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Get Better at Following Through

March 25, 2018 by

This post provided by Busy.Coach

Coaches often have a handful of great ideas about how to improve their program. For many coaches it is difficult to put those ideas into action. Here are some thoughts getting better at following through.

By Mandy Green

I just finished up speaking at the United Soccer Coaches Association National Soccer Convention.

A big thing that coaches were talking to me about this weekend is that they always have a lot of new ideas for how they can work better, but after the initial excitement wears off, they struggle to follow through and take action.

Although you start the day with the best of intentions, of course, you know what happens right? Life throws you a curveball. Maybe an administrator, another coach or somebody on your team stops by for an unexpected conversation.

Or maybe even for you, an addiction to distraction kicks in. Sorry if this sounds a little harsh, but coach, when you allow yourself to get distracted for long enough, you’ve essentially trained your brain to underperform. As a result, you likely struggle from a lack of focus, perhaps an inability to concentrate for long periods of time, and this near constant feeling of being totally overworked and overstretched and overcommitted.

But here’s the deal: if you want to create and contribute and experience extraordinary things in this life — and I believe you do because you are reading this newsletter — then you have to buck the status quo. You have to break cycle of these addictions and really push back against all these other distractions. You need to develop an unshakable ability to follow through on what is most important to YOU.

I mean, just think about it. When was the last time that you really completed a goal that truly mattered to you? When was the last time you set an important goal and you made it happen? I mean, doesn’t it just feel GREAT to check something off your list or complete an important project or say that something is finally DONE?

You see … no matter how enthusiastic we are at the beginning of any new day or with each new project, there’s one crucial habit that makes all the difference in the world: follow-through. And the ability to finish what we start.

As I continue to try to help you decide what’s most important, then to eliminate what’s not important, and to make doing the work that you need to do as effortless as possible, I can tell you without hesitation that THIS ability — the ability to focus on what matters, to finish what you start — has been invaluable to me as a coach, as a business owner … and quite frankly, as a human.

From my own experience, I have found that there are two big problems that get in our way of following through:

First, most of us are working on way too many things at once. We allow ourselves to be pulled in too many directions. Instead of making meaningful progress on a single project that really, really matters, we wind up feeling constantly overloaded and overstretched and get stuck doing maintenance tasks all day.

Now the second problem? Oftentimes we are fuzzy about our outcome. Meaning, most of the time, we’re just working hard and trying to keep our heads above water without a clearly defined, achievable result that we’re working towards.

The good news here is we have the power to fix both of these problems. And when we do, we gain some serious momentum and we train ourselves to become masters of follow-through.

So the very first step is this: we must decide.

Meaning, DECIDE what’s truly most important. And, to be clear — I’m not talking about several things here, I’m talking about choosing just ONE thing. One TOP priority. One single goal.

For you to develop the habit of finishing what you start – you’ve got to be willing to choose ONE important goal or ONE project that you want to get done.

Did you know that the word “decide” comes from the Latin word, “decidere,” which means “to cut off”? So when you decide on one thing, you cut yourself off from everything else except from that which you’ve said is most important.

As it is Sunday and you are hopefully preparing for kicking ass in the office this week, I want you to think about this question: What’s one thing you could focus on (a single project or goal) that, if you finished it, would make a tremendous positive impact on your program and life?

If you’re having trouble committing to JUST one thing, if you’re unwilling to commit to one thing, I want you to remember this: you’re most likely going to be distracted by EVERYTHING.

Shut off your phone, close email and eliminate all distractions. Have a great week!

If you want to challenge yourself to a Busy Coach 30 Day Productivity Challenge this month, go here to get the details.

Email me at mandy@busy.coach.com to let me know how it goes for you. I love hearing all of your success stories of how this is working for you!!!!!

If you are interested in having me help you get your program and staff organized and firing on all cylinders this year, email me at mandy@busy.coach.

Win the day!

Filed Under: professional develpoment

What if you Planned Your Day Like You Plan Your Workouts?

February 5, 2018 by

What if you planned your entire day the same way you planned workouts? What if you planned your day so that there was no wasted time and you stayed focused on the things that mattered? The answer is that you would be more productive.

