Friday, March 23, 2012
Retiring at 15
I know of the girl, don't know the dad, and perhaps she's focusing on another sport, academics, friendships, wood carving, Scottish folk dancing, what have you. She's a bright, enthusiastic kid by reputation who has a lot of life ahead of her. But it is curious that she gave up something she cared so deeply about at the age of 15. Sadly, her experience is not unique.
And I've witnessed it first-hand -- parents who think that this is a ticket to a full college scholarship, parents who somehow think that having one talent (such as speed) will make a kid a college player even if the girl doesn't have a batting eye or an arm, divorced dads who get to spend huge amounts of time with their kids when the travel teams they coach play every weekend from mid-April through early August, rec leagues getting cannibalized by travel programs when kids are as young at 10, travel programs who require three days a week in the off-season and then almost every day during it, parents who spend thousands on trips, lessons, equipment, all in the name of something I do have trouble to fathom.
And this phenomenon begs some questions:
1. Do the parents think that they are acting in their kids' best interests? Yes, I would argue in almost every case they do.
2. Are the parents acting in the best interests of their kids? That's hard to say. You can tell by how happy the kids look -- on the bench, during the games and after the games -- as to whether this intense an activity is good for the kids. Many won't play in high school (although travel zealots will argue that travel ball is better), let alone college. Whether they develop "life skills" will depend on the quality of their coaches, with whom they will spend more time than teachers or parents (at times). My view is that the commitment requires way too much of families and kids, to the point where it doesn't let families be "whole" families, causes other kids to get neglected, and takes away from the player's ability to have a life outside softball. That's a big commitment and a big price to pay. As well as a commitment to eating salty, greasy hot dogs cooked in a crowded, usually not-so-clean snack stand repeatedly for about three months. If you make the commitment, pack the celery and carrots.
3. Are the coaches acting in the best interests of their kids? No, I would argue that in many cases they are not. The coaches end up coaching primarily because they have political juice in the organization to get a team or, at a young age, are the first or only parent to step up. Whether they have the ability to organize a team, communicate well with parents, relate to kids and teach the game can be a whole other story. What many who get involved want to do is get a preferred spot for their kid, who, in the brutal meritocracy we sometimes live in, might not always measure up. Hang around travel softball tryouts or tournaments and you will hear the term "Daddyball" mentioned more frequently than you would have guessed if you went in among the uninitiated.
4. Do the coaches think that they are acting in the best interests of their organizations and the kids they coach? I believe that they do.
5 Do the parents and kids really care about the organizations for which they are playing? Hell no, I would argue, most of them care about putting their kid on the best team possible, getting them the most playing time and getting them at preferred positions and spots in the order. Heck, they don't always care about how poorly other girls on the team fare, especially if that slump cements a situation for their kid or gives their kid a chance. Bottom line is that kids can move frequently from organization to organization year after year because the parents believe that there always is a better situation out there for their daugther to showcase her unique skills.
6. Do the coaches run a meritocracy? Only if the coaches don't have kids on the team or coach the best players. Otherwise, accountability is a problem, as kids get spots because their dads coach or because their parents are friends with the coach. That happens too frequently, and it can cause real problems in terms of how a team performs. Somehow, if a kid knows that she is protected, she might not bust her rear end in practice to stay ahead of the competition or keep up. I've seen this happen, and it's detrimental to a team's chance at success.
7. Is the required commitment too much? Absolutely. Three days a week in the off-season, atop school work and perhaps playing another sport, and then a huge commitment during the season. I've sat on sun-baked fields for two full days for an entire season, and while I made some good friends among the parents, I didn't spend time with the rest of my family and my daughter had trouble getting together with friends outside softball. Atop that, unfortunately her particular team did not have good chemistry, so she didn't make good buddies on the team (even if she was well-liked herself, which was the case). A tournament every weekend for 12 weeks? Can't there be a weekend or two off? A full commitment in the fall of practice 2-3 days a week and 4-6 tournaments, depending? At the age of 12? 14?
As the kids get older, there is a natural attrition. Some kids do lose interest, some kids do not improve, some parents cannot make the commitment -- time or financial or emotional. In any sport there is a pyramid that results from natural selection -- the talent rises to the top and keeps on playing, while the kids with lesser skills attrite because there is nowhere for them to go. That's a sad reality that puts too many kids on the side lines and robs them of the enjoyment of playing competitively for the sake of enjoying a good, local experience. In the age of green initiatives, rising gas prices and complicated lives, having robust local leagues is something to strive for, not to avoid. Yet, read any travel forum, and you'll see the rec league referred to only in derogatory terms.
So back to the impetus for this post, a 15 year-old girl who is a good athlete and was known to be a good teammate, with a good bat, a good arm and a good sense of humor. Retiring for reasons that are unknown. Was it the commitment? Was it parental pressure? How quickly did the joy vanish?
And why?
It's a sad story.
Kids shouldn't be retiring at 15.
Saturday, March 17, 2012
A Reason for Eagles' Fans to be Optimistic
Why Should Phillies' Fans Be Optimistic?
Friday, March 16, 2012
Why We Watch the Tournament, Part II
Monday, March 12, 2012
The Princeton Women Are Ranked #24 in the Nation
Saturday, March 10, 2012
Are the Redskins the NFL"s Version of the Portland Trailblazers or the (old ) Los Angeles Clippers?
