John Wooden - 13 Important Principles

From the 1975 Medalist Notebook

1. Basketball is a game of habits, and it takes time and patience to develop proper habits and to break bad ones. One of the greatest faults of most beginning coaches is likely to be a lack of patience.

2. The coach and the players must never become satisfied, but must work constantly to improve. Have perfection as the goal though it can never be attained.

3. Remember that it is not so much what you do, but how well you do it. Do not give them too much.

4. Do not tie them down so rigidly that you take away their initiative. They must have some freedom of movement, but must react to the initiative of a teammate in order to keep floor balance.

5. Try to devise a balanced offense that provides each position with an equal number of scoring opportunities over the course of a number of games.

6. Do not overlook the little details as it is the little things that may make the difference.

7. You must prepare to win to be a winner, and you cannot prepare others without being prepared yourself.

8. Convince your players that condition is often the deciding factor when teams are evenly matched and properly prepared. However, if the better conditioned team is able to take advantage of their condition they must keep the pressure on early in the game in order for it to pay off in the later part.

9. Stress offense without the ball and defense before your man gets the ball.

10. Give public credit to your playmakers and defensive men at every opportunity.

11. The coach should do the criticizing, and it should always be constructive. Permit no players to criticize, razz, or ridicule a teammate in any respect.

12. Insist that the scorer acknowledge the passer whose pass led to his score and that all acknowledge any teammate who makes a nice play.

13. Be constantly analyzing yourself as well as your players and be governed by the result of your analysis.

Hustle Board

This is an idea I picked up from notes that Kevin Eastman took from talking to Herb Sendek in the mid 90's. Herb used a small board in the locker room to keep track after every game of their leaders in various categories. They would post the Best Teammate (subjective), Best Assist/Turnover Ratio, Best Defender (subjective), Most Offensive Rebounds, Most Deflections (must have assistant coach or manager track during the game or by watching film), and Most Charges Taken (again, either during game or afterward on film).

When I got to Eastern Washington and worked under Ray Giacoletti, he had his dad (a marvelous woodwork craftsman) build him a similar leader board. We called it the Hustle Board. We only tracked 3 stats: Charges Taken, Assists, and Rebounds. The difference between Herb's version and Ray's version is that Ray wanted to track cumulatively over the course of the season as well.

In the picture, you'll notice that the right column is already labeled for the season. In that column, affix three nameplate brackets for each category. Some may wish to use Velcro, but I find that Velcro wears out rather quickly and doesn't look as sharp. Sliding nameplates looks classy. The left column is for the last game played. The top bracket is for the opponent, and only the top 2 for that game in each category makes the board.

I love this tool! It creates a sense of pride in doing the little things that actually have a tremendous impact on the outcome of the game. I posted the toughness essay assignment we did with our team, and this is one way we can hold the players accountable for what they wrote.

Principles & Laws of Learning

This post is one of those unexpected and unplanned joys. I was looking through some old notes trying to find some inspiration and creative ways to get my post player to stay in a defensive stance. Just like "mystery money", you know... that $5 bill you find in the pocket of your pants before you throw it in the washer, I was excited to find this brilliant piece from Fred Litzenberger.

PRINCIPLES AND LAWS OF LEARNING

1. We learn better when we are "ready to learn". Have an open mind. Have the "will or desire to learn". Recognize a problem and see the need to learn.

2. We learn better when the subject is presented: in small bitesize doses and in logical order.

3. We learn better when we: Go from simple to complex. Don't move on until it becomes a habit. Hear the same terminology every time.

4. We learn by doing - Learn technique first then add speed and quickness. First in practice. Then in game situations (Drills must be game-like). Mental learning helps physical learning - Understand the subject.

5. We can only develop skill through perfect practice. Perfect repetitions. Helps when you learn it right the first time. Fixes your learning.

6. We learn better and fast when: We have some success (Build success into all drills). We feel good about ourselves (Which comes from success). We feel we are learning something that will help us.

7. We retain our learning better when: It has time to "soak in" / it becomes habit. We can see some success.

8. You can evaluate progress (skills) when: Everyone is taught the same technique (With some allowance for individual ability). The teaching is in a logical progression.

