of the player. In the classroom: Feedback is intermittent at best. The range of material that teachers are required to present in the classroom does not allow for individualized attention. Feedback in the way of grades does not provide explicit examples the student may use to improve his or her ability with a concept. Reason #3 - Peer pressure Young players are surrounded by older players, who, in most circumstances, are at a higher skill level. The young players often imitate the older players, not only as a way to be successful, but also as a way to fit in socially. Unlike the classroom, the peer pressure on a field of play is geared towards achievement. Those who are too slow, weak, or unskilled are often ostracized by the group, especially if their inability results in the group being punished as a whole. In the classroom: Peer pressure in the classroom works against positive learning experiences.

More energy is spent on the student who receives a poor grade with pride than the student who sheepishly receives a high grade. This goes against the expected outcome when a student revels at a low grade, Oh yeah, I got a 35! and the class laughs or smiles in response. This happens while the student who earns a 100 feels the need to hide his or her grade in fear of being shunned by the other students. Reason #4 - Opportunity to fail Athletes are given a reasonable opportunity to fail, especially early during a season or at the introductory phase of a new skill. Players understand that they must make an attempt under these circumstances before they can move on to higher level skills. This falls under Reasons 1-3, as far as the athlete receiving a reasonable opportunity to demonstrate his or her mastery of a skill. In the classroom: Students are given too few opportunities when the grade counts. The pace of the class is determined by the scope of material set forth by the state. Within the period of time set aside for learning a specific concept, the teacher is limited on the interactions with students to informally check their understanding (individually) prior to moving on or having a formal test (or quiz). Reason #5 - Pride Athletes are show-offs. Showing their ability is a way for them to earn some respect from their teammates. Throw a ball out to a group and instantly you will see a competition begin. Who can juggle the soccer ball the longest? Who can dribble the basketball between their legs and fake-out the other person? Who can throw the baseball the furthest? Pick a sport, and theres an example to be made. In the classroom: When a teacher asks the class a toss-up question, the students do not jump at the opportunity to be the person to answer it. Knowledge is not seen as something that needs to be shown-off. Reason #6 - Attitude from coaches 2013 Ryan Post

Watch an episode of Dance Moms and you will understand the attitude (albeit an extreme attitude) that a coach uses in order to demand excellence. Coaches will yell, scream, stomp their feet, etc., in order to get the results they want from a player. The players understand this attitude and dont take offense because they feel the coaches are in this together with them. In the classroom: Teachers are held to a different standard than coaches. Teachers must remain calm and in control of their emotions. Also, students do not respond like athletes when their ability is questioned. Typically, a student is quick to become defensive and defiant of the teachers authority if the teacher shows any [angry] emotion whatsoever. Reason #7 Fun Sports are supposed to be fun, and this is why most kids are involved in sports. Whether its the thrill of victory or the agony of defeat, sports increase the production of endorphins through physical exertion which generates a feeling of well-being. Competing in sports is also exciting which elevates the heart rate and adrenaline levels. In the classroom: Learning is seen as a chore or something the student does under duress. When you are made to do something it must be something you dont want to do. Reason #8 - Players see the benefits of practice In any sport, the players understand that as individuals and as a team, they will not get any better if they dont practice. There is no sense of a revolution when a coach announces a practice. In the classroom: Why do we have homework? Again, students see academics as a chore, and [practice] homework is nothing but more chores. Reason #9 Coaches seek help Coaches tend to learn how to coach players from other experienced and successful coaches. This time of year there are many coaching clinics being held that are geared towards football coaches. The speakers at these clinics represent different programs around the country, and they will speak on topics ranging from

what schemes they run to how they coach their players. A coaching staff that has gone winless is less likely to be asked how they run their program. It is a natural selection process. Those that are successful have the ability to pass on their knowledge while coaches that lack the ability to be successful are often replaced. If a program is successful it may help other programs breed success. Replacing an unsuccessful coach with a new coach is done with the hope that he can help a program become more successful. In the classroom: This is something that is not happening in the classroom. Teachers in general are hesitant to ask how to teach material. There is a general assumption that teachers already know how to teach because of the degree or certification hanging on the wall. All that piece of paper means is that the teacher knows the material. Having the ability to teach should really be determined by having an ability to get the students in the class to learn. In an ideal situation, a teacher would be able to regurgitate information that the student absorbs instantly, but how often do we find ourselves in an ideal situation. All of this boils down to the concept of making every task that has to be done important. In other words, how bad do you want to be successful at what you do? When you want something bad enough, you will be willing to do whatever it takes to be the best. A student will sacrifice sleep, television, friends, and other distractive activities in order to be the best student. Each high school in Coweta County will name a valedictorian for their graduating class. The difference between that student and the next 99 in order of grade point average is sacrifice. All of the top 100 students are of similar intelligence, but that one at the top did just a little bit more in preparation for excellence. So listen up! There is a way to get what you want, but it depends on how bad you want it. Either you make sacrifices to achieve or concessions when you dont quite make it. Its not the people around you who limit you, its not the teachers ability to teach, or even the coaches that lead your team, you may become successful in spite of these detractors, if your desire to be great outweighs your desire to succumb to lifes 2013 Ryan Post

distractions. Parents, its a long 13 years to get your child from kindergarten through high school, but stick to your guns and be there for their education.

Ryan Post has been coaching football since 1991 in both Florida and Georgia. He has been teaching and coaching at East Coweta High School since 2009.