Live at the Wells Fargo Center -- 76ers 104, Jazz 91
Book Review: "Out of My League" by Dirk Hayhurst
Wednesday, March 07, 2012
At Jadwin Last Night -- Princeton 62 Penn 52
I don't have the time to link to the game coverage in the Philadelphia Inquirer (or Mike Jensen's piece in the same paper), but here are a few observations:
1. Penn was, well, flat. It was as though every Penn player not named Zack Rosen was waiting for Zack Rosen to pull another Harry Potter-like act out of his bag of tricks and will Penn to victory singlehandedly. His teammate and good friend, Rob Belcore, said as much in Jensen's column. Put frankly, save the efforts of Belcore and soph center Fran Dougherty (and occasionally Miles Cartwright), the Penn team looked relatively absent, especially on offense. Penn's coach, Jerome Allen, was frustrated, too, and was quoted as saying that the team without anything to play for showed more energy than the team with everything to play for. While I understand his feelings, and he's being honest, as a coach he might have been better off saying, "Gee, we didn't show the energy we needed tonight to win, and I take full responsibility for not preparing my team well enough to put them in a position to win."
2. Rosen had an un-Rosen-like night, taking 24 shots to get his 19 points and not getting to the foul line once. Ask most coaches, and they'll tell you that if you can force the other team's best player to take 24 shots to get 19 points, your team (and not his) should be in pretty good shape. Rosen worked his butt off to get difficult shots, and he also was forced into taking some bad ones. Credit Princeton's stifling defense, which a) forced the southpaw Rosen to go right, b) switched well, and c) used its length to disrupt the passing lanes. Douglas Davis, T.J. Bray and Jimmy Sherburne all hounded Rosen, and in the short time out there, I thought that the soph Sherburne did the best job on Rosen. Also, Rosen did not get to the foul line once last night -- further evidence of how difficult Princeton made it for him last night. He's a great player, but he did not have a great game last night, and Penn especially needed one from him.
3. Princeton played with a lot of energy, although somehow the sight of the junior center Brandon Connelly doing his Kareem Maddox imitation failed to impress. At the beginning of the second half, when Penn started to make a run, we saw Connelly do his back into the paint work and miss a short shot, only to have Penn covert on the other end. While Connelly has improved much while at Princeton, the ball is better off in the hands of others, particularly the likes of junior forward Ian Hummer (who was the star of the game, with his energy, his offense, his defense and his passing) and Davis.
4. As for the future, while Princeton will miss Davis, it has many good players returning, among them Hummer, Bray, freshman Denton Koon and many others who give Princeton the tallest and rangiest team in the league. As for Penn, they'll miss Rosen terribly, but they'll have Cartwright and Dougherty back. Senior sharpshooter Tyler Bernardini wasn't a factor last night, and they'll miss both him and Rob Belcore, who had a very good game. I don't know who is having what type of recruiting year, but that's for another post and another time.
5. Another factoid: Princeton honored its women's team at halftime. Over the past 3 years, they were 41-1 in the Ivies. This year they were 14-0 and won 12 of their 14 league games by 25 points or more. The Harvard men might be getting all the hype, but it says here that relatively speaking, the Princeton women are better. Yes, of course, I am a partisan.
6. I am sure that the Harvard team was whooping it up in Cambridge, and congratulations to them. That said, I would have preferred a Penn appearance in the Big Dance over a Harvard one (assuming Princeton wasn't good enough to go), but not at the expense of a Princeton loss in Jadwin last night.
Great end to the season for Princeton -- the second year in a row they've knocked someone out of a chance for the NCAA tournament, albeit not as sweet as last year, when their win put them in. Tough end of the season for a great program at Penn, a great kid in Zack Rosen and a good coach in Jerome Allen.
Here's to hoping that in future years, both Jadwin and the Palestra will be packed, both teams will be the top two in the Ivies, and the rivalry will resume with all its intensity. Both Penn and Princeton need each other to be good in order to make the rivalry what it once was.
And, yes, good luck to Harvard as the Ivy representative in the NCAA tournament. And good luck to the Princeton women, too.
Friday, March 02, 2012
Shane Victorino
Among them:
1. Jimmy Rollins, a former MVP, "only" got a 3-year deal, and constructively, is better at his position than Victorino is at his, so why should the 32 year-old centerfielder get a five-year deal?
2. Doesn't he remember that Aaron Rowand wanted a 5-year deal many years ago, and left because he got a 5-year, $60 million deal, only to stink the joint out in SF. (The deal was very good for Rowand, who has been a huge bust, and it got him a World Series ring even though he had very little to do with the Giants' success)? Based upon that scenario, why would the Phillies opt to make that type of mistake when they avoided it in 2007? In fairness to Victorino, the Phillies had him waiting in the wings to take over, thus making Rowand expendable. It's hard to see who they have waiting in the wings to take over for Victorino, unless they were to move John Mayberry to CF, which could be a possibility.
3. Victorino is injury-prone, and, as he ages, he's likely to break down more. So, an investment in an aging CF for five years might not be wise.
4. Are you kidding me?
Look, the Phillies want to avoid the luxury tax and they need to get younger. The bet here is that a) they'll spend all their energy to re-ink Cole Hamels, b) they'll find a younger replacement at third and (finally) a 3B who can hit with power, and c) they're probably (anxiously) awaiting what to do with Chase Utley, whose contract expires at the end of 2013. Two years ago, I worried about how much the Phillies might have to pay to re-up Utley in 2013. Now I'm worried that he'll be a liability for two full seasons (as his line-drive rate in 2011 was the second-lower in the Majors -- behind Vernon Wells).
