Listen up!
be repeated over and over even when a player seems to
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
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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
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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. distractions. Parents, its a long 13 years to get your
A coaching staff that has gone winless is less likely to be child from kindergarten through high school, but stick
asked how they run their program. It is a natural to your guns and be there for their education.
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 Ryan Post has been coaching football since 1991 in both
program is successful it may help other programs breed Florida and Georgia. He has been teaching and coaching at
success. Replacing an unsuccessful coach with a new East Coweta High School since 2009.
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
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