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THREE COACHING HINTS
MAKE A PRACTICE SCHEDULE
Always make out a daily practice schedule. Properly label each practice
session, drill, task or play that you cover.
Make sure to post this schedule before practice and that each of your
assistant coaches have a copy. Stick to it: Organization is a sign of
discipline and also emphasizes the value of practice time. Players pick
up on this very quickly.
KEEP RECORDS
Important in long-term practice scheduling. Keep your practice schedules
in a folder, in order. You can then go back to see when you last covered
a task or practiced a skill or play. This record keeping also makes it
easier to make out future practice schedules.
UMPIRE NAME CALLING
It is important to build a good rapport with the umpire or umpires
working your game. Calling them "blue" often does not help in this
endeavor. I suggest that you address them by their names. I am not good
at remembering names so I always write their name in my left palm. I
will always address them by their first name when I ask a question or
have conversation between innings. |
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HIT AND RUN
The Hit and Run
The hit and run might be the most misused “play” in baseball. It appears
to me that some coaches just use it to be using it. There are only
certain situations that one can use the hit and run. Conversely, there
are times when you absolutely should NOT run the hit and run. First, the
list of “nots”.
2 outs - I am amazed at how many coaches attempt a hit and run with two
outs. The purpose of the hit and run is to protect the runner stealing
the base. In theory, the batter is giving himself up. On a hit and run,
if a batter gets a base hit, it is a bonus, nothing more and should not
be expected. Thus, a two out hit and run might get the base runner to
the next base, but the batter will probably make an out which means the
offensive team now gets to play defense. GET IT?
Fast base runner on base - some kids are just plain fast and are going
to steal a base 95% of the time. So why waste an out with your batter,
if your runner on first can steal the base anyway? A better strategy
would be for the runner to steal second, and then bunt him over to
third. In theory, the coach was already resigned to giving up an out to
move his runner to second; it should be no problem to give up that out
to move him to third.
Power hitter up to bat - When I was younger I put on a hit and run with
our four hitter. When I walked back into the dugout, the manager of the
team ripped me one. My reply was that our four hitter wasn’t a power
hitter, which got me off the hook. However, your four hitter is paid to
hit bombs, not give himself up to move a runner one base. So, in
general, let the big guy hit.
The Do’s
Slow batter, average speed at first-You want to stay out of the double
play for two reasons. First, a double play means two outs. Second a
double play means momentum. I can’t tell you how many times I’ve seen an
inning ending double play and the team goes into the dugout and suddenly
score five or six runs.
A hitter who can handle the bat well and can go to opposite field-Be
careful here. In my twelve years as a coach, I’ve had only one kid who I
knew was going to be able to get inside the ball and go the other way.
Man on first and second-Sort of a personal preference for me. But, it
does keep you out of the double play. It also makes it tough on the
defense. When there’s two guys running, and a ball to be caught, things
can get interesting.
Man on first and third-Even better! How many times do you see the
catcher come out and put the first and third play on? So, the defense is
ready for that fake throw to second, or whatever play they have on, then
you hit and run. Oftentimes it never occurred to the defense that this
could happen. Well, the runner on third goes on anything hit down, the
runner on first was already going, and the batter, if he hit the ball on
the ground more than likely is the only one who might make an out. Worst
case scenario is you have a run score, a man in scoring position, and an
out. Not to bad considering you could have hit into a double play.
The Technique
The hitter must first understand that, other than a ball in the dirt, he
is swinging at EVERYTHING. To this day, I still see batters who know the
hit and run is on, yet don’t swing. It even happens in batting practice.
I don’t get it. The batter should be happy that he could swing at a
pitch anywhere, and not get in trouble for it. Furthermore, the batter
should expect a bad pitch. Why? Because if it is a good pitch, he
shouldn’t have any trouble making contact; it’s those pitches over your
head that one must worry about. An important note is there is no rule
against throwing the bat at the ball in case of a pitchout.
As far as the swing, the batter definitely wants to tone it down.
Ideally, he lets the ball get deep into the zone so he hits the ball to
opposite field. However, in my opinion, hitting to opposite field is a
bonus. The number one concern (actually number two after making contact)
is to hit the ball on the ground. As I wrote earlier, one of the
purposes of the hit and run is to stay out of the double play. If the
batter hits the ball in the air, there is a good chance that the runner
will be doubled up. On a high pitch, the batter should tomahawk the
ball, thus swinging down on it. Remember that the batter needs to hit
the ball on the ground.