It's hard to see the core group from 2008 age, but the age has been showing. The OF is now younger, but the IF and C are aging, and Hamels at 28 makes sense for a long-term deal. But resigning Victorino would mean that the team would hope that somehow each and every over-32 player could defy the aging process, and they just will not be able to.
I like Shane Victorino a great deal and have appreciated his contributions very much. He's positive, he has great energy, he has a solid track record of achievement, and he's a key part of the team's success. But it could well be that he'll get big bucks from a team on the verge of contending before he gets it from a team that, above all else, cannot get any older.
A five-year deal just would not make any sense for the Phillies, great, past contributions or not.
Thursday, March 01, 2012
UCLA Basketball -- What Has Been Going On?
I have a few observations:
1. Not all all-world recruits come off badly in Dohrmann's article.
2. Howland comes off badly, as either abusive to his staff and student managers or aloof from his players, opting to let them enforce their own rules. It's a strange portrayal of someone who "manages up" well in corporate parlance, as he always seems to appear on the right media venues and has been a frequent guest on, for example, "Mike & Mike in the Morning" on ESPN Radio. Now, maybe we hear the real Howland with Greenberg and Golic, maybe we don't, so it's up to you to decide. Typically, what we see when people have their make-up on and are on stage differs from rehearsals and when we see them backstage. Translated, that means that no one is as perfect as he might seem when either rehearsed or relaxed.
3. Some all-world recruits come across as spoiled kids, juvenile delinquents, undisciplined or entitled or a combination of all of the above. That makes you wonder whether each and every major college coach has a sufficient amount of control over his program. Or, are the real puppet-masters the people who control the grass-roots and AAU teams that Dorhmann painted a gloomy picture of in his book? The ramifications of the answer to that question are that the grass-roots guys know that they can influence kids to do all sorts of things in exchange for unquestioned playing time, such as transfer to a rival school. So, for example, if Reeves Nelson was a sacred cow for the guys who sponsored his AAU program, David and Dana Pump (of whom Dohrmann has written extensiely), does that mean that Howland felt obligated to give him special treatment or risk damaging his pipeline of California talent, because according to Dohrmann, the Pumps are significant power brokers at the grass roots level? Don't underestimate the potential for that to have happened, as it seems like the AAU coaches have much more influence over kids than their high school coaches do.
4. What would you do when faced with the conundrum of maintaining your job, salary and lifestyle at the prestigious, historic UCLA program by allowing if not condoninng or embracing the petty corruptions that seem to cause even initially the most moral of men to bend if not cross the line by embracing these self-appointed power brokers and then letting the behaviors of the stars slide and accumulate, or, alternatively, take a hard stand, hold kids accountable, shape and mold them, and occasionally kick a kid off the team because he believes that the rules do not or should not apply to him because, well, he played for an elite AAU team in Southern California and had the impression that he was en route to the NBA and that he didn't need much coaching, just the opportunity to showcase and put the finishing gloss on his abilities at the next level?
The irony, of course, is that by seemingly not instilling the discipline that the winning programs seem to have, Howland might have jeopardized his trademark, if not his standing at UCLA, by allowing this to go on. So, if he overlooked things to protect his recruiting pipeline, then he might have damaged his future precisely because the talent from that timeline wouldn't do what it takes to win. In contrast, if he instilled more discipline, some of the most entitled recruits would have taken their games elsewhere, thereby damaging Howland's reputation with the AAU coaches and causing the best home-grown talent to go elsewhere. Mollify the talent, lose games. Adhere to time-honored coaching and leadership standards, jeopardize the pipeline of talent and at least fear that you will not win games. It's not an easy choice, given how great the pressure is to win.
UCLA doesn't agree with Dorhmann's portrayal, and that's to be expected. They have to protect their trademark, their brand. That said, certain numbers do not lie -- the players ultimately dismissed, those who transferred, and disappointing won-loss records given the available talent. That seems to suggest that all is not right in Westwood and has not been at some time, whether people like Ben Howland or not.
In business, leaders discuss a "root-cause analysis" for failures. I frequently subscribe to "Occam's Razor," which suggests that the simplest solution is the best one. To me, the root cause of some of the evils in major college basketball is the grass-roots system, which distorts reality for the most gifted players at a young age and creates a self-image of invincibility and unaccountability. The best players ask for feedback, work harder, work to make their teammates better and set a great example. All coaches should remember that. It seems, at least for a while, that Ben Howland might have forgotten that, so instead of molding a team of stars together, he had a roster of big names that failed to shine.
This, too, shall pass, for UCLA and for Ben Howland. It's a shame that such problems befell a historic program, a seeemingly decent guy in Ben Howland and the players themselves, who should be forgiven because they were just kids at the time. It seems that UCLA is more toward solving its problems than before, but a good lesson should be learned -- coaches and leaders should teach and lead the kids, not use them for their own purposes and gain (and that particularly goes for those who run AAU programs). If everyone remembers that they are there to develop young men into better men, stuff like this won't go on.
Sure, you might have to boot a promising player from the team, suspend him or encourage him to transfer because he will not be happy in your program. But the earlier you do it, the better, as you'll be helping your program and the player at the same time, and, importantly, early enough on for both to rebound.
Wednesday, February 29, 2012
Now That Princeton's Out of the Ivy Race. . .