This post was provided by Busy.Coach a site designed to help coaches be more productive

By Mandy Green

I am speaking in a few weeks to all of the amazing coaches who will be at Camp Elevate.  As I am preparing my Time Management 101 speech, I am remembering a conversation that I had with a coach while we were out recruiting a few weeks ago.

It went something like this. “Mandy, I know that I am stressed, overwhelmed, busy doing random stuff all day, and not making the progress I want with my program.   I know I need to manage my time better and get organized, but I don’t even know where to begin.”

My response to this coach was that I believe all coaches need to approach time management in exactly the same way that they approach their practices.

For a typical practice:

  1. Every minute of practice is accounted for and no time is wasted.
  2. Everything is proactively planned in advance and organized.
  3. Top priorities to work on take up the majority of practice and are worked on first.
  4. Tasks have been delegated to other coaches based on their strengths.
  5. There are water breaks in between activities.
  6. Whistles or horns sound when it is time to move onto the next stage of practice
  7. Coaches reflect after practice is done on what went well and what didn’t so they can make tomorrow better.

BUT, for some reason when it comes to getting work done in the office, a lot of coaches just simply go into their office with no plan, react to everything around them, take no scheduled breaks, and choose to do whatever grabs their attention next until it is time to leave the office! Doing things this way is very inefficient and a lot of time is wasted.  And worst of all, no progress is made towards building the program of your dreams!!

The more structure you have during your work time means you get more work done.  It means you get further ahead with your program.  It means you have to work less outside of your work time.

Ok, let’s plan your day in the office tomorrow just like you would plan practice.

When you start planning your day in the office, just like you would when planning practices for your team, make sure to strategically think about and write down what you could do during the day to move your program forward.

  1. Plan everything in advance the day or night before. While there are exceptions to the rule, generally you can’t expect to just show up for practice with no plan of what you are going to do for the day and have it be a good productive practice.  The same holds true for the office.  Write down on a master to-do list all of the tasks you need to get done the next day.
  2. Then decide which of those tasks that need to get done are the most important for moving your program forward and then schedule them into your calendar. Everything else can wait.
  3. Coaches tend to set up their practices by doing their most important drills when they know their team is focused and has the best energy. Do the same for your most important work in the office and you will produce higher quality work in a shorter amount of time.
  4. When a time limit is put on a drill, it creates urgency for coaches so they will work like crazy to get as much productive stuff done with their team in the time allotted. Like you do for your drills at practice, schedule all office tasks in 15, 30, 60, or 90 minute intervals and then keep to the clock.
  5. How much more do you accomplish with your teams when they are paying attention and putting all of their focus and energy into what you are working on in practice?  The same holds true for getting stuff done in the office. The quality of your work declines and the time it takes to get tasks done increases when you not 100% focused on the task at hand.
  6. Avoid multi-tasking. You would never jump from drill to drill as new drills pop into your head.  Once you start working on something in the office, continue to work on only that task until it is finished.

I could go on and on but you get the idea.

For you coach, once your to-do list is organized based on your goals and vision for your program, it becomes a map to guide you from morning to evening in the most effective and efficient way. This guide tells you what you have to do. It also helps you decide what is urgent and what is not, saving you a lot of time.  Time that you might have otherwise wasted on less important busy-work that isn’t necessarily going to move your program forward.

 

Filed Under: professional develpoment

7 Ways to Fail Better

January 27, 2018 by

How can we teach our athletes and ourselves to fail better?Learning to fail better can greatly improve one’s growth and development.

 

Editor’s Note from Brian: I believe that these 7 lessons apply in athletics when athletes or coaches are working to acquire new skills or improve existing ones as well as in academics. 

How well do your students fail? Poet Samuel Beckett once said, “Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better.” Turns out he was sort of right, as research by psychologists over the past two decades has found that the way you explain your failures can have a profound impact on your future behaviour.

Research from sport suggests that if athletes attribute failure to permanent causes instead of temporary ones, and if they overgeneralise instead of being specific, it can lead to them feeling less confident, more anxious and performing worse in the future.

Could this be applied in schools? Students have many highs and lows over the course of the year. Failure at some stage is inevitable.  Some students see their failures as permanent (“I will never be good at art” vs. “I am struggling in art at the moment”), and they overgeneralise (“I don’t like maths” vs. “I don’t like algebra”).