The Runner - A few items of importance here. First, a runner should
never get picked off in a hit and run situation!! It’s very simple, the
hit and run is put on to stay out of the double play. We are giving up
our hitter; they are giving up a base. A pick off should never happen.
In other words, the runner does not need a great jump. Once the runner
takes off, after the third or fourth step, he should peek to the batter
to see where the ball is hit. If the ball is in the air, obviously he
should stop, wait for the catch, and go back to his base. A line drive
is different. If the runner sees the batter hit a line drive, he should
keep going. If the ball is caught the runner will get doubled up anyway;
if the ball goes through there’s a good chance he is now standing on
third. Now, sometimes the runner will not see where the ball is hit.
Then he must go to plan B, which is to watch the reaction of the
defense. Usually this will dictate where the ball was hit. In closing,
did I mention that the runner should never get picked off?
The coach - Well, obviously he is the one who puts on the play. More
important, the coach must be vocal upon contact. He will say one of two
things—UUUUUUUUPPP! Meaning the ball was hit in the air and the runner
should stop and find the ball. As a bonus, I usually will yell up, then
where the ball is headed. For example-- Up, right field! If the ball is
on the ground the coach must yell KEEP COMING!!!!!Now, this is only a
signal to keep him going to second and it should be clear that the
runner isn’t necessarily going to third base. The next words should be
something along the line of GET HERE or something like that. Each coach
has his own language. Just make sure your players know what that
language is.
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Coaching Tee
Ball
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TEE BALL TIPS
1. Unfortunately, a late start in a game like tee ball or
baseball typically means players won't make up the difference
until the following season when he can get a better start. Get
organized, develop a plan, and prepare to work hard. Learn as
much about tee ball and baseball as you can. Prepare to learn
enough about baseball to be able to present the material in "kid
terms."
2. Kids don't know what it means to "step in the bucket" or
"take an extra base" or "turn two" until you teach them and show
them. Successful coaches know their audience and use analogies
and common visual imagery to establish an intellectual and
cognitive connection with their players. For tee ball players,
these images are best when they are a bit dramatic: point the
belly button toward the part of the field where you want to hit
the ball (get your hips rotated), make your arm like an
elephant's trunk when throwing (don't launch the ball like a
catapult, THROW it), and point the button on your cap in the
direction the ball came from when fielding a ground ball (keep
your head down), for instance.
3. Whether your league keeps score or not, or whether you have a
team that can win games or not, don't ever fail to take your
responsibilities as a coach seriously. Being a serious coach
means that you'll try to teach them something about baseball,
basic skills, and sportsmanship, it means that you're attentive
to player safety, and it means that while you're asking your
players to put their best foot forward, so are you.
4. Having been a good player is no assurance that you will be a
good coach any more than being a good student necessarily means
you will be a good teacher. A coach must possess certain
qualities – many coaches are satisfied with merely having
characteristics. A coach has to be a good teacher, he has to be
patient, he has to be confident and decisive, he has to be
nurturing when his players get hurt or make mistakes, and he has
to be able to get as much as he can out of his players without
going too far.
5. Tell players' parents not to assume that the game of tee ball
is just like the game of baseball; try to tell them the
difference because it might spare you an untimely laugh and them
the humiliation of asking a silly question later.
6. The most difficult thing a coach has to do is see the twelve
players on the field who are not related to him. If you can do
it, try to be a coach on the field and a parent off the field,
and get your fellow coaches to do the same. Impartiality (and
avoiding excessive impartiality) is essential to success.
7. Coaches need the assistance of their players' parents. I
found that parents are normally willing to help out if they
aren't too busy and they tend to learn that the more they
participate in the operation of the team, the more they also
stay in touch with the challenges coaches encounter as they try
to build the team. (Getting parents' assistance does not mean
losing control of the team to them.)
8. There can be three hundred people in the stands and three
coaches shouting during a game, but the one voice a player hears
is his own mother's. This isn't a problem until the coach tells
the player to stop and she yells for him to go. The only thing a
coach can do about this is tell the parents how tough it is to
communicate with the players when there are conflicting
instructions on the field. At times, it can be a safety issue.
