Coaching

20 & 10 CHALLENGE

Successful coaches are creatures of habit. They create systems and processes that allow them to attack each day in an organized way. While reading the book “The 5AM Club,” by Robin Sharma, we were introduced to the “20/20/20 Formula.” This formula offers a simple way to get a great start to your day. The 20/20/20 Formula includes:

20 minutes of exercise

20 minutes of meditation or in-depth reflection

20 minutes of learning or reading

We have been using this formula with our team. Our players receive off-season points, if they post their 20/20/20 Formula before 9:00AM. We made a couple of minor adjustments, so our program 20/20/20 includes:

20 minutes of exercise

20 minutes of reading or listening to a podcast

20 minutes of meditation or writing out a schedule for your day

Lastly, we are going to use this to start an exciting new Challenge for coaches! It is going to be the DCT 20 & 10 Challenge.
This challenge will be the 20/20/20 Formula, with a basketball twist, and it will last 10 days. The first group will go from August 12 – 21. 

Dynamic Coaching Tools (DCT) 20 & 10 Challenge

  • We will have 10 coaches in the initial group.
  • Each morning, coaches will exercise for 20 minutes, read for 20 minutes, and will meet on a scheduled Zoom call for 20 minutes. We will meet at 6:30AM (CT) | 7:30AM (ET).
  • The 20 minutes zoom call will be a web clinic. This short web clinics will be led by the coaches in the 20 & 10 challenge. Each day, a new coach will present, based on a schedule that will be shared with the group. Coaches can pick any topic that they want to present about, as long as they can present for 20 minutes.
  • At the end of 10 days, every coach who completes the challenge, will have a chance to launch their own group.

Are you interested in joining us to create better habits, optimize your mornings, and network with other coaches?
Fill out the form HERE. We have limited spots. If you miss out on the first 20 & 10 Challenge, we will offer you an opportunity to join us when we “run it back” at the end of the August.

CONFIRMED CONVICTION

It is an unprecedented time in the world. The global pandemic of 2020 has led coaches to jump into clinics, zoom calls, books, and social media. With the infinite number of resources, there is a strong chance that coaches are flooded with ideas, in a year that we will all see a smaller window to prepare our teams. This issue brings us back to a quote from Bob Richey, the head coach at Furman, who said, “coaches today need to have more conviction.” These seven words from Coach Richey have never been more true. As coaches are flooded with information, it is important that we have a clear understanding of our convictions. This will help coaches filter the information, to get to what is relevant to their programs, and it can help identify the areas for growth. So, what is CONVICTION:

Conviction
A firmly held belief or opinion

Having a firmly held belief or opinion is something that coaches do very well. In a lot of cases, this becomes apparent as coaches debate different points. There is a balance that is required between being open-minded and having conviction. There is a simple way that coaches can effectively jump into the conversations about our beliefs. Ask the question, “can you prove it?”

 

“There is a simple way that coaches can effectively jump into the conversations about our beliefs. Ask the question, “can you prove it?”

Asking coaches to prove their convictions will make these discussions more productive. It will lead to challenging our beliefs with unbiased information, which will ultimately change or confirm our convictions. Regardless of the outcome, we will know that we are improving as a coach, as we gain the necessary knowledge to create CONFIRMED CONVICTIONS. To confirm is to establish the truth or correctness of something previously believed, suspected, or feared to be the case. Convictions are an opinion, but CONFIRMED CONVICTIONS are the truth. This should be the goal of all coaches.


DEALING WITH KNOW-IT-ALLS

What do you do if you are in a situation where a coach stubbornly refuses to acknowledge the proof you are providing, or will not prove their own convictions? The answer is simple to say, but hard to do, and that is to just walk away. The moment that you get into one of these situations, you are dealing with someone who is either a KNOW-IT-ALL or a person who is not interested in other people’s opinions. Any coach who is a know-it-all is not interested in learning, growing, and improving. As coaches, we strive to be what Kevin Eastman refers to as a LEARN-IT-ALL, who never stops learning, evolving, improving, and growing. Here is an example of a conversation with a coach who is not interested in CONFIRMING CONVICTIONS.

Following this clip, we provided the coach with the following information.

The response was to ignore the proof and provide more opinions.

I do not believe that this coach automatically falls into the KNOW-IT-ALL category, but it was very apparent that the coach was not interested in moving past an opinion and into unbiased proof on the topic.

As we said earlier, it is time to walk away.