To combat this, some schools have started running a ‘failure week’ to help promote the importance of taking risks, learning from mistakes, and reducing students’ fear of failure.  Others are incorporating these principles regularly into PHSE lessons and enrichment days.

HOW TO FAIL BETTER

So how can we help students fail better? It is important to note that failing better is different from aiming to fail. The former focuses on learning and development; the latter suggests low expectations and lack of effort (which is the opposite mindset of what we promote). Students ‘fail better’ if they can answer yes to these questions…

Were they trying something new?

Being open and enthusiastic about new and challenging situations is a key characteristic of having a growth mindset. We want to help students shift away from focusing on ‘proving myself’ and more towards ‘improving myself’.

The teenage years offer a unique window of self-discovery and improving self-awareness. It can be when people discover what they are passionate about. Part of this process is trying new things, experimenting, and finding out what one’s strengths/weaknesses might be. Failures are integral to this. Helping students understand this can help aid their learning and development.

Were they still motivated after the setback?

Research on teenagers has found that those who are motivated by learning and mastering a subject, compared to those who are extrinsically motivated by rewards, display higher levels of emotional control before an exam, have higher levels of confidence, and achieve better academic performance.

Doing well at school is more akin to a marathon, rather than a sprint. Motivation needs to be robust and durable in order to aid resilience. Focusing on improvement, on learning, and on getting better should ensure that this happens.

Was it the right thing to try at the time?

It is easy for students to judge how good their decisions are based on the outcome (i.e. if it ended up well, it was a good decision; if it ended up badly, it was a bad one). This is a mistake, as sometimes the result may be down to randomness, luck, or a million other factors. This can lead to people throwing the baby out with the bath water.

Statistician Nate Silver, the only man in America who correctly predicted how each of the 50 states would vote in the 2012 Presidential election, states that instead of judging decisions based on the eventual outcome, it is far better to judge them based on the information you had at the time.

If students make the best decision possible from the information available, then perhaps the mistake was down to execution of the skill and not the thought process going into it. This is an important distinction to make, as it can help identify which part of the process to target for improvement next time.

Did they ask for feedback (and then use it)?

There is a great quote that says, “Real failure is a man who has blundered, but not cashed in on the experience.” If students are going to suffer from setbacks (and it is a certainty that they will at some stage), then there is a three-part way to ensure they learn the most from it.

First is the act of asking for feedback. This is a great behaviour to praise, as it is the behaviour you want them repeat after future failures. Second is being open to the feedback. This is a fundamental part of learning. If students feel that they are being judged or attacked, it is unlikely that they will heed the feedback, no matter how helpful. Third is getting them to action the feedback. It is not enough to have good intentions; behaviour change comes from doing, not just thinking about it.

Did they reflect on the experience and know what they would do differently?

Setbacks can aid the learning process, but only if the person experiencing it takes the time to reflect on what has happened and as a result, is clear on what they would do differently next time. Otherwise, it is likely that they will repeat the same mistakes again and again in the future. It is ok to make mistakes. To keep making the same one is criminal.

Having students ask themselves ‘what would I do differently next time?’ is a great question for two reasons. First, it stops them dwelling on the past, which can reduce student stress. Second, it gives them a sense of control over the situation, which will help boost their confidence and motivation when moving forward into the future.

FINAL THOUGHT

We all want the students we work with to be successful; however, it would be foolish to think that they will never fail. We don’t want students to fail more, but if (and when) some of them do fail, we want them to fail better. Helping them fail better isn’t negative; if anything, it may be one of the most positive skills we could teach them.

About Inner Drive

InnerDrive is a mental skills training company coveing the traditional areas of sports psychology and mindset training.

Their work covers the traditional areas of performance psychology, sports psychology and neuroscience. They work with over 120 schools in England and last year worked with over 25,000 students, teachers and parents.

The company is led by Edward Watson, a retired Army major and Bradley Busch, a HCPC registered psychologist.

Filed Under: professional develpoment

7 Reasons You Should Commit to Being a Better Manager of Your Time

January 5, 2018 by

How can you manage time better so you can perform at the highest level in your career, for your team, and for your family.?