Click here to see the Ivy League's stats for men's basketball.
Harvard is 10-2.
Penn is 9-2.
Yale is 9-3.
Now, before Princeton fans are about to jump on me, our beloved Tigers are 7-4 and, of course, I will be rooting for the Tigers to defeat the Quakers next week in Jadwin Gym. That's a given.
But if the Tigers at 7-4 in the league are not in a position to win it, I will be rooting for Penn. Here's why:
1. To me, the Ivies have always been about the Penn-Princeton rivalry. When it doesn't exist, or when one is good and the other is not (or when both cede territory to Cornell), all is not right in the hoops world. So, if it can't be Princeton, it should be Penn. That should inspire Princeton to turn up its overall efforts and recruiting a notch so as to heat up the rivarly and take the title back from the Quakers. This, really, is the main reason.
2. Penn coach Jerome Allen was very nice to my son this summer at a basketball camp in Bucks County (held at a high school whose colors are orange and black). That said, I don't think we'd be as in like with Harvard mentor Tommy Amaker under similar circumstances. I do happen to like Yale's James Jones, who has done a very good job in New Haven for a long time. But not enough, though, to root for the Bulldogs. Okay, perhaps if a bunch of great swag were thrown in, we'd consider it.
3. Penn's Zack Rosen, the likely Ivy Player of the Year, is a special player, leader, clutch performer, fun to watch.
4. I grew up rooting for Penn, went to the Palestra, watched great teams playing magical games on television durign the Palestra's golden era, so I'm waxing nostalgic and getting older, I suppose. This does count for something, I think, although if you knew me as an undergrad, you wouldn't have heard me express such sentiments (that said, in 1979 I was glued to my black-and-white TV in my dorm room watching Penn upset North Carolina and St. John's in the Eastern Regionals to make a surprise visit to the Final Four).
So, that's my reasoning. The other question out there is if Penn or Yale were to win the Ivies and get the automatic berth, would Harvard get an at-large bid. I'm not an expert on such things, but if that were to be the case, I am sure that many a Princeton fan would be pulling for Harvard to win the Ivies outright. The reason: Northwestern. The Wildcats's coach, Bill Carmody, coached at Princeton, and the current Princeton coach, Mitch Henderson, was his top assistant there for years. So, the loyalty to the family tree runs pretty thick, which, translated, means that a Harvard at-large bid would push one fo the last teams reported to be in onto the bubble or beyond. In this case, that well could be Northwestern, and the Wildcats have never been in the tournament. Imagine the volcanic eruption in Evanston among those who care (as at elite academic institutions, far from everyone does) should the Wildcats go dancing. It would be something to watch.
Okay, so perhaps I'm torn. Carmody coached one of the greatest teams in Princeton history, when Henderson was his point guard. But to root for Harvard, perhaps the Ivies' evil empire, to win the league because that somehow will help Northwestern (and, remember, many were not happy when Carmody left) is a bit of a stretch. It's a tough call, but I'm holding true to my initial thoughts.
I'm pulling for Penn.
Overall, but not against Princeton.
Sunday, February 26, 2012
A Team Pete Carril Would Love
That said. . .
The Princeton women's team is going to the NCAA tournament for the third consecutive year, is 21-4, has won 14 straight, is 11-0 in the Ivies and is flat-out dismantling its Ivy opponents. That's right -- dismantling. Or destroying. Or annihilating.
Coach Carril's motto was "Play to Win." Coach Courtney Banghart is honoring that motto and then some on Carril Court at Jadwin Gymnasium. Her teams are fun to watch.
You hear about Harvard's men's team, about the wondrous or miraculous recruiting efforts of Tommy Amaker in Cambridge, about how Harvard was nationally ranked and how the Princeton men upset them a week ago in Jadwin, and all that helps create good stories for the Ivy men's teams. What -- or who -- gets overlooked amidst all that press are the Princeton women.
Hats off to Coach Courtney Banghart and her team for another outstanding year!
Play to Win?
Play to Win!
Sunday, February 19, 2012
Live at Cornell-Princeton in Jadwin Gym Last Night
Odd Twist of Events in Raleigh at N.C. State-Florida State Game
Sunday, February 12, 2012
The Continued Fall of Allen Iverson
Princeton Allegedly Tells Injured Football Recruit "No" -- Unfair, Sour Grapes, or a Sign of an Inconvenient Truth?
Sunday, February 05, 2012
Coaching a Shorthanded Team to Victory
At our one, one-hour practice during the week, I conferred with my co-coach and we decided that we would tell the kids the news at practice so that they could prepare for the absence of these two players. At no time did we say that we would have difficulty winning or that it would be hard. To me, that would be offering them an easy excuse for failure and then not give their best effort. They could say, "well, how could we win without these guys there?" Instead, I said that the absence of these two players created opportunities for everyone else -- to shoot more, to create more and to do more. I encouraged each of them to step up his game a bit, concentrate better, make better decisions. I also said that we played well as a team together, we should continue to play stingy defense, and that we should honor the good play that the two players who would be absent showed and play their best.
We played against a well-coached, talented team, a physical team with a heady point guard, a bunch of kids who could handle the ball and knew what they were doing. They ran high-post plays, and my guess is that they worked reasonable well. One basic was to have a post player start low, run to the high post, grab a pass from the point guard and then send it right back on a give-and-go for a layup. Good stuff.