In our upcoming PILOT PROGRAM, our eight month coaching development program, we will constantly search for CONFIRMED CONVICTIONS. A constant theme of the program will be to search for opportunities to ask coaches, “can you prove it?” In creating these CONFIRMED CONVICTIONS, we will help coaches develop an identity, confidence, and a program with elite buy-in. In conclusion, the next time you disagree with a coach, avoid the urge to debate your opinion, and start searching for unbiased proof on the topic.

 

Are you a Head Coach, within your first three years of taking over a varsity program? Be on the lookout for our PILOT PROGRAM, which launches on September 1st, and will be a wonderful resources to take your program to new heights!

PROGRAM BUILDING | The Talent Gap

As we continue to explain our Program Building Model , it is important for coaches to understand how to evaluate the TALENT GAP within a program. A talent gap is the cumulative attributes of the personnel within a program, as they relate to winning games. Here is a break down each of these attributes.


ATHLETICISM

Athleticism is the first thing that jumps out to people when evaluating a talent gap. We define athleticism as a combination between size, speed, and strength. We show a bias towards athleticism whenever we walk into a gym, during warmups, and pass judgement during layup lines. In most cases, we predict that the team with better athletes is “more talented.” The team with better athleticism might be more naturally talented, but that does not mean that they are automatically more talented. Below is the definition of TALENT.

Natural aptitude refers to natural ability, but the definition clearly includes “or skill.”

SKILL

Skill is the part of talent, which can improve the most rapidly with development. There are countless skills within basketball, but the skills that have the greatest impact on the talent gap are ball handling, decision making, and finishing. For the sake of simplicity, we include shooting within the finishing category. If a team is exceptionally skilled, they might actually be more talented than an athletically superior team. We ran a poll last month asking the question, “what is the biggest separating factor between the best team in your league and everyone else?” Athleticism and Skill tied with 44.9% each. This shows the increased value that coaches are putting on skill. It is time to also count skill towards the way that we judge talent.


 

DEPTH

The final category in our talent gap is specific to a team. Depth is an important factor within the talent gap. Throughout the season, teams will face foul trouble, fatigue, and injuries. We measure depth in two different ways. The number of capable players and the versatility of your players. A team with eight interchangeable pieces might actually be “deeper” than a team with twelve different players. Depth is an important part of the talent gap, because it stresses the collection of the entire group. Below is a look at the talent gap.

 

 

In our last blog post, we talked about the three things that a coach must improve when taking over a program. Once a coach evaluates the TALENT GAP within the program, the next step is to work hard to either increase a positive talent gap or decrease a negative gap. In the coming weeks, we will share a Development Model, which will give coaches a plan to increase the talent within their programs.

For more information, you can contact us on social media (@DynamicCoaches) or via email (info@dynamiccoachingtools.com).

 

PROGRAM BUILDING | 3 Areas to Improve

In our last blog post, we shared our PROGRAM BUILDING MODEL. When trying to build a program, there are countless areas that need your attention. We encourage coaches to filter through this information and make it a priority to get to the W.I.N.

W.I.N. = What’s Important Now

It is our belief that there are three main areas that a coach must focus on improvement.

 

TALENT

Our next blog post will take a deep dive into the TALENT GAP. Coaches must evaluate and have a clear understanding of how the talent in their program compares to the other program’s that they are competing against. The quickest way to win more games is to improve the talent on the roster. A talented roster will have some success, based on the advantage created by a positive talent gap. Depending on the level of the program, talent can be improved through player development or recruiting.

 

COACHING STAFF

We recently ran a poll on our twitter page, asking “What is the biggest separating factor between the best team in your league and everyone else?”

As you can see, coaching only got about 4% of the vote. Coaching will take a talent gap and shrink or expand the advantage created by that talent. Due to that, we believe that improving the coaching in your program will help you win close games, and can help your program find consistent success. Improving your coaching staff can be about finding experienced coaches, aligning the skills of your coaches with the program needs, or even focusing on improving as a head coach. The best coaching staffs are full of “learn it alls,” who are constantly finding ways to improve.

 

CULTURE

We define culture as, “how we do things here.” The most important thing to understand about the culture of your program is that every single person around the program is going to make an impact. A strong culture can also impact the talent gap. Your culture can help you win big games and gives your program a chance to have sustainable success. How can you start the process of establishing and improving your culture? We will address that in an upcoming blog post. You can start with these two exercises and take a look at the example below.

CORE VALUES

What are the 3-4 things that will define your program. If you can’t limit it to 3-4, then you are spreading your attention too thin. One suggestion is to pick things that go beyond basketball and have a broad spectrum. 