This post was provided by Busy.Coach

By Mandy Green

I know that I am probably preaching to the choir by sending this information to a group of coaches who have committed already to reading a newsletter about productivity for coaches.

I really appreciate that you read my newsletter, I do.  Having said that, just know that I mean this question with no disrespect, “How good are you at actually applying the information you get from me every Sunday?”

I ask this because as I continue to train coaches on how to manage their time better so they can perform at the highest level for their career, their team, and for their family, I’m finding more and more how many coaches actually hate this topic . . . at first.

These are pretty common responses I get all the time when I tell coaches or business professionals that I can help them get higher quality work done in less time with less effort:

“There is no way I can manage my day any better than I already am because I have so many things to do.”

“I am being interrupted all of the time or I have all of these obligations.”

“It is hard to believe that I could actually have harmony in my life, so why even bother trying to do better with my scheduling each day?”

This is my typical response when I hear these things-

“If you don’t have a high level of focus or discipline to work on the right things, you are wasting time and things are taking longer to finish so as a program, you are probably working a lot more hours than you need to, which is taking away your free time to spend at home with family and friends.”

As we head into 2018 tomorrow, I wanted to give you 7 good reasons you should focus on learning to manage your time more of a priority this year:

You can accomplish more with less effort

Better time management can help you do more of what you have to do – faster. This doesn’t mean cutting corners or a decrease in quality. You just do what you have to do quicker (office paperwork) so you can do what you want to do sooner (coaching your sport or going home to spend more time with your family).

You feel calmer and more in control

When you don’t have control of your time, it’s easy to end up feeling rushed and overwhelmed with all there is to do. And when that happens, coaches tend to work harder and longer which leads to burnout and fatigue.  Once you learn how to manage your time, you no longer subject yourself to that level of stress. Besides it being better for your health, you have a clearer picture of the demands on your time.

Free time is necessary

Everyone needs time to relax and unwind. Unfortunately, though, many of us don’t get enough of it. Between office responsibilities, recruiting, family responsibilities, errands, and upkeep on the house and the yard, most of us are hard-pressed to find even 10 minutes to sit and do nothing.

Having good time management skills helps you find that time. When you’re more structured, focused, and disciplined to get the right things done, you’re going to get more done in less time. You accumulate extra time throughout your day that you can use later to relax, unwind, and prepare for a good night’s sleep.

You have more energy

Your ability to manage time has a direct effect on your energy levels.  Strange but true — the act of finishing tasks often brings a level of satisfaction and energy that makes you feel good. The importance of time management here? It will help you do more of those endorphin releasing activities.

Become more successful in your career

Time management is the key to success. It allows you to take control of your life and career rather than following the flow of others. As you accomplish more each day, make more sound decisions, and feel more in control, people notice. Your team will notice that you are more organized and have more energy to lead and run your practices.  Your administration will notice that you are happier, more organized, and will see it in your team’s results.

You enjoy your life more

After all, that’s what it’s about, isn’t it? What’s the importance of time management in your life? The more value you put on your time, the greater your ability to learn how to do what matters so you can enjoy life more.

Managing how you use your time is a means to an end, but it brings enjoyment and satisfaction in its own right as well.

Accomplish your vision and goals

Time management is ultimately about working a vision backwards into strategic and scheduled chunks of time and tasks.  If you are not being strategic about what you want to accomplish in your life or with your program, then I feel you are just kind of doing random tasks each day and you find yourself doing busy work instead of work what is going to move your life, career, or program forward.

Time management is not just about improving your efficiency at work. The efficient utilization of time gives you as a coach the opportunity to maximize your potential to do what it is you want to do with your time. The efficient utilization of your time improves efficiency, productivity, and personal satisfaction. Learning to manage your time, will greatly improve your coaching life quality by whatever definition you choose.  Commit to making time management a high priority for 2018. Good luck and as always, let me know if there is anything I can do to help!

Filed Under: professional develpoment

Which Athletes are Risk for Knee Injuries

December 9, 2017 by

Preventing knee injuries are important for all athletes. In this post see data the indicates which sports and specific activities produce the most knee injuries.