9. Parents bring their own expectations into the season and it's
safe to assume that coaches and managers do the same. The best
way to ensure there are no surprises as the season develops is
for the manager to hold a meeting and set the tone early. He
should let the parents know that he knows what he is doing and
help them develop confidence in him during this first team
meeting.
10. The only way to build a good team out of a group of
individuals is through effective practice. On the field, you
have to be a teacher as well as a coach. Teach them what they
need to know, show them what you taught them, practice the
things you taught them over and over, then be prepared to do it
all over again.
11. Practice, by definition, presumes repetition. Repetition is
the keystone of successful game preparation. However, repetition
soon turns into monotony with players, particularly tee ball
players, unless you: (1) PLAN every aspect of every practice
right down to the minute, (2) Maintain a distinct sense of
MOTION to your practices and a coherent FLOW to them, and (3)
Make a GAME out of as many things as you can.
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12. Remember that players will not perform effectively in games
unless they have practiced that way. If you don't practice base
running, you will get base running outs in games. If you don't
drill the players on catching the ball and making a good, smart
throw, they won't do it in the game. Attention to the basics is
essential.
13. To make the most of your practice time, break the team up
into two or three groups, depending on the number of coaches,
space, and equipment you have available for the workout. This
will enable you to accomplish two or three times as much work
without making players stand around with nothing to do.
14. Proper dugout behavior is essential to good order on the
ball field during the game. As with all other elements of the
practice, if you don't achieve it in practice, you won't achieve
it in the game. A dugout full of monkeys is very distracting to
the team and the coaches. It also sets the tone for what will
happen between the baselines.
15. As you're working with your tee ball players, try to avoid
letting hitters stand nearly motionless in one position in the
batter's box too long. When a hitter stands in one place too
long, he tends to settle vertically in his stance while he's
waiting to swing. This makes it difficult for him to transfer
this momentum horizontally into his hitting motion.
16. Whatever the coach does with foot positioning during the
hitting sequence, he must ensure the hitter maintains control
over his power and balance and can reach the ball with the
"sweet" part of the bat. As the stride is begun with the
batter's weight and head back over the back foot and weight on
the balls of the feet, the hitter transfers his weight in the
swing with the head kept back behind the point of contact with
the ball. There's a bit more to hitting than that, but the
preceding two sentences should make the point that you should
pay close attention to where and how your hitter stands in the
batter's box. Many coaches simply let their hitters approach the
tee and start flailing away at the ball.
17. If you've spent any time around tee ball at all, you've seen
coaches who framed their entire offensive strategy around a
scheme to have hitters challenge the outfield's ability to catch
the ball by hitting pop flies. However, when the level of
competition elevates or when players get older, those deep fly
balls turn into disappointing outs. My teams scored a lot of
runs just by hitting hard grounders and crisp line drives
through holes in the defense. Yes, tee ball players can
place-hit, if shown how.
18. Teach your players to slide. It makes the game safer, it can
help them avoid a high tag, and it keeps them on the base when
you don't want them to wander off of it.
19. The hitter's bat should be the heaviest bat he can handle in
a fundamentally sound swing. The heavier bat gives the ball more
punch as long as the hitter can effectively get it to the ball.
However, the heaviest bat in the bag is no good in the hands of
the player who can't effectively deliver it to the ball.
20. One of the most common, yet subtle hazards to players
involves the handling of bats by players waiting to bat. It was
our team policy that players didn't handle a bat unless a coach
handed it to him. Once a coach handed a player a bat, he
maintained him in his supervision.
21. The most common mistake parents make when they're teaching
their kids to catch pop flies is that they don't make sure they
get to the ball before they try to catch it. Teach kids to catch
pop flies in two steps: run and center up under the ball, then
put your glove up and catch the ball. Of course, there are times
when the player can't center up, but you need to start with the
easy fly first.
22. I had an indoor-safe ball that he threw to my kids in their
family room where they could get comfortable catching flies,
grounders, and the really tough ones. They soon graduated to the
really tough diving plays then they threw from the knees. This
exercise was good for developing their confidence around the
ball and gave us the needed repetitions it took to help them
become fluid in the fielding-throwing sequence.