 

“THIS IS US” (25 Words or Less)

Describe your program in 25 words or less.

 

 

 

As you jump into the process of improving your program, these three areas will make the biggest impact on your program. This type of narrow, focused vision will help a coach block out distractions and focus on the W.I.N. that we described earlier in the post. Want more PROGRAM BUILDING information? Follow us on Twitter, Instagram, and Facebook ( @DynamicCoaches ).

PROGRAM BUILDING MODEL

TALENT

The number one factor to winning games is TALENT. While this might not be a popular reality, because some aspects of talent are out of the control of a coach, it is the truth. Without talent, it is hard to win games. Talent is made up of three main categories; athleticism, skill, and depth.

 

CULTURE

Culture is defined as “how we do things here.” Every person around a program has an impact on the culture of a program. Culture is the easiest area to impact, but the hardest thing to control. Sustainable success can be directly attributed to good program culture.

 

COACHING

Coaches have all of the power, but very little control. The best coaches recognize that their role must shift from driving force to quality control. The sooner that this can happen, the quicker a program has the opportunity to become an elite program.

 

The word ELITE is thrown around too frequently, but there is no denying that the definition of elite describes what every program is striving to achieve.


Want to know how you can become the driving force to making your program elite? Be on the look out for our next blog post, which will talk about the first three areas that a program must improve!


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@DYNAMICCOACHES

Top 10 Must Have Attributes For Point Guards

Every coach wants to have a floor general. A floor general is an extension of the coach.

Here are the 10 attributes every coach should want from their point guard.

 

1. LEAD BY EXAMPLE!

Sprint to the spots. Front of the line.

 

2. COMMUNICATE!

Vocal on both ends of the court. Guide teammates.

 

3. POSITIVE ENERGY!

High fives, fist bumps, and positive talk.

 

4. KYP!

Know your personnel. Know when and where to get your teammates the ball.

 

5. PLAY WITH POISE!

Know when to pass, attack, and pick up your dribble.

Spot ups, pin downs, flares, and curls.

 

7. MID-RANGE SKILLS!

Do not drive too deep. Have variety of floaters, runners, protected finishes around the rim.

 

8. WORK ON DEFENSE!

Pressure and contain ball handlers.

 

9. CHANGE OF HEIGHT & SPEED!

Keep the defense off balance. Allow time for plays to develop. Make help side move.

 

10. MAKE FREE THROWS!

Capitalize on the freebies. Show confidence. Allows team to set up defense. 

 

If you have questions or want to learn more, reach out to Coach Eric Brotherton.

Connect via Instagram and Twitter

Teaching with IF/THEN | Dribble Penetration

 

One of the keys to playing advantage based basketball is teaching players how to read the defense. A terrific teaching tool for this is using IF/THEN reactions. This simplifies decision making and allows players to easily understand the different reads in a game. On dribble penetration, here are some simple reads, with a video to break it down.

  • IF you don’t see a chest in the lane, THEN go score
  • IF you see a chest in the lane, THEN share the advantage
  • IF the help defender helps up, THEN dump it off

To learn more about advantage based basketball, go follow Dynamic Coaching Tools on Twitter and Instagram.

Instantly Improve Your Offense

Every off-season, coaches spent countless hours researching and studying different ways to improve. Too often, this leads to coaches completely hitting the reset button on their program’s offensive plans. Here are a few simple ways to instantly improve your offense!

  1. Offense starts the moment your team gains possession. TEACH the game this way.

    • When teaching our half court offense, we stress things like spacing, player movement, ball movement, and we provide structure to help players read the game. Why not teach transition the same way?
    • SPACING | There two ways to stretch the defense. Vertically and horizontally. If we can get multiple bodies in front of the ball, we will stretch the defense vertically. If we can get our wings to run wide, we are now stretching the defense horizontally. This should be an instant reaction, the moment your team gains possession of the ball.
    • PLAYER MOVEMENT |  Win the first three steps! If your players will sprint the first three steps, you will get players in front of the ball. When you throw the ball ahead, have you taught your team how and where to space around the ball? Do wings run to the corner and spot up or bounce off of the baseline and lift to free throw line extended? Transition offense includes player movement and should be taught.
    • BALL MOVEMENT | One of our favorite phrases is that we want “two early shares” in transition. If we can get two direct passes in transition, we are likely to have tremendous flow and rhythm on that offensive possession.
    • PROVIDING STRUCTURE | We want to provide spacing rules, simple secondary actions, and then teach our kids to flow seamlessly into our half court offense.
  2. REMOVE “set it up” from your vocabulary

    • One of the most under taught parts of an offensive attack is “FLOW.”
    • Teaching FLOW requires a coach to get creative in practice, abandon static starting points, and requires teaching players HOW TO PLAY.
    • The benefit is that the defense is unable to use the “setup time,” to also get themselves organized.
  3. Create an ATTACKING mentality, with an understanding of IF/THEN responses.

