After listening to former students who experienced life in NFL and then moved to school training, I found that the Vince Lombardi school in football is not the developmental issue that young athletes really need.
To produce great state, disciples and motivated teams, professionals experience a sport that is often powerful and cruel. Jerry Kramer, in his book, Instant Replay, said that Vince Lombardi "made football players men and men football players." According to a statement that something has happened about Lombardi's training that made the most of their players. personal development and sports level. Many coaches who used this particular method produced a winning group, but I have not really seen any changes to athletes & # 39; personality. Large-scale players remained big. Quite, self-reliant or immature athletes were as if they were or sometimes worse than rarely if they were ever changing for the better. Athletic fitness was achieved; The team won their games but the personality was the same or worse; There was little or no positive growth in attitudes, attitudes or personal symptoms. Athletes experience a sense of conscience. I think mostly because of the coercion they experience together and joint fear of punishment if they do not work. Only to show that I would compare this kind of homosexuality to what is experienced by banned minorities, forced to become part of the group for the accumulated benefits and strengths the group offers – more or less as a precautionary measure. In my advisory experiences, I look for what I call "Enron Syndrome", focusing on "work-on-all costs" to drive some moral, fair looking, or focus on long-term sustainability of an enterprise.
As a result of these comments, I want to see that coaches look at the kids as people who can not train. The goal is to listen more and analyze the impact of your presence and the learning structure you created. I think you'll find that the more a coach will pay attention to what is happening to athletes in terms of personal growth and sports trainer will start making changes based on growth and development. I want to see coaches who are extremely concerned about long-term growth and the development of young athletes rather than being driven by themselves and having to compete.
The first thing that may break the role that is generally developed between coaches and players that inhibits open communication. (From my research, communication in Lombardian structures is characterized by "one way" communication, directed to players from coaches, with little room for remuneration, thus inhibiting bilateral information flow between players and coaches.) With great difficulty working the old roles of relationships, you can dismantle, and trust can be developed, communication lines opened. This will be demonstrated by verbal and non-verbal communication between athletes and coaches. Formal conversations can become informal, personal changes. Eye contact became important, and smiles and other verbal communication became more common over time.
Sports as a subgroup of a larger community, teachers athletes must be in a certain way and these ways are used by these subjects in the second life to meet similar situations. More specifically, athletes are taught to meet situations in a special way. Example: Bill is taught to meet pressure with pressure in his defensive position. Later in life, Bill meets pressure in the office, replacing sensible thinking. The features are the key. Attitudes and views are learned in the training, learning and teaching environment that individuals hold with them in whole or in part of their lives. It is important to establish training methods that satisfy parents and children and avoid teaching attitudes that become infertile or destructive when transferred to unconventional circumstances. Coaches should create situations where open communication, shared decision making and collaboration in human relations can be learned and experienced.
There are four fundamental things:
1. Individual and personal growth leads to the growth of the team.
2. The growth of a team can then lead to individual growth.
3. Individual growth may be equal to the growth of the team.
4. The growth of a team is not necessarily offset by a unique growth.
I think it's important to allow the greatest amount of individual personal growth. The goal should be to build training in such a way as to allow growth opportunities and not to place arbitrary limits on this growth. There are three basic principles that provide structure where the team and the coaches as a group can operate. These basic principles are: open communication, shared decision making and collaboration. Following these three basic rules provides for growth in three specific areas of the group and individual growth.
Area I: Co-operation against competition with members of the same team. Often there are two athletes who compete with each other in the same position close to the communication routes between them and give them an advantage. They keep information and insights from each other. By making information accessible to all and focusing on collaboration, all involved will be better informed and the better willing to play. Even less able players can learn strategies or ideas that will benefit others if they are openly shared.
Area II: Self-evident vs. submitted discipline. Nothing inhibits communication more than having one person tell everyone what to do. One way of communicating is to reduce and deprive those who lack knowledge of how they manage their own opportunity to learn to do it on their own. If information is open to everyone and collaboration is at stake, share it with the knowledge that exists in the group. Having athletes capable of self-determination is a rare experience. Each person is very capable of designing his own self-training program, if he has the necessary skills for self-assessment and communication. As athletes learn to motivate themselves, they also get information that will help them with people. Athletes need an opportunity to work with others. They need to work together to win goals and how to achieve them.
Area III: Non-competitiveness against competitiveness with opposing teams. This is the "beat the concept" idea. In individual sports athletes compete primarily against the met, weight or time. I would suggest it's more productive in the long run to build training so that athletes compete against an idea or idea, rather than another person. When practicing for the upcoming game, focus on working as a maximum of efforts to achieve outstanding results. Together, define how "outstanding" you want to be. Think the other group to help you reach your goals, not as an opponent to compete. The main goal is not to compete with others but to achieve your goal. If all the teams held the same philosophy, you would see teams trying to reach their goals of excellence without trying to beat their opponents and eliminate "grudge matches." I would not promise a team to win a game. Winning is strengthening in itself. Promise the team to work together, achieve their goals and achieve excellent quality. Football will be the preparation, execution and performance, rather than the game of violence, played by men trying to destroy each other, at all costs. The core process is the goal setting. The goal involves establishing individual individual and group goals for excellence and developing ways to achieve these goals. The most commonly organized team meeting was as follows:
WEEK: Each player analyzes his personal mistakes and achievements. He sets his personal goals for next week. These limits can start somewhat unclear, but they will be more accurate this week, as other players help them meet.
MONDAY: Each player discusses his thoughts from the weekend with two other players. Coaches are included in the process. Players identify their strengths and weaknesses. A list of things to be worked this week is compiled and shows a list of priorities for the most work done by the entire team.
Tuesday: The team implements a training schedule for the rest of the week, according to the strengths and weaknesses collected on Monday. Part of the coach's job is to create a week's work with regard to the team's goals on Monday. Meetings can be held before, during or after exercise, as necessary.
Friday: Game day. During the game, a coach is a consultant. Determination process is totally in the hands of team members. With this kind of training system, you learned how to think, how to make decisions and how to set and achieve certain goals.
I would see the coach have been successful in responding to athletes with one question: "Who won the game?" To me, you can evaluate the performance by answering: "We did (or did) but saw us in the third quarter performing this game we have worked almost completely?"
Close the thoughts.
Rudyard Kipling stated that there was a rare man who can handle work and lose as the same. But we can try harder than we are. After losing 7-6, 7-6 games with Wojtek Fibak in Poland in a recent tournament, Vitas Gerulaitis rejected the United States the traditional handshake that ordered Fibak to charge: "Young athletes in Europe do not like gentleman or even men. work like a machine that needs to work each time. They never learn how to lose. "By changing our definition of work, we work to create situations where each person is in charge of their own success rather than being merciful of others. Competition can be exciting and worthwhile and can create an opportunity to learn and grow depending on the structure and setting of it and whether individuals are there because they have freely chosen to do so and choose for the right reasons.
Getting Out – Interpersonal Effectiveness and Self-Actualization David W. Johnson, Prentice Hall
Learning Together – Collaboration, Competition and Individual David W. & Roger T. Johnson, Prentice Hall
Linking – Group Policy and Teaming David W. & Frank P. Johnson, Prentice Hall