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YOU'RE A BETTER COACH THAN YOU THINK!
Of all my initial thoughts for this article, I kept coming back to one
of the greatest things I have found about youth baseball. It's you, the
skipper of your own ballclub! You are the guy who makes it all go.
You have an interest in gaining knowledge of this very complex game! And
how would I come up with that conclusion? You're here aren't you? You
found your way to this website, you saw what a great free resource of
knowledge it was...and now here you are...reading another article by a
coach you don't even know.
In other words, you know that knowledge will empower you to make a
difference to your troops both on and off the field...12 players at a
time!
Do you recall that coach who knows everything about the game? You might
have coached with or against him this season or maybe you or your son
even played for him seasons past.
Ever notice how they tend to be (let's play nice here) some of the worst
coaches? Why do they even coach? No really, why? This is the guy who
would never buy a coaches book or video or read a free article...OR SIGN
UP FOR A FREE NEWSLETTER, just on the chance it could make him a better
coach.
Chances are he gets his knowledge from one or both of the following:
-When he played youth baseball; and that career may have been skewed
over a few decades.
-Watching Big League ball on TV; now he wants to teach children the
methods of the best in the world!
(The above was unabashedly stolen from my dear friend Gordie Gillespie,
the winningest coach in college baseball history! Read more about him in
our free articles area at http://www.baseballtips.com/instruction.html.)
Rest Assured...You will always have a fighting chance to be the best you
can be simply by seeking knowledge. This is a game of a million small
pieces. Being chronic and consistent in this search will lead you closer
to the Holy Grail.
Winning will be a bi-product of your good habits and the knowledge you
gain!
So, when a parent rants, and losses pile up, have the confidence to
know...you are learning on the job and will continue to gain knowledge.
I have always thought I may never be a worse coach than I am today...and
yeah man, I'm not too bad right now! There's no difference between you
and me.
So, don't doubt it...You're a better coach than you think!
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MOTIVATION
Motivation (N): The psychological feature that arouses a person to
action toward a desired goal.
Difficult to accurately define, motivation is a trait that an athlete
may or may not display. One can be naturally “motivated,” meaning they
are consistently ready to work, eager to learn and driven to get better.
Or, on the contrary, an individual may lack that “psychological feature”
which causes motivation. The athlete may daydream during workouts,
require constant encouragement and accept mediocrity.
Whether an individual is naturally motivated or not, motivation itself
can be viewed as an acquired trait. Lifeletics instructors strive to
teach motivation… through motivation. By pushing our athletes to
constantly get better, our goal is to create an atmosphere where
learning is desired… where working hard is “the cool thing to do.” The
desired result is the development of those arousals, which drive
individuals to achieve goals. Regardless of their natural make-up,
athletes can learn motivation.
Athletes should understand that they can take what they want from a
workout situation. They are in complete control of the extent of their
improvement, and need to be challenged to reach the next level. The
reality is that an athlete will inevitably improve through practice,
workouts, and games. However, the degree to which these athletes improve
is directly linked to amount of motivation he or she operates with.
Creating an atmosphere of Motivation
In an effort to assist motivational development, a parent or coach can
provide motivation. This is a serious responsibility of an instructor,
and a necessary component in assisting an athlete to grow. Motivation
must be supportive in nature, nurturing yet pushing, and consistent in
its application. Athletes expect to be pushed by a professional, and
therefore accept the motivation as part of that experience.
However, athletes are not always as responsive to motivational tactics
when it comes from Mom or Dad. In an effort to create motivation within
a young athlete, ensure that the athlete follows a structured and
progressive workout regiment. However, do not communicate the planning
or intensity of this progression. Rather, treat the workouts as
spontaneous and pressure-free, allowing an athlete to enjoy the process
of improvement. Seeing results will stoke the internal fire to get
better and work harder. By focusing first on enjoying each workout, and
then on the improvements being made, an athlete will learn to feed off
of the positive growth.
Perhaps then, rather than a parent “nagging” a youngster to practice…
the athlete will be the one tugging at his parent’s shirt to go play
catch. Be careful though, a motivated athlete becomes a time-consuming
offspring!