It was by no means an aesthetically pleasing game. One of my kids forgot the travel rule -- again. A few who are newer to the game got called for three seconds, and when you're short players you don't seem to get the calls. . . whether that's real or imagined is something for the economists and behavioral psychologists to write about, but the refs seemed a bit shorthanded yesterday, too, in their thinking, and these are good refs, refs who for the most part lets the kids play. We got off to a good start, and took a lead after the first quarter, in part because of stellar defense and in part because of good spacing. Without our two leading scorers, we were left with only three kids who really can handle the ball, and I planned to make sure that we had two of them on the court at all times.
The second quarter would be the real test, because that's when the top three scorers are permitted to enter the game for both teams. We were without ours, and we played two kids again in the second quarter to help make sure that we had appropriate matchups (without two players, four players can play three quarters apiece). The second quarter proved to be a revelation. Yes, we fell victim to the give-and-go once, but then sealed the back door shut the rest of the way. Our third-leading scorer ran the point and weaved in and out, but it was our fourth-leading scorer who did a lot of damage, too. By defending their point guard tenaciously, and by setting screens at every opportunity on offense, giving the point guard enough space to drive to the basket. We were up four at the half, and I saw something in our kids that I didn't see as much of in the other team.
The kids looked at me seriously, and for those who might have had some doubts about winning, they knew that they were in a game and that they were contributing to it. Some of the less experienced players remained a bit stiff and frozen on offense, not sure how to get open, not sure where to move, but they defended closely and challenged every shot. We remained up four after three quarters and held on to win by two. Our good screener had played the first three and was unavailable in the fourth, and his absence proved somewhat costly, as those who were on the floor did not know how to set screens on their own the way he did. But in the end, it was "hands up", hard-working defense that wore out the other team and enabled a close victory under challenging circumstances.
Did everyone on our team step up? On defense, yes, on offense, no. Did our remaining leaders step up, yes, by doing what they did well -- either penetrating, defending, rebounding or screening, and it was enough -- just enough -- to help an average-sized, not all that physical team beat a good team on a challenging day. Yes, it is a rec league, but they do keep score and they have playoffs. It was, by all accounts, a game that the team should not have won, but the kids have worked hard in practice all year and have learned the value of team play and defense. Given their hard work, it behooved their coach to think of every possible way to coach them to put them in a position to win.
Their effort made it easy. I had them focus on the things that they could do well, and in a fifth- and sixth-grade rec league that started with playing solid defense. Deflections, steals, sealed passing lanes caused the other team to rush, to throw up bad shots, to toss the ball away. That changed the tempo in the game and required us -- a team short on scorers -- to need fewer points to win. The kids were happy with the victory, not knowing, afterwards, the significance of their accomplishment. When asked, about half raised their hands saying that they thought we could win without our two leading scorers. Naturally, these were the kids who contributed the most. We will tell all of them on Monday night why they won -- their attention to detail, their hustle, their focus -- and reinforce it, all without letting their heads swell.
We play a well-coached team again this Saturday, and we'll need a great effort to keep pace with them. But we all learned something yesterday afternoon -- that kids are resilient, that leaders step up and sacrifice themselves for the team, that everyone has a little something extra that he can share and give in a time of need. We learned more about the value of concentration and worrying only about what we control in front of us, and not about two teammates who weren't there. And yet, at the same time, it all seemed so normal, intense, yes, but just like another game. And that made it special, too.
There was no special rejoicing, no extra back-slapping, none of that, because the kids know how to win or lose with grace. They win more than they lose, and much of it is because they want to show each other that they can play and not disappoint themselves, each other or the coaches. They are eager to learn and to contribute, they are good kids who give a great effort. Knowing that, they were easy to coach. Sure, I yelled to them "stay with your man" or "get over there", and I coached individually ("that's not your shot", "push with your legs when you shoot" and other advice like that), and I gave advice about when to set screens, but in the end a coach is not a puppetmaster, and the kids are not marionettes. If they come to the game ready to play, ready to win, you have a chance.
By raising the bar, the coaches gave them a good foundation to put in the effort to win. Their leaders played with grit and confidence, and the others followed and stepped up.
It wasn't the prettiest game, the most graceful or the biggest win.
But in certain ways, it was one of the best.
Sunday, January 29, 2012
Practice Plan for 5th and 6th Grade Basketball
First, a key decision that you'll have to make is whether to run scripted plays. Last year, we did, but we had a group with a very high basketball IQ, with every kid having played for years. Even then, it was a struggle, if only because we practice one hour a week and there is little time for reinforcement. This year, we started out with running plays, but figured out that of the ten kids we have on the roster, four just don't have the experience to run the plays well. So, after five games, we decided to scrap the plays, keep the kids in a 1-4 stack, and then freelance depending on what the point guard does (I'll explain the 1-4 stack a bit later on).
Second, you probably won't have an optimal space to practice at. We're fortunate in that we have a half court of a middle-school gym, and this half-court also has baskets on each side, so that we can divide the group of kids into smaller groups for individual instruction. Most of the time we do not do that (nor does the team that practices at the same time). We tend to work with the group as one, trying to develop skills.
Third, we try to give the kids a few guiding principles to go on. Some, of course, will pick up the principles faster than others. Some have played more, some are better learners, some watch the game in addition to playing it and figure out what to do. But others show up because their parents make them, because it's something to do. Yet others don't want to show that they don't know, so they'll nod, not ask questions, and then make the wrong type of mistakes -- traveling, double-dribbling, three- and five-second violations. And, depending on their attention spans, they might make repeated mistake of this type during the season. All this comes with the rec league.