John Wooden - Essential Traits and Abilities of a Coach

From the 1975 Medalist Notebook:

Essential Traits and Abilities For the Coach

PRIMARY:
1. Industriousness. Work as hard as the players.
2. Enthusiasm. Must be from the heart.
3. Sympathy. Must have feeling for youngsters and must be very considerate of their needs and feelings.
4. Judgment. Use common sense and discretion. Don't be emotional.
5. Self-control. Keep your poise.
6. Earnestness. Must be sincere and honest in every phase of your work.
7. Patience. Don't expect too much, too soon.
8. Attentiveness to Detail. Perfection of details can be difference between success and failure.
9. Impartiality. Give each player treatment he earns and deserves.
10. Integrity. A coach who is not sound and honest won't last long.

SECONDARY:
1. Affability. Must be friendly and cordial.
2. Appearance. Be clean and neat.
3. Voice. Speak clearly and firmly in order to hold attention.
4. Adaptability. Be flexible and able to adjust to the occasion.
5. Cooperativeness. Be a good co-worker with all.
6. Forcefulness. Be firm, but not "Bullheaded".
7. Accuracy. In judgment, technique, reactions, and choices.
8. Alertness. To weak and strong spots of your team and of the opponents.
9. Reliability. Be dependable.
10. Optimistic Disposition. Always think positively.
11. Resourcefulness. Use each individual as he is best suited.
12. Vision. Provide your team with a realistic incentive, a picture of the possible.

Excel Practice Plan Form

A request was made for an Excel file practice plan template that would calculate the actual time by simply entering the length of time to set the clock for. Ask and ye shall receive! I thought this was a fantastic idea and went to work on putting a working model together. With the help of my Excel guru, absolutely brilliant “numbers” man, and compadre, Mike Rohr, this came together. My head coach here at the University of Dallas, Jarred Samples, is using this form now and likes the time feature (although he is struggling with one unfortunate “glitch”).

I have 2 versions of this form. One for Windows 2007 and one for Windows 97-2003. When you go to these links, it will probably look crazy. I tested it and it still works. Once you download and save the file, it will look like the example below.

Some things you need to know about using this form:
- In the “Start Time” cell, you can enter the time either HH:MM or H:MM. You do not have to use military time, nor do you have to add AM or PM.
- Once you enter the Start Time, you will not have to edit the “Time” column down the left side of the form.
- Under the “Clock Set” column, you will need to enter the time H:MM. In other words, a 5 minute drill will be entered in that column as “0:05”. Once you have entered the Clock Set, the “Time” in the next row should automatically update.
- You are able to enter multiple lines of text in an individual cell under the “Drill” column. To do this, you need to hit the alt button and the enter button at the same time (This is the struggle for Coach Samples I mentioned earlier). In the example below, the first drill would be typed like this: “Individual Work (2 @ 7:30)” [alt+enter] ”-Ball Handling (JS)” [alt+enter] ”-Shooting (MG)”
- Once you enter the text, you can tab out of the cell and it will automatically adjust the height of the row.
- You may have rows that are not used at the bottom. The Time column will still print “#NAME?”. You can highlight the rows, right click on them, and click “Delete” to get rid of those rows.
- You cannot insert rows. The time function will not work if you insert rows. You can cut and paste.
- You cannot have blank cells in between Clock Set times.

If you have problems with this form, please feel free to contact me. I will do my best to provide some customer service (notice I didn’t say technical service, but I can get answers for you).

Excel Practice Schedule Example

John Wooden - On Doing Your best

The next in the continuing series from Coach Wooden in the 1975 Medalist Notebook.

A coach can only do his best. Nothing more. But he does owe that, not only to himself, but to the people who employ him and to the youngsters under his supervision. If you truly do your best, and only you will really know, then you are successful and the actual score is immaterial whether it was favorable or unfavorable. However, when you fail to do your best, you have failed, even though the score might have been to your liking.

This does not mean that you should not coach to win. You must teach your players to play to win and do everything in your power that is ethical and honest to win. I want to be able to feel and want my players sincerely to feel that doing the best that you are capable of doing is victory in itself and less than that is defeat.

I continually stress to my players that all I expect from them at practice and in the games is their best effort. They must be eager to become the very best that they are capable of becoming. I tell them that, although I want them to be pleased over victory and personal accomplishment, I want them to get the most satisfaction from knowing that both they and the team did their best. I hope that their actions or conduct following a game will not indicate victory or defeat.

Heads should always be high when you have done your best regardless of the score and there is no reason for being overly jubilant at victory or unduly depressed by defeat.

Three - Is A Magic Number

I'm not talking about the Schoolhouse Rock song. Although, just as an aside, it is a very catchy tune and there's a great cover version done by the band Blind Melon. Sorry. Moving on. Three is a powerful number, no question about that.