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WINNING WITH CLASS
In growing up and participating in sports, there is consistent emphasis
placed on being a good loser. "Keep your head up… learn from your
mistakes… get 'em next time!" All of these are common phrases associated
with losing with dignity. While handling defeat is important, a big part
to becoming a champion is learning how to win.
With today's professional sports filled with egos and attitudes,
showboating and taunting, you as a champion must understand how to win
with class. Winning with class means respecting your opponent, being
gracious and humble, and carrying yourself as if you have done this
before. Celebration is okay. In fact, it's natural to feel good
after you've won. But just as it feels great to win, it is very
difficult to lose. Winning with class shows that you understand the
pains of defeat and do not intend to step on another player when they
are down. Your opponent will respect you much more if you control your
emotions and show dignity, rather than rub their noses in it with brash
behavior and self-glorifying gestures and dances.
You will be a champion! You will win many awards, receive great report
cards, and win many games. You will be a leader and a role model amongst
your friends. Winning with class will help you to remain grounded and
respectful of others, and it will help others to respect you and
remember how fun it was to play against you.
So, the next time you see a basketball player talking trash after a
dunk, or a football player dancing and shouting after a tackle, place
yourself in the shoes of the loser and remember how it feels to have a
game winning home run hit off of you. And when you strike out the final
batter of a well-pitched victory, pump your fist in celebration, and
then carry yourself as a mature person who has won before. Always shake
your opponents hand, and be conscious of how a true champion is to act.
Over the course of your playing days, you will find yourself in many
winning dugouts, and you will experience your share of losses. But when
your name is in lights and you are the one collecting multi-million
dollar paychecks, those that you've beaten on your path to the big
leagues will remember you as a fierce competitor and a gracious
champion. They will proudly and happily say to their friends: "Man, I
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ENERGY
Why is
it that good teams sometimes don’t win? Why is it that mediocre teams
sometimes win consistently? What are the ingredients for success? While
there are no easy answers for these questions, there are certain
ingredients to a winning team that are not seen on paper. One of the
most important of these intangible ingredients is energy. Winning teams
bring a high level of energy to the ball field, exhibited by their
intensity and desire.
From the moment a team steps onto the diamond, it determines the pace
and intensity of the game. From stretching and warm up, to pre-game
infield and sprints, athletes should be moving quickly and crisply. It
is the responsibility of the coach to have a structured plan for the
athletes to keep them from standing around and give the team the
opportunity to bring their energy level up.
Once the game starts, energy can be seen from the first pitch to the
last. Every inning, athletes sprint on and off the field, showing the
other team that they are in charge. On offense, the dugout is into the
game, encouraging their teammates and cheering appropriately. Athletes
are aggressive in the box and on the bases, and attitudes are confident
and unrelenting. Defensively, the pitcher’s pace is quick and efficient
and the ball moves crisply around the diamond after a groundout or a
strike out. The team’s energy level implies, “it’s only a matter of time
before we win.”
A high energy level assists in "taking the game." These teams keep a
constant pressure on the opposition. Whether it makes an opposing
infielder throw tentatively across the diamond, or a pitcher think twice
and aim his breaking ball, this pressure becomes the 10th player.
Inevitably, this team will find a way to win because "they just don’t
stop coming at you."
Playing with energy is something that can be worked on. Different teams
have different identities, and some groups will need to be pushed more
than others. Raising the energy level can help to mold a talented team
into a winning team.
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PRACTICES DON'T HAVE TO BE LONG TO BE GOOD
Back in the late 70's an old college professor of mine was fond of
saying, "Don't confuse activity with accomplishment." Jump forward about
eight years and imagine me observing a coach running practice for his
little League team. At the start of practice most of the 10, 11, and 12
year olds are very enthusiastic. As the practice progresses I notice
only two forms of activity taking place. One has the head coach throwing
batting practice, with each hitter getting 10 to 15 swings while each
pitcher takes a turn throwing to the assistant coach as the others stand
and watch. I, too, stand and watch and I don't know who is more bored-
the players or me. When I saw a member of the board of directors, I
commented on how poorly I thought the practice had been run. The board
member responded, "If you think you can do a better job, then volunteer
to coach." (Me and my big mouth.)
