| When is the best time to give your players | | | | their efforts in the game they just played. |
| feedback about the game, Coach? That is | | | | Send them home feeling O. K. |
| right, right after the game. Take them to a | | | | |
| quiet place; out in left field, and talk to | | | | If they have played a terrible game, this is |
| them about what went well and what needs | | | | your opportunity to show some real class. |
| improving. Those are the only two issues: | | | | Thank them as you would if they had played |
| | | | their best. Send them home feeling O.K. This |
| 1. What went welland 2. What we will work on | | | | is one of the marks of the inspirational |
| next practice and improve | | | | coach. |
| | | | |
| "I want you to think about the plays that did | | | | Remember one of the main processes in |
| not go well and to decide what you learned | | | | learning theory is Primacy and Recency -- the |
| from making them and then I want you to let | | | | first time and the latest time we learn about |
| go of them and hang on to what you learned. | | | | something are the most important times. So |
| Remember to work on what you learned next | | | | the last thing they here from you is a very |
| practice. | | | | positive statement about who they are and |
| | | | what they did. Also bringing in another |
| "Now, I want you to think about the good | | | | process, you will have effected a go, solid |
| plays you made. Close your eyes and replay | | | | Closure which will allow you to start the |
| them in your head. Notice how good they feel. | | | | next game or practice with a good feeling |
| Feel the bat hitting the ball or your follow | | | | among your kids. |
| through on that double play relay or your | | | | |
| leaping up and feeling that line drive | | | | Oh, one more thing -- remember the other |
| hitting the pocket of your glove." This kind | | | | part of your Team, the Parents of your kids. |
| of positive imagery is a strong process that | | | | Insist that they use the same model with the |
| is used by many top athletes. | | | | kids in the car going home. Two issues and |
| | | | only two: |
| Then give your players a chance to talk about | | | | |
| the game; only in positive terms, no | | | | 1. What did your child/player do welland 2. |
| complaining, no alibis, no blaming someone | | | | What will he or she work on and improve. |
| else. Any negative statements are followed | | | | |
| immediately by "Erase, Erase." The kids catch | | | | This is not easy for some parents -- I hope |
| on this very quickly and jump right in. | | | | you started right out at your first meeting |
| | | | with them emphasizing the need for positive |
| If they played well and some goals have been | | | | attitudes about their Kids and the Game. |
| reached, comment on them. Thank them for | | | | |