What are the basic principles? Here goes:
- Defend hard. No matter how skilled or unskilled a kid is with the ball, each kid has the ability to stay with the man he is assigned, guard him tightly, put a hand in his face, deflect the ball way. At this level, teams will have a chance in each game if they defend vigorously (teaching "switching" or "help" defense is something you'll need to do at some point, too).
- Play under control. Or, to quote John Wooden, "be quick, but don't hurry." Translated, play under control, don't force things, and take what's given to you. Translated further, don't try to throw a chest pass through the lane, pick up your dribble in the corner (where the baseline and sideline act as additional defenders) and don't try to dribble between two defenders.
- Use space well. Meaning, don't run right next to a fellow offensive player, unless a) to set a screen under the right circumstances (but not when the teammate has stopped dribbling!) or b) to take a handoff from a teammate who has stopped dribbling.
- Finish a play well. The teams who insist upon drilling on plays end up missing a lot of shots because the kids don't practice shooting. Teach the kids not to shoot when under the basket (as the basket poses an additional defender) and to take a good angle to the basket to enable them to use the backboard (you'd be surprised as to how many kids go straight at the basket, toss up a prayer and have it bounce out or miss totally).
There are probably others, but remember, if you have one hour per week, you are limited in what you can convey and teach. With that principle in mind, try to think of Mr. Miyagi in the original Karate Kid movie and create drills with enough repetition that the kids might just deep down remember to draw on one of them in a game. So, with that in mind, we separate our practices into 3 twenty-minute sessions, as follows:
Part I
- Talk with the kids about what you're trying to accomplish. Use "we" and not "you," remind them that everyone can make a contribution beyond scoring points, emphasize a few themes, encourage questions. Even ask whether you're being clear, whether something is working. It's okay not to know everything and to show them that you might be wrong on occasion. Take a few minutes for this.
- Three-man weave (sideways on your half of the court). The kids absolutely love this drill. The basic principle, as I learned from my junior high school's gym teacher, is "behind the man I pass it to and head down court." You probably can find this drill on YouTube, but it involves movement, precision passing and finishing. It also helps the kids get loose and get into better shape. I usually run this for five minutes.
- Two-on-none passing drill. (Four minutes). Here you have two lines that start under the basket, and they make quick chest passes to each other, halting between the top of the key and half court, then they do the same back toward the basket, with one player throwing a bounce pass to the other at the and for a layup. This helps them move quickly, make good decisions, and finish.
- Two-on-one drill. (Four minutes). We have found that scrimmaging or playing two-on-two or three-on-three ends up having the kids in a major defensive scrum that doesn't yield many baskets. So, we have the kids form two layup-like lines near where the key starts, and they try to get by the defender with crisp movement and passing (we switch the defender every 5 plays or so). The goal is to work a lopsided advantage and finish well. This drill also deals with too much unselfishness, because sometimes you'll find that kids are so unselfish that the last pass is under the basket, goes out of bounds. We also have the defender lay back or charge upon our instruction, to make the kids think.
- Jab Step Drill. (5 minutes). You might need to search this on Google or YouTube, but this drill involves a ballhandler with a defender up close on him. The ballhandler then establishes a pivot foot and jabs his foot in one direction, then the other, trying to get the defender to bite and move in the opposite way of where he wants to put the ball on the floor and then try to make a basket. We've had great contests of will, some good finishes and a lot of fun. You never know who can smoke who and who can defend. It's a great drill to get the kids more confident in their abilities both to handle the ball and be an up-close defender.
Break
Part II
- Shoot off the Blocks. (5 minutes) Both sides of the lane have a square about 5 feet from the basket. We line 5 kids on a diagonal (45-degree angle) from the blocks and have them shoot off the backboard from both sides, trying to get them so focus on finishing, to speed up the line and to make shots. The importance of this drill? Many teams cannot finish. We've taught the weakest players to shoot using this drill, and some of the best athletes figure out that using the backboard makes sense. Interestingly, our less athletic teams fare better at this drill than the most athletic teams. At one point in practice this year, our kids hit 18 of 20 shots. Good stuff. Each line has 1 basketball.
- "Princeton" shooting drill. (5 minutes). We saw Princeton use this drill before a game, and we adopted it. Basically, you have two horizontal lines, one starting on each side of the lane, both about 8-10 feet from the basket. The kids on left dash to the center of the lane, and the kids on the right hit them with a chest pass. The receiver then shoots it. We teach the "LEEF" principle (push with your Legs, Eyes just slightly beyond the front of the rim, Elbow beneath the ball and Follow through). Using this drill, the kids learn to catch and shoot and adopt a shooting philosophy (shoot it slightly beyond the front of the rim). We use two balls in this drill.
- Chase drill. (5 minutes). We have two "layup" lines, one on the right near the top of the key, one a few feet to the left of the left lane line between halfcourt and the top of the key. We give the ball to the player in the right line, and then yell "go." The kid in the left lane "chases" the player with the ball, in order to pressure him. The goal is for the kid in the right line to make the basket under pressure.
Break
Part III
- Rebounding drill. (5 minutes). There are two lines. One is under the basket, the other at about 12 feet (3 feet before the foul line). The player in the lane under the basket throws a chest pass to the player in the other line, who then takes a shot. The passer "rushes" the shooter, but is instructed not to try to block the shot. The two players are supposed to jostle for the rebound, trying to box each other out.