This past week, during practice, I talked with our players about the power of three. I mentioned how the US Marine Corps uses the power of three in their daily lives. I talked about how their communication will be much more effective if they employ echoing calls 3 times. The power of three can be just as effective for us as coaches.

We can really keep things simple for ourselves and our players. Take every aspect of the game and break it down into three teaching points for each. I found this to be a great exercise to edit out useless information and get to the bare-bones of my philosophy. If you haven’t done this before, or are a younger coach hell-bent on using every ounce of information you picked up from clinics this summer, you may find this task somewhat daunting. I had to write down anything and everything I wanted done and edit the list from there; whittling things down to the most important by crossing off the unnecessary and monotonous.

This task ultimately came in extremely handy recently. We hadn’t spent a lot of time on guarding the ball screen on the wing. Because we use the ball screen quite often, in a live 5-on-5 situation we got exposed on defense. So, to the Power of Three drawing board we go.

We told the defender guarding the screener that he had 3 responsibilities:

1) Communicate the screen (name & direction 3 times)
2) Make the ball handler take at least 1-2 dribbles toward half court
3) Trust the help on the roll

The on-ball defender has 3 responsibilities:
1) Do not let the screener get into your body
2) Get the top foot and hip above the screeners
3) beat the dribbler to the spot going underneath the hedge

Ever since, we have done a terrific job of defending the ball screen on the wing. Players a less confused and their roles are clearly defined. Now that they understand the basic concepts, we can begin to tweek the details into sub-groupings of three.

John Wooden - 5 Basic Principles

From the 1975 Medalist Notebook:

There are many important principles that must be considered when attempting to teach the game of basketball to a group of young men and develop them into a smooth functioning combination. I am making a select group of the five things that make up the cornerstones and the heart of the Pyramid of Success, a mythical structure devised to help consolidate my own thinking.

Industriousness. There is no substitute for work. You and your players must work hard, as all worthwhile objectives are attained only through careful planning and hard work. Perfection can never be attained, but it must be the goal and must be sought by determined effort.

Enthusiasm. You and your players must be enthusiastic about basketball.

Condition - Mental, Moral, and Physical. The mental and moral conditions of your players are of extreme importance because they will determine the physical condition if the players are industrious and enthusiastic. A player that is not mentally and morally sound will never be able to become well conditioned, because he tears down rather than builds.

The mental and moral example set by the coach can have a strong influence on the type of ball players he produces, and, of even greater importance, on the character of the young men who later leave his guidance and begin to lead others.

Fundamentals. Through teaching of the coach the players must acquire a thorough knowledge of and the ability to properly execute the fundamentals of the game. They must be taught to react properly, instantly without having to stop or hesitate and think about what to do. In basketball there is no question about the truth of the statement, "He who hesitates is lost." The entire foundation for sound play is the quick execution of the basic fundamentals.

Development of Team Spirit. The coach must use every bit of psychology at his command and use every available method to develop a fine team spirit on his squad. Teamwork and unselfishness must be encouraged at every opportunity, and each player must be eager, not just willing, to sacrifice personal glory for the welfare of the team.

Toughness

Considering I now live in The Big D, I figured this picture was fitting. I apologize to any Yankees fans in advance (yes, I know this is against the White Sox). Keep in mind I'm a Mariners fan through thick and thin, so I don't give a rip about the MLB playoffs.

Before this gets too far out of hand, I need to get back on topic.

For the past couple of seasons, I've had my teams write a short 1-2 page essay on toughness. The assignment is to define toughness, give an example of it, tell how you are going to be tough, and paint a picture of a tough player and/or team.

When reading the essays, we look for common themes and quotes that are meaningful. We then share those quotes with the team, even making posters and banners to hang in the lockerroom. It is rewarding to the player(s) to see their own words on display as a reminder to be tough. You will see who really puts thought into it and believes in what they are writing. Some players even incorporate quotes from professional players or coaches. One of our players this year even suggested searching YouTube videos to show the rest of the team. It really exposes who is passionate and who could care less (another player this year complained about midterms, practice and having a birthday dinner in the same week... basically looking for sympathy for poor time-management. He better continue looking).

The really brilliant part of this exercise is that the players determine the season expectations without even knowing they have done so. When we share the quotes, we tell the team, "These are YOUR ideas. We, as a staff, did not come up with it. Now that we know how important being tough is to you and what it looks like in your mind, these will be the expectations for you throughout the season." (**The players that could care less usually have a deadpan look at this point wishing they had written something else.)