    • The easiest way to create an attacking mentality in your players is to view mistakes in practice as teachable moments.
    • The best teams are confidently attacking, as opposed to having “paralysis by analysis.” In simple terms, they are too busy playing basketball, to stop and think about what is next.
    • If you can create aggressive basketball players, you will see improvements in your offense.
    • To learn more about IF/THEN responses, check out THIS BLOG POST.

Lastly, what does this look like? Here is a video of our team putting these three simple concepts on display.

DCT | Chalk Talk | Episode 5

In Episode 5 of our “Chalk Talk” series, we show an example of SEQUENCING. This is a tool that coaches can use, to set up their team for success on back-to-back possessions. When using sequencing, a coach is running a set or action. On the very next possession, the coach calls for a similar set or action, but uses the defenses response to generate another scoring opportunity. Below is Episode 5 of “Chalk Talk,” as well as the sets that are featured being used in an actual game.

 

 

 

TELLING vs TEACHING | Being a Great Teammate

We all want our players to be great teammates. We are constantly telling our players to put the team first, but are we intentional about teaching players how to do it? If you are teaching players how to be a great teammate, then it should be explained, players should learn how it sounds, as well as what it looks like to put the team first. Below are five steps to create great teammates in your program.

 

EXPLAIN WHAT IT MEANS TO BE A GOOD TEAMMATE

If this is important to your program, then it needs to be outlined within your core values. For example, two of our core values connect to being a great teammate. The first is RELATIONSHIPS. We talk about what it means to develop relationships and how it connects everyone within our program. The second is SERVANT LEADERSHIP. The purpose is to seek ways to serve others, which includes our teammates. By connecting being a great teammate to two of our core values, it empowers the fact that being a great teammate is more than an expectation. It is who we are and what we do.

 

TEACH PLAYERS WHAT IT SOUNDS LIKE TO BE A GREAT TEAMMATE

One of our favorite activities to do is the “Rock, Paper, Scissors Challenge.” In this activity, players do a best of three series of the game Rock, Paper, Scissors. The winner finds another teammate to play against. The loser becomes a “HYPE GUY” for the winner. You continue this until you have two players remaining in the Championship. At that point, they have a team of “HYPE GUYS” behind them. It creates a fun environment. At the conclusion of the Championship, we let our players know that we expect our bench to be full of “HYPE GUYS.” Now that we have taught our players what it sounds like to be a great teammate, it can be an expectation for the players.

 

 

TEACH PLAYERS WHAT IT LOOKS LIKE TO BE A GREAT TEAMMATE

Similar to teaching players what it sounds like to be a great teammate, this lesson allows us to hold players accountable. The best tool for teaching players what it looks like to be a great teammate is film. We will use clips from other teams at the beginning of the season. As the season continues, we will use clips of our own team. It could be all four players sprinting to help up a teammate who has gotten on the floor. It might be our bench celebrating a positive play. It could be a teammate giving positive reinforcement to a frustrated teammate. Too many coaches want to point out the negative behavior on the bench. While this is a form of accountability, it is also highlighting the behavior that we do not want. It can be much more powerful to show positive examples, and then find a way to reward that behavior. Another way to teach players what it looks like to be a great teammate is to meet them on their level. In this case, we are talking about social media. A tweet or instagram post that promotes being a good teammate will reach some of your players better than a lecture. A social media post is a great way to utilize messaging that players want to absorb.

 

 

SHARPEN THE SWORD

Like a fundamental skill, being a great teammate requires repetition. If you want your players to be great teammates, you must continue to “sharpen the sword,” to avoid the message becoming dull. Like any fundamental skill that we teach, you should be constantly looking for positive examples to reinforce your expectations.

 

ACCOUNTABILITY

After you have taken the steps to teach and reinforce the expectations of being a great teammate, it is time to hold your players accountable. One common mistake is that coaches hold their bench players more accountable for this behavior. While all players must be held accountable, your best players must be held to the highest standard. This will resonate with your players and it highlights the importance of being a great teammate.

 

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