- Switching drill (3 minutes). One coach plays the role of a player near the low post. The other coach plays the role of the defender of the point guard. There are two lines -- the point guards near the top of the key, and then the low-post defenders. We let the point guard blow by his defender, and then the low-post defender is supposed to dash before the point guard to cover him. Not a very complicated drill, but it's important to make sure the kids keep their heads on a swivel.
- Situational Matters (10 minutes). We'll typically work on an inbounds play and showing kids some basic concepts out of our 1-4 stack offense (two wings, two posts and a point guard). We try to work with the kids on passing and screening, passing and moving and screening and moving. This isn't easy; some kids get it, some don't, but it's the best we can do in a short time. Even if you don't run plays, you must show the kids what to do when they do not have the ball. After this, we wrap up practice.
There are more drills that you can run. You can have all sorts of dribbling drills (dribbling the length of the floor with the good hand and then back with the bad, have the kids shout out the number of fingers you put up (so that they keep their heads up when dribbling), play dribble "tag" -- dribbling the ball with one hand while trying to steal their "tag" partner's ball with the other) and passing drills (basics of overhead passes and bounce passes). We also on occasion run pick-and-roll, give-and-go and handoff drills.
We tend to review the prior week's game closely and then figure out what we need to work on. Each week, it's something different, whether it's setting a high screen, fundamentals of a defensive stance, figuring out what the opponent's "bad" hand is and forcing him in that direction, foul shooting, something. The key thing is to be organized, make it fun and plan every precious minute. The kids will appreciate the discipline, they will try to keep up with each other, and they will see themselves getting better.
Have fun!
The Toll That Football Takes
Thursday, January 26, 2012
More Bad News Out of Yale: The Story Behind a Collapsed Candidacy for a Rhodes Scholarship
Wednesday, January 25, 2012
An Afternoon at a Volleyball Match
There are levels to this of course. You want your professional teams to win championships. You want your favorite college teams to do the same, or, at a minimum, beat the rivals and those over whom you want bragging rights or, perhaps better, don't want to hear bragging from. You want your kids' teams to win, yes, but you want your kids to play on the right teams for their level of ability so that they can get the level of instruction, playing time and involvement that they seek. As well as good coaches and good kids, because when it's all said and done, if the teammates aren't good kids, the experience can be dreadful.
Yesterday, I witnessed a very good volleyball match between two teams that gave it their all. My daughter happened to be on one of them, and her team, while playing hard and competing reasonably well, loses a lot more than it wins. Yet, the girls play hard, they are spirited, they support one another, and when you see them before a game you cannot tell that they lose more than they win. That's a tribute to their coach, their captains, and the girls themselves.
They were playing a team that had beaten them twice before, once in three straight games on the road, and then in their own gym in four games. They found themselves short a captain and a few upperclassmen as they ventured on the road to play this rival for a third time.
To call the opponents' gym a "band box" would be an understatement, as a shoe box would be more like it. There was barely any room on the sidelines for parents to sit, and the floor itself was very hard, not the most conducive to diving and sliding. At any rate, the teams battled mightily. The hosts got off to a quick start and won game 1, while the visitors rebounded nicely and won game 2 by a nice margin. The hosts then took game 3, and right then I figured that my daughter's team would battle gamely, lose a close game, lose the match 3 games to 1 and call it a day. That's been their modus operandi -- they simply have enough talent to go so far.
Yesterday was different. It was as though after the third game the bells in the song from Rocky "Go the Distance" started chiming, and the group of girls on the floor looked particularly game. They didn't look resigned, they looked pretty relaxed with a tinge of a sense of purpose that indicated that perhaps they had one more run in them yet. The hosts also sensed the kill, and they upped their intensity. Yes, there were some bad serves and unforced errors that gave the other team points, but by and large there were good points, hard fought. For my daughter's team, girls who had trouble serving served better, diggers dug with fewer mis-hits, hitters kept the ball inside the lines and blockers blocked pretty well. The result was a solid victory in Game 4, which meant that they'd have to play a 15-point Game 5 to decide the match.
The referee held a coin flip, which the hosts won. They promptly chose the side they wanted over serving, and the referee told me it was because the team that won each game took the side that the hosts just took. I smiled. The way I figured it, my daughter's team got to a Game 5, not a frequent occurrence. In certain ways, the pressure was on them to overcome prior odds and win. In other ways, the pressure was on the hosts not to lose to a team in their own gym that they had beaten twice before.
The action was intense, and the hosts pulled ahead 11-8. It looked somewhat bleak for my daughter's team, but then they rallied to tie it and ultimately go ahead, 14-13. They needed one more point and were serving. They got a good serve, but the other team made a few good hits and won the point. Tied at 14.
The hosts' served, and there was a vigorous back and forth that led to a set for the outside hitter of the hosts, perhaps the most talented player on the floor. She might be about 5'6", but she has hops, and up she went, launch a cannon shot between two of the visitors' back line. There was no way they could return it, except. . .
it was out. By two feet, not even close. 15-14 visitors, serving for the match.
Again.
In a loud, crowded gym.
Against a team that beat them handily about a month ago, less handily several weeks ago, and without a few regulars.
The serve was in. The hosts returned it, and the visitors answered, placing a ball near the feet of a host player who just couldn't get to it.