Here are the quotes that we chose from our players' essays this year:

- Toughness is a mindset. I sure as hell won’t back down from any challenge.

- The single most important aspect of toughness is the ability to push your body to perform at a high level in spite of pain.

- Toughness is doing the little things well, and recognizing that those little things are what will change the game.

- Toughness centers on three things: attention to detail, playing with a sense of urgency, and being the best teammate you can be.

- I can never lack the heart to keep fighting.

- How you respond defines you and how tough you really are.

- Toughness is not showing weakness when it is really easy to do so.

- A tough player does not care about stats or minutes, but rather about the team fulfilling its potential and succeeding.

- A tough team will not play to any standard less than their full potential.

- The tough team plays as if it is one person.

- Tough players give their team the best chance to win.

- Toughness is to be unselfish and do anything in order to be successful.

- Every little thing a player does that goes unnoticed by spectators but is expected by coaches and teammates; that is toughness.

- Toughness is, no matter what their role is, perfecting that role to the very best of their ability.

- The biggest thing a tough player needs is heart!

- Tough players don’t complain, make excuses, or point fingers. They find a way to get it done!

John Wooden - Practice

From the 1975 Medalist Notebook:

I believe in insisting on punctuality and proper dress for practice, meetings, and on all occasions where specific times are involved. I want my players to practice with their shirt tails in, their socks pulled up and neat, clean appearance. Will that make them better basketball players? Some don't think so, but I do.

If they can discipline themselves in this regard, they surely can do the same when we get down to the fundamentals of basketball.

When you stop to make corrections, insist on strict attention. When I blow the whistle at the beginning of practice, I want the balls rolled to a designated area, and no more dribbling or shooting. I don't want to have to yell at them. I want them ready to listen attentively. I want their strict attention. They shouldn't have to be corrected for something that I just corrected for someone else. Have patience. Praise as well as censure. I never fail, if I have to be critical of a boy, to end with a compliment. Encourage teamwork and unselfishness at every opportunity.

Daily practice plans are very important. I could tell you what we have done at UCLA during each day of practice in all the days I've been there. I could look up any practice session and see what we did on that day, and also see my notations. I learn from these plans. As a coach, I must change and grow, if I expect my players to improve. I can improve with the help of these plans.

The coach should be on the floor early before the boys. The fans should not interrupt you or your players during practice. You are there to teach your boys, even during the individual practice.

Organized practice, generally speaking, will be started with warm-up drills. We'll have running drills, easy at first, then change of pace, change of direction, defensive sliding, one-on-one, jumping, hopping, jumping for height, quickness, distance, and then 5 push-ups every day.

End your practice with organized team drills. Vary the drills from day to day to prevent the monotony. Plan and organize your drills very carefully as to the number participating in the drill in order to get the best results. Explain the purpose of each drill initially, and then supply the little details. Don't continue the drill too long. Change around.

I believe in more drills of shorter duration and being very careful on how we have them spaced. Follow difficult drills (physically or mentally) with easy ones, and vice versa. Use many competitive drills, especially in shooting. Imitate game conditions as much as possible. After the boys have warmed-up, give them new material - to the entire group on the board one day, and then go through it on the next day. Never work n anything the first day, just show it to them.

Even though one drill is emphasizing a specific fundamental, do not neglect the other fundamentals. Stress offense and defense on alternate days, but don't forget that you must be working on both every day. Offense and defense are of equal importance but because of the ball, it takes more time to teach offense. This longer time doesn't mean that offense is more important.

I believe that you should close each day's practice on an optimistic, good note. Never punish your boys at the end of practice. I may run my boys at the end of practice early in the season, but they know that I'm doing it for conditioning. Since you never run long distances in a game, we always work on short sprints. We run as hard as we can to mid-court, and then trot back to the baseline, and then repeat this over and over.

Never get mad at your boys and keep them longer or run them for punishment. You won't build this way and it will leave a bad taste for both you and the boys. You may have a boy who needs chastising in a certain way, but take him aside to do it. But don't punish him at the end of practice with physical punishment.

Expect and get cooperation from your boys. They should be trained to take care of the equipment.

Check the locker room every night. I want the locker room just as clean when we leave as when we came in. If our team played at your school, I don't want you to find any tape or mess in the dressing room we used. Everything should be picked up and the managers can't do it all. I'll do it, if necessary. The players will follow my lead in this matter. I also inspect their lockers regularly.