This article was provided by Training-Conditioning

Each month, The Center for Injury Research and Policy at The Research Institute at Nationwide Children’s Hospital provides T&C with an inside look at their studies of high school athletic injuries. In this installment, Dawn Comstock, PhD, takes a look at knee injuries, examining gender-specific trends and breaking down each sport’s most common mechanisms of injury.
Athletes often devote hours to strengthening their legs and increasing knee flexibility, hoping not only to excel at their sport, but also prevent a season-ending knee injury. And athletes have good reason: knee injuries are one of the most common sports injuries, with U.S. doctors and surgeons treating over half a million high school student-athlete knee injuries every year. They are also among the most costly, and knee injuries account for almost half of all surgeries performed among high school athletes.

The National High School Sports-Related Injury Surveillance Study, in its third year of data collection, has found that high school athletes sustain approximately one knee injury in every 2,500 exposures. As one might expect, risk of knee injuries varies by sport and whether an athlete is practicing or competing. Here are some important facts on knee injury incidence:

• Knee injuries are three times more likely to occur during competition than practice.
• Football players are at greatest risk for knee injury–on any given day, for every 460 athletes playing in a football game, one will sustain a knee injury.
• Among girls, soccer players are at greatest risk for knee injury–on any given day, for every 850 female athletes playing in a soccer game, one will sustain a knee injury.
• Girls participating in soccer, basketball, and softball are about 50 percent more likely to sustain knee injuries than boys playing these same sports.

Athletes dread knee injuries because they can signal a premature end to their season, particularly if a knee ligament is torn. The National High School Sports-Related Injury Surveillance Study has found that incomplete ligament tears (32 percent), contusions (15.2 percent), complete ligament tears (13.2 percent), and torn cartilage (eight percent) are the most common knee injuries. While 43 percent of athletes sustaining a knee injury are able to return to play that same week, 30 percent miss at least three weeks of play or are forced to discontinue the season. This rate is particularly high in girls’ basketball, where half of all injured players miss at least three weeks of play or are forced to discontinue the season. Following a knee injury, 25 percent of all girls and 12 percent of all boys require surgery. Overall, knee injuries commonly result from contact with another person (52 percent), no contact/overuse mechanisms (25 percent), and contact with playing surfaces (15 percent).

While knee injuries will never be completely eliminated, sports injury surveillance can help trainers and coaches develop sport-specific strategies to decrease their athletes’ risk for knee injuries. Here is what the latest research shows us regarding which activities are most commonly cited in a knee injury event:

Football
• Being tackled (27 percent)
• Being blocked (19 percent)
• Blocking (15 percent)
• Tackling (13 percent)

Boys’ Soccer
• General play (23 percent)
• Ball handling/dribbling (20 percent)
• Receiving a slide tackle (10 percent)

Girls’ Soccer
• General play (23 percent)
• Ball handling/dribbling (16 percent)
• Defending (15 percent)
• Chasing a loose ball (13 percent)

Girls’ Volleyball
• Digging (31 percent)
• Blocking (16 percent)
• Setting (15 percent)

Boys’ Basketball
• General play (24 percent)
• Rebounding (21 percent)
• Defending (15 percent)
• Ball handling/dribbling (11 percent)
• Chasing a loose ball (10 percent)

Girls’ Basketball
• General play (24 percent)
• Defending (17 percent)
• Rebounding (17 percent)
• Ball handling/dribbling (16 percent)

Wrestling
• Takedown (57 percent)
• Sparring (20 percent)

Baseball
• Fielding (32 percent)
• Running bases (25 percent)
• Sliding (20 percent)
• Catching (10 percent)

Softball
• Sliding (29 percent)
• Fielding (16 percent)
• Batting (15 percent)

Dawn Comstock, PhD, is a principle investigator at the Center for Injury Research and Policy at The Research Institute at Nationwide Children’s Hospital. She is also an assistant professor at The Ohio State University in the College of Medicine and the College of Public Health. Her research interests include the epidemiology of sports, recreation, and leisure activity-related injuries among children and adolescents as well as the life-long health benefits associated with an active childhood. She can be reached at Dawn.Comstock@NationwideChildrens.org.

Filed Under: Injury prevention, professional develpoment

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