But I did just that. And my first practice, though planned differently,
ended up being two tedious hours of batting practice and pitchers
throwing on the sidelines. Exactly what I had been so critical of
myself! After that first practice I told my wife that there must be a
better way. Even though I had a master's degree in Phys. Ed from
Arizona
State
University, baseball was the major sport I
was least knowledgeable about.
So, I decided to research alternative practice methods. I observed a
variety of teams during practice ranging from 7 year olds to college
level players. I noticed that the best practices were not necessarily
the longest and that the most organized coaches wasted little time. On
most of the drills every player was involved. It was amazing the way
some coaches integrated fun and learning and how creative some of the
drills and games were.
I began to use some of these techniques with my team. After a little
trial and error I was actually able to run a more effective practice in
half the time.
To run a practice like this does take preparation - mostly at the
beginning of the season. But coaches need not look at this as a chore.
It can be as much fun for you as it is for the players.
The youth baseball coach, whether it's Babe Ruth League, Little League,
or local Park and Rec Dept., should make a list of drills at the
beginning of the year that they are interested in trying. The idea is to
be creative. When my oldest son was 8, I began a practice with a simple
relay race, consisting of two lines of six players each. To put a
baseball theme into the race, I had each player wear their glove and
hold two baseballs in it. The learning benefit of this relay race was to
teach kids the importance of squeezing the glove. Another year I was
teaching players how to bunt. When the team took batting practice, I put
one cone 10 feet directly in front of home plate and another cone 10
feet to the the left of the plate. Each player gets two bunts before his
regular swings. For each bunt that goes between the cones, the player
earns two extra swings. This motivated the players to focus when they
bunted. And, it worked!
If a coach plans five to seven drills of ten to twelve minutes in length
for each practice, the players will be more attentive and less bored.
Don't worry about players not liking certain drills. About a third
through the season they will let you know which ones to weed out.
The youth baseball season is unlike any other season. Fathers sneak out
of work early, families rarely eat dinnner before 8:30 at night and the
laundry room is active day and night. As parents and coaches, we should
make practices more interesting and fun because during a typical little
league season, players spend as much or more time practicing than in
actual games.
So, be creative and have a great baseball season.
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RUNNING AN AGGRESSIVE OFFENSE FROM THE COACHING BOX
Baseball coaches who run an aggressive offense-- squeeze, hit and run,
and double steal-- obviously have need of a sign system that will enable
them to communicate with the players and adapt to changing situations
and personnel quickly and efficiently.
A good sign system will include all or most of the following:
"Indicators" that alert the players that a "live" sign may be on its
way.
"Wipe-offs" that negate every live sign that has been flashed to that
point.
"Activators" that tell the player to proceed with the designated play (a
green light).
"Decoys" -- meaningless signs, at least in the context of the sequence
in which they appear.
Perhaps the most common way of flashing a sign is through touching a
particular part of the body or uniform, e.g., an ear or the bill of the
cap.
Coaches from youth to semi-pro ball often use a simple system in which
the first letter of the object touched matches the first letter of the
corresponding sign. For example, a touch of the hat will call for the
"hit & run", a touch of the belt for "bunt", and a touch of the sleeve
for "steal".
Another popular sign system emphasizes the number of touches or taps
rather than the location of the touch. For example, 1 tap will call for
a take, 2 taps for a bunt, 3 taps for a hit & run, and 4 taps for a
steal.
The coach will flash an indicator to have the players start counting and
another indicator to signal them to stop. The number of relevant taps in
between specifies the play.
Still other methods of transmitting signs involve the coach‚s position
in the coach‚s box (front, middle, or rear), the number of times he
claps his hands, the number of fingers he holds up, whistling, and
calling out colors, names, or numbers.
Regardless of how the coach delivers the signs, his system must be easy
to comprehend and remember.
Tips on Making Signs Easy to Recall Under Game Conditions:
1. Use a single indicator immediately followed by the live sign. Even
with a wipe-off included, a player must interpret a maximum of three
signs per sequence.
2. The first or second sign flashed is live (with no indicator). An
activator and/or a wipe-off can be added to confuse the opponents.
3. The last sign flashed is live (with no indicator). This is effective
since players tend to look away once they‚ve seen the live sign, but
before the coach is finished flashing decoys. Some coaches "release" the
players‚ attention by concluding every sequence with a simple gesture,
like clapping the hands.