The visitors -- my daughter's team -- won!
For the first time in a long time.
In the fifth game. On the road. In a crowded gym.
It was something to behold. A barnburner of a game. In a tight space, with young kids who gave it their all and who played their hearts out.
It wasn't the NBA, the NFL, the BCS championship game or anything close.
What it was was a hard-fought contest between two well-coached teams who gave a great effort and got a lot out of their abilities. What it also was was a victory by a team against the odds, and you seldom see that. When you do, it's pretty satisfying at many levels, a real treat.
I had texted my wife with updates all afternoon, and she offered that I really built the excitement because of the way the match unfolded. I am sure that her exclamation after my report of the final point was louder than mine, as I had developed a friendly relationship with a dad from the host team who was sitting next to me. And besides, why act like you hadn't been there before, like winning was new or rare?
Games like these are the most rewarding. Sure, part of it is because you know the kids. But perhaps a bigger part of it is that these kids play for their schools, each other and for the love of the sport -- and that's it.
And it's more than plenty.
It's pure gold.
Wednesday, January 11, 2012
What Happened Between Ryan Madson and the Phillies
Ruben Amaro, Jr., the Phillies' GM, sharply disagrees but doesn't want to get into a public dispute with Boras.
Whom do you believe?
The story I heard was that Madson and the Phillies had agreed in principle on a four-year, $44 million deal and then it got stuck on the desk of Phillies' owner David Montgomery. Then, a few days later, voila, the Phillies inked Red Sox' closer Jonathan Papelbon to a 4-year, $50 million deal. That story would suggest that the Phillies had told agents for both players that they would go hard after both and try to sign them fast, so that they both should be ready to deal. What the Phillies didn't say, logic suggests, is that they wanted Papelbon all along and that either a) his agent would respond quickly or b) they would use Madson's faster response to prompt a decision from Papelbon or settle with Madson. And then they signed Papelbon (and perhaps significantly overpaid for him given that no other team gave Madson a huge deal, which means that in all likelihood there might not have been serious competition for Papelbon, either). Of course, this is plausible if you believe the initial report that the deal got stuck on Montgomery's desk -- and that's where things get murky.
To me, Boras's public statement is logical, and the Phillies' denial is logical perhaps if only to save face, because Boras's explanation hints that the Phillies used Madson to get Papelbon, and, while players use one team to leverage another all the time, the Phillies' management doesn't want to look bad to the players on the team and therefore will deny what Boras says and perhaps get away with the denial because Boras is unpopular in Philadelphia. But, there's another equally plausible explanation.
Then again, I'm an Amaro fan, so I would like to give him the benefit of the doubt. It just may be that Boras didn't have a deal but is saying what he's saying to save face before his player (Madson), his other players (many) and potential future clients. Why is that logical? Because if Madson signed with the Phillies, he would have gotten a 4-year, $44 million deal. Now he'll get a 1-year, $8.5 million deal, and that looks very bad if you are an agent.
So what really happened? That's a good question.
And one that will be forgotten pretty quickly.
Pitchers and catchers report in 5 weeks.
Sunday, January 08, 2012
On Bill O'Brien's Hiring at Penn State
Thursday, January 05, 2012
What Jeffrey Lurie Really Said
First, if you agree with the premise that this team can win a championship next year, then logically it might follow that Reid knows the personnel the best and, therefore, is best situated to continue with his team and win a championship.
Second, if you agree with the premise that over the past couple of years the Eagles needed to shift gears, get younger and re-tool, you might be more patient with Reid than others because at some point the team did need to get younger. But that doesn't mean that you agree with the next premise, that the re-tooled team is in a position to win a championship.
Third, if you listened closely, does Reid pretty much have an ultimatum -- push the rock up to the top of the hill or leave town?
I don't agree that this team can win a championship. The team lacks linebacking, had iffy safety play, has some holes in its offensive line, needs a seasoned defensive coordinator and more consistent play from its quarterback, who, yes, must learn how to slide to protect the team's investment. He also must learn how to play in the pocket more, because it's hard to name a QB who won a Super Bowl by not staying in the pocket. One does not exist. The team does have a bunch of talent, should improve next year, but win a title? Unlikely.
I do think that in saying that he did without being very blunt, Lurie has told us that if Big Red doesn't win a title, he might be gone. Or, perhaps the impression he wanted to give off, but no fan bit. And the reason that no fan has bit is because had the Birds gone 4-12 this year, Lurie might have had no choice but to fire Reid. But the Birds went 8-8, and, well, it's tough to argue with Reid's entire body of work. Especially if you are Jeffrey Lurie. So, it stands to reason that despite this "ultimatum," were the Birds to go 11-5 next year and lose in the NFC Championship game, well, Reid might just get another 5-year deal.
So. . . tea-leaf readers might infer that Lurie gave Reid and ultimatum. Or they just might infer that Lurie is bullish that the combination of the re-tooled team, another year of experience and Reid's helmsmanship might be able to win a title next year. That's probably the most logical inference.
But not one that makes any Birds' fan happy at all.
It's Lurie's team, the fans will keep on coming back and buying merchandise and expensive beer no matter what, so Eagles' fans shouldn't expect any dramatic changes. Drama, yes, but dramatic changes at the top? Probably not.
What they can expect is a steady state of 8-8 to 11-5 finishes, perhaps an appearance in a conference championship game, etc.
But not a Super Bowl title.