4. The only sign flashed twice in a set of signs is live.
5. Designate either hand as the "hot" hand. The first sign flashed with
that hand is live. Logical Patterns. If the signs consist of taps to
specific locations on your body or uniform, arrange the locations in a
logical order. For example, begin with a closed fist as the first sign
in a set and ascend up the arm with taps to the wrist, elbow, shoulder,
and chest. Another option is to divide the chest into quadrants and
arrange the signs in a box pattern.
Memory Devices. When numbers represent the plays, it will be
helpful to train the players to memorize the plays in sequential order.
A mnemonic can turn the plays into a memorable phrase. For example, the
players can remember Take, Bunt, Hit & run, Steal as "Thomas
Baker High
School!". When you flash the number "3", the
players can run through the mnemonic phrase and notice that the third
word is High, which means Hit & run".
You can use any kind of memory device that will help the players recall
signs when the pressure is on and the game is on the line.
Groups of Two. In systems that incorporate multiple variations of
the basic plays, you may split the live signs into two groups whenever
possible, e.g., running plays (straight steal, delayed steal, early
break) vs. bunting plays (straight bunt, slash, squeeze).
Likewise, the body or uniform can be divided into two sections-- left
side / right side, upper body / lower body, skin / cloth, or school
colors, e.g., blue / gray.
Signs consisting of numbers, as well as innings, automatically fall into
two groups-- odd vs. even.
Systems based on "two‚s" break down into bite-size pieces that will
improve the players‚ retention and provide a ready-made way to
accomplish the other important goals of a flashing system-- to catch the
opposition off guard and prevent them from decoding the signs.
Suggestions for Camouflaging Live Signs:
Change or Rotate Periodically. Change the indicator before every game,
each time you face the same opponent, or during a game based on the
inning or count.
The "Hot Spot" system uses a floating indicator which changes with every
sequence of flashes. The first spot touched becomes the indicator for
that sequence. You can flash the live sign anytime after returning to
the hot spot.
The other option is to hold the indicator constant and rotate the live
signs. When using the "first (second) sign" method, make the first sign
live in odd innings and the second sign live in even innings. When using
two distinct groups of signs or two halves of the body, alternate
between the two.
For example, in odd-numbered innings put the hitting/bunting signs on
the left arm and running signs on the right arm. In even-numbered
innings, simply switch sides.
The use of uniform colors can make a system difficult for the defense to
crack, especially if you use home and away jerseys and change the signs
according to the location of the colors on your body.
When using the "four quadrants of the chest" in your sign system, you
may rotate the quadrants periodically. A mnemonic device can again help
the players memorize the signs. In using the "Thomas Baker
High School" mnemonic, for
example, the player need only know which quadrant is the Take (Thomas)
sign in any particular inning to figure out which quadrants represent
Bunt, Hit & run, and Steal.
Divert the Defense‚s Attention. You may have two people flashing signs--
a decoy whose signs are visible and obvious, and a play caller whose
signs are much less visible and simpler, e.g., arms crossed or hands in
the back pockets.
This technique works great when all signs emanate from the bench and the
two flashers are clearly visible to the players.
Another way to divert the attention of potential sign stealers is by
using the sign not given as the live sign. The opponents may be so
focused on what you are touching that they won‚t notice what you‚re not
touching. In short, you may flash all but that one sign in your
sequence-- which will make it the play. For added deception, add an
activator and wipe-off.
The most important rule when devising a system is to keep it simple. A
very basic set of signs can be highly effective with just one or two
wrinkles thrown in.
Simple Ways to Frustrate the Opponents:
1. Give the same meaning to two different signs. Have two bunt or two
steal signs. You can also have a sign that means "repeat the same play
called on the previous pitch".
2. Use an "activator only" in pre-arranged situations. If you want
particular plays executed in certain game situations or when certain
personnel are at bat or on the bases, discuss this strategy ahead of
time. You can then flash decoy signs and just an activator to set the
play in motion.
3. At the very beginning of an at-bat, flash a play you want executed on
a specific count, e.g., suicide squeeze on 2-0. When that count arrives
and the defense sees you standing motionless, it won‚t expect anything.
4. Flash a sign when the defense is not watching. For example, to the
next batter while he‚s still in the on deck circle. Use simple, "one
syllable" gestures immediately after a play and before the defense
settles into their positions for the next pitch.
5. Give a "green light" for players to steal, swing away, or bunt at
their own discretion. Then flash only a "red light" sign if you want
them to hold their position.
Final Points About Maintaining an Effective System:
Flash live signs, but omit the indicator or activator so that the live
signs appear to be meaningless.
Intersperse a series of live signs with a few decoy signs. For example,
if "steal" consists of four taps to the face, touch the face twice, then
tap the leg and chest before completing the final two taps to the face.
Practice in front of a mirror to develop a smooth delivery.
Flash decoy signs with as much emphasis as live ones, and live signs
with as much casualness as decoys.
Also, spend five minutes every day reviewing signs and running through
scenarios with the players.
Use signs during inter-squad games and offensive drills to mimic game
conditions.
Since players are more likely to understand and remember a system they
help create, encourage them to participate in designing the system.
(Author‚s note: We‚d like to express our gratitude to all the high
school and college coaches who contributed to this article and whose
names are not disclosed to protect the secrecy of their flashing
systems.) |
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FOCUS PRACTICE
Here is a little something that we do with our program to enhance focus
within practice in the hopes of bringing it to the game.
This is a very simple thing to implement, but very difficult to actually
do and control. If you are swift with your infractions and do not stray
from them, this slight change in your practice can make a huge
difference
At any given practice, depending on what you are doing, you can do what
we call a Focus Practice. It is simply NOT allowing the players to talk
AT ALL during practice. We simply tell our players that if you talk we
will ask you to leave practice. We need focused individuals to compete
at this level and if you do not have the discipline to stay quiet and
keep focused, how can we expect you to have any focus or discipline
during competition.
Now, obviously there are many practices where this will not work,
especially if you need to communicate between players. Consequently, we
do not do many focus practices, but the ones we actually do, have some
very beneficial outcomes from them. We usually practice anywhere from
one and a half to two hours, and the whole practice is silent other than
the coaching staff communicating and the crack of the bat or pop of the
glove. If you get a chance to do this, it is actually something that
will put you in awe...it is quite nostalgic to just listen.
We want the kids to be heavily focused on their individual game, to make
adjustments and to feel their mistakes. We make this type of practice
follow a slow, yet methodical type so that the athletes do not feel
rushed. Again, they are in complete focus on what they are doing, so
they need some time to think and make the correct adjustments.
Everything that we do as far as drill work is game speed however.
I always preface this practice by saying these simple words..."If you
can focus for two hours here at practice, that is usually how long it
takes for us to beat our opponents. Is this something you are able to
do?" Now, we have never had to kick anyone out of practice for breaking
the focus of the team...you can adjust your reprimand on your terms for
your team. I invite you to try it however and see how it goes. Then ask
the kids how tough it was...it isn't as easy as it sounds. |
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REST
The off-season is an important part of an athlete’s development. While
it is the time to work on fundamentals and hammer home repetitions, the
off-season is also an important time to rest. Especially for the sake of
arm health, the off-season should also involve a significant break from
baseball. As a parent or coach, it is important to find a balance
between working out and ensuring adequate rest during the off-season.
An athlete should get a 4 - 6 week period (minimum) away from the game
of baseball in the off-season. Athletes should be encouraged to play
other sports, providing both mental and physical relief from the battles
of baseball. Most importantly, this gives the arm ample time to recover
from any traumas sustained over the course of a full season of throwing.
Many throwing injuries are a culmination of many small injuries
sustained over a high number of repetitions. A long and continuous break
may be the only way to conquer inflammation or tiny muscle tears,
helping to prevent more serious injuries.
Typically, the months of August and September provide a solid block of
dates in which to find rest. The high school season concludes near the
end of May. A typical summer program begins shortly thereafter and can
run through the middle of July. Youth league All-Stars can run through
the month of June and into July, while most Summer leagues finish by the
middle of August.
Finally, many athletes truly enjoy working out and practicing their
baseball skills. These athletes should also be encouraged to take time
away from the game. A solid break can help to keep the flames of desire
stoked, and ensure that the athlete avoids any symptoms of burnout. At
the very least, the physical rest can ensure that the body is strong and
the mind sound when the off-season workouts begin |
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Game
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